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In-class activities: Introductions.
Homework assignment for Wednesday, 1/15/20:
- 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. Use either M.S. Word or Google Docs.Save the document to Google Drive if you use Word
- Read and execute your other assignments which were posted in Canvas.
In-class activities: 1] Re-introduction to InQuizitive lessons. 2] Discuss two writing projects, the InQuizitive meta and and Critical Thinking Journal #1
Homework assignment for Monday, 1/27/20:
- Finish the InQuizitive lesson "Editing the Errors that Matter" and post the InQuizitive meta.
In-class activities: Discuss and begin Critical Thinking Journal #1 and the Syllabus Scavenger Hunt, which is posted in Canvas
Homework assignment for Wednessday, 1/29/20:
In-class activities: Discuss CTJ #1
In-class activities: 1] Discuss Syllabus take home quiz and survey results. 2] Discuss and begin note-taking for an annotated bibliography.
Note-taking. Paraphrase from these sources. In your annotations DO NOT quote directly, not for this particlar assigment, which includes the Eng. 111 SLOs 4.2 ("Apply conventions of academic writing in the creation of scholarly texts, including attributing sources, direct and indirect quoting, and citing sources to avoid plagiarism.") and 6.4 ("Evaluate sources for credibility and usefulness.")
- Make an annotation outline for each article:
- Analysis of the source for credibility
- Assessment of the writer's credibility with regard to the subject matter
- Four most important points made in the article
- The writer's thesis (i.e., the recommendation)
Homework assignment for Wednesday, 2/4/20:
- Read and take notes on these articles about the impact of cell phone use during class and study times:
In-class activity: Annotated bibliography workshop.
In-class activities: 1] Discuss revisions, edits and Errors Analyses for CTJ #1: Boilerplate Comments CTJ #1.
In-class activities: 1] Discuss again revisions, edits and Errors Analyses for CTJ #1: Boilerplate Comments CTJ #1. 2] Demo the Assistive Technologies
In-class activities: 1] Discuss metacognition. 2] Communication etiquette. 3] Discuss and begin CTJ #2.
Homework assignment for Monday, 2/24/20:
- Complete and post CTJ #2.
- Proofread/edit it with the help of the Assistive Technologies because I will weight editing a bit in this journal. Edit, particularly, for the types of errors you may have committed in CTJ#1, about which you did the Errors Analysis activity. I don't want to see those hickies again. If you still don't understand how to identify and fix them, make an appointment with me so that I can ascertain why and then help you to understand those conventions.
- Draft personal experience notes for our class discussion.
- Next week, I will do a short learning unit on brain development. In order to prepare yourself for it ("jump-starting the brain"), I want you to think about any higher order skill that you have learned outside of a school situation. This can be a physical skill you have developed or body of knowledge that you have learned well. Tying your shoes is not an example of higher order skills. Playing baseball competitively, performing with an instrument in the band, rug weaving, gardening, wood working, are examples of higher order skills; knowledge of math, human relationships and psychology, ornithology (bird identification/bird watching), classical rhetoric are examples of abstract skills (in other words, you have learned that body of knowledge). A complex video game that you excel at may be an example of both.
- Having identified something that you know well or know how to do very well, I want you to write notes on how you learned this skill, activity, or body of knowledge--from the very beginning of the learning process to wherever you are now with this skill.
- For instance, when and why did you start learning this thing? How did you first start to learn it? If I were observing you, what would I have seen as you first started to learn it? How did you get better at this skill, activity or body of knowledge? How did you know that you were getting good at it? What kept you learning or improving this skill? Why did you keep learning or improving this skill? Have you mastered it or are you still working on mastery? What will it take for you to decide that you have mastered this skill if you don't feel you have reached mastery? In your notes, just make a list. I will not collect your notes; they are just for your own us to prepare you for our lesson.
In-class presentation: "An Owner's Manual for Your Brain." Take copious notes; if you are sitting passively expecting to magically absorb important information, you will be asked to leave the room and learn the material on your own. By the end of the presentation, it will become obvious why engagement with the material is imperative to learning.
Homework assignment for Wednesday, 2/26/20:
- Draft and post to Canvas a one-page (appx. 250-300 words) description of the learning process (i.e., growing dendrites). It should include a brief explanation of the stages or phases of the learning process, why stimulation is necessary for learning to occur, and how synaptic firing is like a spark plug firing.
In-class activity: Introductory Webfolio Workshop
- A Google Sites Eng. 111 project page. (Note, you may need to be logged in to "MyTNCC" to access some of these project pages.)
- Google Sites Webfolios from Fall 2017 Eng. 111 classes. (Again, you my need to be logged in to "MyTNCC" to access some of these webfolios.)
- Wix.com sites, examples from Spring 2016 Eng. 111:
Homework assignment for Monday, 3/2/20:
In-class Group Projects: 1] Does punctuation really matter all that much, or is it just some English teacher thing? Let's ask John! 2] Big Money: How much would YOU pay for a comma? A $million? Two $million? A $2 million comma?!?! Geez! How expensive ARE commas? Read on to find out.
Homework assignment for Wednesday, 3/4/20:
In-class activity: Punctuatig "Landscape with the Fall of Icarus" 2] Registering for NYT and NYT in Education. Instructions from Research Librarian Mary Hanlin:
- In order to gain access to both The New York Times and The New York Times in Education, you must first register online. (Two separate registrations are required for each resource, although you can use the same username and password for both.) Once you have registered, you can access the New York Times by simply going to their website. https://www.nytimes.com/
- Instructions for registering can be found here: https://libguides.tncc.edu/newyorktimes I encourage you to share this website and the registration process with your students as well.
Week Ten (the Re-Start)
In-class agenda: 1] Zoom and re-start discussion. How we go forward from here. 2] CTJ#2 boilerplate comments for revising. 3] Preparing for "Deep Reading" NYT article (pre-reading discussion)
Homework assignment for Wednesday, 3/25/20:
- Complete the "open-book" Deep Reading and Reasearch Quiz in Canvas about the Jeffrey Gettleman article from 11/4/2017. I was able to preview it, but not input responses as a student, so I do not know if you will have formatting functions when you type your answers in the quiz boxes. If you are not able to indent and italicize the W.C. entries, make them accurate in all other ways.
- Please heed the instructions for the quiz:1] Paraphrase from original sources rather than quoting directly. 2] Answer all questions in complete, grammatically correct, well edited sentences.
- Because we will discuss this story during class on Weds., the quiz will time out at class time. Anyone who has not completed the quiz prior to class discussion will be required to complete it without being allowed to participate in or listen to the discussion until after the quiz is complete. It would be cheating to allow the quiz to be submitted after listening to discussion of the answers, right?
In-class agenda: 1] Discuss the Deep Reading Quiz. 2] Discuss the sidebar story about journalistic ethics.
Homework assignment for Wednesday, 4/1/20:
In-class agenda: 1] Discuss journalistic ethics critical thinkking paper #3. I will make an assignment post in Canvas for this paper today. 2] Critical thinking: Why do we Americans stick to our beliefs and opinions even when facts tell us the opposite? "Struggle for Smarts? How Eastern And Western Cultures Tackle Learning."
Homework assignment for Wednesday, 4/1/20:
Homework assignment for Monday, 4/1/20:
Office hour: Discuss journalistic ethics paper, due today
Homework assignment for Monday, 4/1/20:
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