R. Dollieslager's
Weekly Schedule Spring 2019

English 111,
M & W, 9:30

Thomas Nelson Community College

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

learning pyramid grammar police
ldy liberty

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: 12:40-1:40, in room 207Q (my office)
Tues & Thurs Office Hours: 9:30-11 in The Tutor Zone, room 101 (library)
"By Appointment" Office Hours: 11-12:30, in Tutor Zone, room 101. Text me on Remind App for appt.
Remind App texting is the best way to contact me on or off-campus.
(I won't respond during classes, however.)
Office Phone: 757-258-6506

Email me at dollier@tncc.edu

Page last Updated: 23 April 2019, 7:40 p.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)
  8. How to cite a Youtube video.

Login Links

Semester Projects:


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

Week 1

  • The Congressional Record: Track daily debates and search for your representatives' and senators' voting records.
  • Emergent: "A Real-Time Rumor Tracker"
  • Fact Check.Org A Project of the Annenberg Public Policy Center: In an era of ever-increasing "fake news" sources, unreal "reality TV," entrenched political bias, science deniers, and rampant propagandizing, check your facts before you espouse your opinions or quote falsehoods.
  • Fact Checker. A service of The Washington Post
  • Library of Congress The largest repository of primary sources of information aside form the Internet itself--but much easier to find.
  • Snopes "Welcome to Snopes.com, the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation."
  • Urban Legends "Where you'll find the most popular urban legends and be entertained with email rumors, recent internet hoaxes and stories you swore actually happened to your friend's, cousin's, pet sitter's, roommate, when she was in college."
  • "Fake Or Real? How To Self-Check The News And Get The Facts" NPR, 5 Dec. 2016

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


Week One

Monday 1/7/19

In-class activities: 1] Housekeeping: introductions and Remind.com 2] Compose three paragraphs (appx. 1 and 1/2 pages typed, double-spaced, Times New Roman) for the
Pre-semester Reading Literacy Narrative diagnostic writing prompt.

Homework assignment for Wednesday, 1/9/19:

Wednesday 1/9/19

In-class activities: 1] LMS: BBd rather than Canvas 2] Remind App: text 81010, class code is @eng111mws 2] Upload Literacy Narrative to BBd.

Agenda item 3] Taking notes on readings using Cornell notes layout and an outline format. 4] Summarizing using Assistive Technologies: Speechnotes

"Formula" writing, annotated summaries (6 to 7 sentences):

Homework assignments for Monday, 1/14/19:

Week Two

Monday 1/14/19
In-class activities: 1] Discuss completion of the annotated bibliography. 2] Discuss results of the pre-semester survey (and submission of late work). 3[ Discuss and distribute NQAs 4] Small-group/class discussion: completion of the course syllabus with regard to class/personal cell phone policy. 4] Registering for NYT in Education: 

Homework assignment for Wednesday, 1/16/19:

Wednesday 1/16/19
1] Submit
Syllabus Quiz. 2] Discuss cell phone policies and agree to ours. Add it to the syllabus to finalize the syllabus. 3] Discuss Preparedness to Succeed survey outcomes. 4] View/discuss grade rosters from Fall 2018

Week Three

Wednesday 1/23/19 In-class activities: 1] Submit the syllabus quiz. 2] Discuss personal cell phone policies and finish the course syllabus. 3] Tweak and re-submit the annotated bibliography by C.O.B. tonight. 4] Register for Handbook and begin InQuizitive tutorial. Class code is 138145.

Homework assignment for Monday, 1/28/19:

Week Four

Monday 1/28/19  Group Projects: 1] Does punctuation really matter all that much, or is it just some English teacher thing? Let's ask John!! The Dear John Letter2] Big Money: How much would YOU pay for a comma? A $million? Two $million? A $2 million comma?! 3] The Grammar Crossword. Find the sections in the Little Seagull Handbook that correspond to and can help you to answer the following questions, and pencil in the section number next to the clue. Across: 1, 5, 17, 33, 41, 51, 56, 66. Down: 4, 10, 12, 25, 49

Homework assignment for Wednesday, 1/30/19:

Wednesday 1/30/19  In-class activities: WORK DAY! 1] Register for a free subscription to the NY Times and their feature program NY Times in Education: https://libguides.tncc.edu/newyorktimes 2] Check your results in InQuizitive. 3] Complete the meta if your results are available to you. 4] Submit the Grammar Crossword project and the sample sentences. I will create an assignment post in BBd for you to submit the sentences electronically.

Try the link to edition 2 to see if you can access your records of use.

Log in to http://nytimesineducation.com/ and let's decide what we want to tackle first.

Week Five

Monday 2/4/19  In-class activities: 1] Check your marks in "My Grades" in BBd, and open up your annotated bibliography and also read the grading rubric and my comments in it. These are the Boilerplate comments (BP) that are referred to in my evaluations of the project. Please heed them when you make the corrections to this project for your webfolio of final revisions. 2] Begin writing activities related to the first selected reading in the New York Times in Education. 2a] Small group discussion, bullet point one; followed by class discusion of those questions. Take notes during class discussion because you will be writing about this topic. 2b] Take two-column notes (with "Knew" / "New" column headings) and read the article. Take good notes for class discussion and for your own writing about the topic.

Homework assignment for Wednesday, 2/6/19:

Wednesday 2/6/19  In-class activities: 1] Let's listen: We had a nice discussion in class on Monday and had a brief side-bar discussion about one of the ain conversation inhibiters, the fear that we may be judged harshly if we say something that is innacurate. Even though we restate the maxim "We learn from our mistakes" all the time, in our culture, by and large, we believe it is wrong to be wrong. It's not. Let's listen to why we might think this way, though. 2] Modeling importat success/research skills: Taking notes on the Gross article and her interview with Sendak.

Homework assignment for Monday, 2/11/19:

Week Six

Monday 2/11/19  In-class activities:  1] Discuss summaries of the two articles--about Terry Gross and about discourse analysis. 2] Planning an interview: I personaly, want to interview Langston Hughes.

Homework assignment for Wednesday, 2/13/19:

Wednesday 2/13/19  In-class activities: 1] "Housekeeping." First, I keep forgetting to return the Syllabus Quiz, and as of yesterday, the Grammar Xword activities, and I also want to discuss the InQuizitive results and your suggestions from the "meta" and my suggestions about using InQuizitive, so I've made these agenda items so that I don't skip over them again. 2] Planning a conversation with a real person, a conversation you need to or want to have, following the advice of Terry Gross.

Homework assignment for Monday, 2/18/19:

Week Seven

Monday 2/18/19  In-class activities: 1] Using InQuizitive: Slow down. Read! DON'T GUESS--ever. It is a learning environment, not a testing environment. 2] Let's talk about the Learning Pyramid and look at grades from Fall Eng. 111s. I can only teach folks who want to learn, and learning isn't a spectator sport. "My Grades" are up to date in BBd. When you view them, please be sure to click on the grading rubric icon so that you can see my instructions for revision as well as the grading criteria. Please inform me if any of your grades do not appear because what you see in "My Grades" is different from what I can see when I post grades. Sometimes, if there are multiple posts for an assignment, the grade will not appear for the final submission, which would be the one which was graded. Just past 1/3 of the semester (6 weeks of 16), 22 points have been available so far; we will total around 60-66 points for the semester by the end. 3] BP comments on Kerr and Tannen articles. I announced in class on Weds. that these drafts were due at midnight on Thursday, 2/14, and made that the due date in BBd. However, I did not add that information also to the class webpage before the end of class on Weds. Therefore, I will re-open the assigment in BBd and make it due by and available until 6 p.m. Sunday 2/17. If posted by then, the asignment will not be considered late, and I will also have an opportunity to grade them Sunday night before class on Monday morning. These paragraphs will be included in an essay about how to be a good conversationalist, so we aren't done with them--only getting started.

Wednesday 2/20/19  In-class activities: 1] Survey: Room preferences. Your email address is not being collected so this form is anonymous, though you will need access it with your "MyTNCC" log-in. 2] Discusing the Tannen and Kerr summaries. 3] Drafting workshop: Composing the body paragraphs for the essay.

Four (or five) body paragraphs for an essay on how to be a good conversationalist, due by start of class on Monday 2/25 (and a sixth for extra credit):

  1. Summary of the Kerr article about Terry Gross's advice for how to talk to anyone
  2. Analysis of Gross's interviews with Sendak. Does she follow her own advice? Povide specific evidence from the interviews to support your assertion.
  3. Planning an interview. If you were to be like Terry, whom would you interview? From your plans, describe whom, why, and how you would conduct your interview. (Here is my model of my plans for an interview with Langston Hughes.)
  4. Planning a real conversation. Following Gross's advice write a paragraph outlining a conversation you feel you need to have with someone, or a conversation with someone that you would simply like to have. (My model of plans for a real onversation that I need to have is posted in "Course Documents" in BBd.) Note: This paragraph can be eliminated from your final revision of the essay, which you will post in your on-line Webfolio, if you feel it is personal and, therefore, do not want to share it. For example, my plans for a real conversation are not something I want to post on our open-access class webpage.
  5. *Having a real conversation. I will award one point of extra credit for a paragraph which describes the conversation that you planned after you have had it. It can be submitted in the paper or after the paper has been graded, any time during weeks 8 through 14.

Homework assignment for Monday, 2/25/19:

Week Eight

Monday 2/25/19  In-class activities:  Reconstructing Bertrand Russell.

Wednesday 2/27/19  In-class activities: 1] Composing good transitions. 2] Testing out good thesis statements.

Homework assignment for Friday, 3/1/19:

Week Nine

Monday 3/11/19 In class research workshop: Research/note-taking on logical fallacies. 1] Copy and paste this handout from UNC-CH Writing Center on logical fallacies. Use it as your note-taking database to add notes and examples from Stephen West's two podcast episodes on logical fallacies: Episode #73 and Episode #75. 2] Add examples or further explanations from West's podcast(s), but mark them in different collored text so that it is clear to you what information is from UNC's Writing Center and what info is from Stephen West. Use a third color or background to add notes from the source below ("15 Logical Fallacies . . . ")

Homework assignment for Wednesday, 3/13/19:

Wednesday 3/13/19  In-class group activity: Analyzing an article (it's posted in BBd)

Homework assignment for Monday, 3/18/19:

Week Ten

Monday 3/18/19 No class: Sick Day.

Wednesday 3/20/19  In-class group activity: Analyzing persuasive messages. Use the handout to understand and create examples of different types of persuasive appeals.

Homework assignment for Monday, 3/25/19:

Week Eleven

Monday 3/125/19 In class: 1] Discuss and take notes on the differing perspectives on the issue of "useless knowledge" as a result of "pure research." 2] Discuss adding your submission to the large-group annotated bibliography

Wednesday 3/27/19  In-class

Week Twelve

Monday 4/1/19  In-class activities: Discuss, parse, and analyze the Stephens article.

Homework assignment for Wednesday, 4/3/19:

Wednesday 4/3/19  In-class activities: Discuss, parse, and analyze the Overbye article.

Homework assignment for Monday, 4/8/19:

Week Thirteen

Monday 4/8/19  In-class activities: Diving Deeper: A full rhetorical analysis of the Overbye article.

Homework assignment for Wednesday, 4/10/19:

Wednesday 4/10/19  In-class activities: 1] Discuss the rhetorical analyses. 2] Webfolio Workshop: Introduction to Website Development

Homework assignment for Monday, 4/15/19, view and develop:

Additionally, browse the individual webfolios below and some of those which are indexed on the project page links below:

Work InQuizitive lessons: If you have not already done so, work the following InQuizitive lessons until you achieve a score of 100%.

Week Fourteen

Monday 4/15/19  In-class Workshop: 1] Prepare a blocking outline for your Aristotelean Argument essay on the "pure research" / "useless knowledge" issue. 2] Add your Webfolio homepage to the Index of Webfolios, which you have an invitation to edit in your college email.

Homework assignment for Wednesday, 4/17/19:

Wednesday 4/17/19  In-class Workshop: 1] Show me your blocking outline for your Aristotelean Argument essay on the "pure research" / "useless knowledge" issue. 2] Discuss the Boilerplate Comments and revision instructions for the good conversationalist essay, and 3] Begin the Errors Analyis Project..

Homework assignment for Monday, 4/22/19:

Week Fifteen

Monday 4/22/19  In-class activities: 1] Submit the Errors Analysis and Revisions for grading (6 points). 2] Discuss and complete the essay on the "pure research" / "useless knowledge" issue.

Homework assignment for Wednesday, 4/24/19:

Wednesday 4/24/19  In-class Workshop: 1] Submit the Errors Analysis project.. 2] Peer review the Aristotelean Argument essay on "pure research" vs "useless knowledge" 3] Edit/revise/complete the essay, due by Friday so that I can grade it before finals week.

Week Fifteen.five

Monday 4/29/19  In-class: Webfolio Workshop

Week Sixteen, Weds., 5/1, 8 a.m. - 10:30

Wednesday 5/1/19 Final class! Webfolio conferences and final edits/tweaks.

 

 


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