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Page last Updated: 5 January 2019, 7:45 p.m.
English 112 course syllabus
Class Video Resources
Class Internet Resources
Spring 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.
Traditional Argument Handouts/Sites
(OWL stands for Online Writing Labs) link to handbooks, workbooks,
help desks to assist you with writing problems.
Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid 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.
Assistive writing and editing technologies:
- 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
In-class activities: Introductions
1] Pair up with your partner from last week and with another pair of new colleagues whom you do not already know for a "quadrad" discussion. (Not sure if that's a word formerly, but it is NOW!) Assign a moderator, an "encourager," a "devil's advocate" and a group note-taker. Discuss "Why we want/don't want college to be harder than high school." Discuss and list the pros and cons, the educational and professional outcomes (in either case), and be prepared to defend your group's position, with your moderator as the primary (but not the sole) presenter of your case.
2] Discuss and annotate the reading as an example for the annotated bibliography which is due on Thursday. Use Model #31 in the Little Seagull Handbook with MLA Research section for these on-line sources.
Homework assignment for Thursday, 1/18/18: Make an annotated biblography of these sources--six sentences each. First analyzes the source, second assesses the writer's credibility, the next four summarize the most important information form the articles. List alphabetically
Monday 1/22/18 In class: 1] Discuss completion of the annotated bibliography. Demonstration: Speechnotes voice-to-text tool 2] Discuss results of the pre-semester survey (and submission of late work). 3] Group work: Finish the annotated bibliography
Grading criteria for annotated bibliography (6 points possible):
- 1.5 pts. Format: The four works cited entries correctly follow MLA conventions and they are listed in alphabetical order, with the annotation below them in paragraph format.
- 2 pts. Analysis of sources: Each annotation first assesses the credibility of each source (one sentence) and then the credibility of the writer (one sentence).
- 1. 5 pts. Content: In four to five sentences the most important content of the article is described in a paraphrased summary.
- 1 pt. Editing: The annotations have few if any grammatical or punctuation errors.
Homework assignment for Wednesday, 1/24/18:
Wednesday 1/24/18 In class. Group then class discussion: Type your group's response to the following questions. (A) What are five things that make Prof. Richardson’s video unsuccessful as a piece of persuasive communication? What are two things that it communicates successfully? (B) What are five things that make Prof. DeCoster’s video successful as a piece of persuasive communication? What are two things that are unsuccessful in it? Your answers, following our full class discussion, will be the main part of your first Learning Journal entry, so save the work for instructions that will follow for how to complete the first Learning Journal entry.
Homework assignment for Friday, 1/26/18:
Homework assignment for Monday 1/29/18:
Monday 1/29/18 In class: 1] Discuss the cell phone articles and annotated bibliography. 2] Discuss the course syllabus and complete it with regard to cell phone policy. 3] Discuss and distribute NQAs. 4] Discuss the pre-semester survey results. 5] Do the Google forms documentation conventions survey
Homework assignment for Wednesday, 1/31/18:
- Reading: Abstract and analysis of Orwell's 1984. Read all three of these short selections. George Orwell, (use this bio if the other does not open) author of 1984, Animal Farm and other influential, controversial, and powerful works of fiction and non-fiction. 1984 Plot Summary. 1984 themes and motifs.
- Think!! "Big Brother is Watching," "Newspeak." Think about and be ready to discuss the ways in which Orwell's book was prophetic of the times to come. He wrote it in 1948. He was soooo influential that his name has become an adjective--many people say we live in an Orwellian world, while others hold that we live in "post-Orwellian" society. Do we? How so, or how not? How does his writing reflect the contemporary times in which we live? These will be one of the foci of our conversation about Orwell and 1984.
- Read/Listen to this story
- Take notes on these selections and the discussion questions for our discussion and for your Learning Journal for next week. (More on that later.)
Wednesday 1/31/18 In class: 1] Do the Google forms documentation conventions survey; invitation link sent to your college email 2] Group discussion/activity with the Orwell readings.
Homework assignment for Monday, 2/5/18:
- Finish reading activity: Deep reading the Orwell selections
- Take notes to submit for grading on Monday.
Monday 2/5/18 In class: 1] Little Seagull Handbook search. Who will be first to find the MLA's conventions for capitalizing titles of articles, journals, websites, magazines, books, etc. In what section of the handbook can the rules be found? What do they tell us? 2] Group note-taking, more on Orwell!
Homework assignment for Wednesday, 2/7/18:
Wednesday 2/7/18 In class: 1] at 2:00, discuss the "Analyzing an Article" assignment. 2] at 3:30 group activity: Ethos, Pathos, Logos.
Homework assignment for Monday, 2/12/18:
- Read: "Fake Or Real? How To Self-Check The News And Get The Facts" NPR, 5 Dec. 2016
- Finish note-taking from the readings about Orwell
- Prepare to discuss the following article. (Dive Deep!!): "2017 Isn’t ‘1984’ –It’s Stranger than Orwell Imagined"
- Paragraphs 1-13 are an excellent example of background information for people who don't know much about George Orwell or his works, essentially 13 paragraphs of "introduction" to Broich's essay.
- Paragraphs 14-20, essentially, ARE Broich's essay, then.
- Is Broich a credible writer? (Discuss)
- Where was this piece published? Is it a viable publication?
- What is his thesis statement?
- Describe evidence of Ethos, Pathos, and Logos in Broich's essay.
Monday 2/12/18 In-class activities: 1] Discuss responses to "Anlyzing an Article" activity, which was posted as a "test" in BBd (Week Four). Open it in BBd and read the comments I embedded in the grading rubric as we discuss it. 2] Describe evidence of Ethos, Pathos, and Logos in Broich's essay.
Homework assignment for Wednesday, 2/14/18:
Wednesday 2/14/18 In class: 1] Discuss Orwell readings/notes. Tell me what you learned about "The Dude"! 2] Discuss the readings and Dive Deeper: Pizzagate, the (almost) whole story. 3] Left. Right, Center? Where do popular publications stand on the "truthiness" scale? 4] Discuss Learning Journals
- Read: Here is a chart, that, in truth, is quite accurate, which depicts the reliability of news media. It is in an article about how the chart itself has gone viral and has elicited hotly contested rhetoric as to the accuracy of any ranking of reliable sources. So, where IS truth and objectivity in a polarized era driven by opinions, rhetoric, and personal agendas rather than informed by facts? These are our times, folks.
- Write Learning Journal One, for Weeks 5 & 6 in BBd
- "Why Fake News Is So Incredibly Effective, Time," Time, 28 Nov. 2016
- Fact Checker. A service of The Washington Post
- "President Trump Made 2,140 False or Misleading Claims in his First Year," The Washington Post, 19 Jan. 2018
Monday 2/19/18 In-class activities: 1] Discuss the MarketWatch article and the graphic which positions news sources. 2] Discuss completion of the Learning Journal, which has been activated.
Homework assignment for Wednesday, 2/21/18:
- Read: The ape smuggling story and the sidebar story about the ethical crisis the writer was confronting (a paper handout)
- Read: The paper handouts about methods of argumentation
Wednesday 2/21/18 In-class activities: 1] Discuss the NYT ape smuggling story and the ethical dilemma that Gettleman found himself in related to his observational participation in it. 2] Discuss the writing asignment for next week.
Homework assignment for Monday, 2/26/18
- Respond to the following writing prompt by developing an argumentative essay according to the structure and patterns of development of classical (Aristotelean) argumentation.:
In an era when fake news is prevalent and misinformation can be quickly conveyed via social and mainstream media, does truth really matter? Should it?
- Assignment paramaters:
- typed in .doc or .docx format and posted to BBd
- carefully spell checked, proofread, and edited using all of the assistive technologies listed in the class resources box atop this page
- well written in MLA format, and run through SafeAssign plagiarism checker in BBd.
- a minimum of 700 words, but no more than 1000 words
- draws on and incorporates information from all of the relevant readings that have been posted to the class page and any other viable sources you choose which advance and support your thesis.
Monday 2/26/18 In-class activities: 1a] Spot the fake news: Use the criteria from the article "Fake or Real? How To Self-Check The News And Get The Facts" to determine if these news nuggets are likely to be fake or real. 1b] Ferret out the Fakery: Use the Tracking the Truth resources to research whether these new items are fake or real. 2] Discuss revising and adding more evidence from this very rich resource to the draft of the fake news essay assigned last Wednesday: "Why Fake News Is So Incredibly Effective." Time, 28 Nov. 2016
Homework assignment for Wednesday, 2/28/18
- Complete the essay, "does fake news matter" and prepare it for peer review on Wednesday. It will be due by end of day Weds (11:59 p.m., 2/28/18)
Wednesday 2/28/18 In-class activities: Peer reviewing the essay draft.
Homework assignment for Friday, 3/2/18
- Following peer review, prepare your essay for grading by use of the Assistive Technologies:
- Grammar/spell check with both M.S. Word and Grammarly
- Listen for errors using the "Speak" function in M.S. Word
- Use Paper Rater and print out the report for computer feedback on your esay. It is very detailed.
- Run it through the SafeAssign plagiarism checker in BBd.
- Use SmartThinking. If you complete the draft by tomorrow, you can submit it to an actual human reader via SmartThinking
Homework assignment for Monday, 3/12/18
Spring Break Week: Let's Go Crazy!!
Monday 3/12/18 In-class activities: 1] Discuss the readings. Chesterman wrote: "Mr. Trump is not crazy; nor is he evil. But his presidency is a canary in the mineshaft of our public discourse. Its implosion is an indicator of the toxic nature of that discourse . . . "
Is Chesterman prophetic in his March 3, 2017 essay? Is his position supported by facts and events since its publication?
Homework assignment for Wednesday, 3/14/18
Wednesday 3/14/18 In-class activities: 1] Finish discussing Chesterman's argument 2] Discuss the Doublespeak article.
Homework assignment for Monday, 3/19/18
- Read and take notes on Orwell's most famous essay, "Politics and the English Language."
- Doublespeak in the news: Find, take notes on, save links to and be prepared to share with the rest of us 6 examples of doublespeak in news recently. These will be your original examples, not examples taken from any of the resources provided on the class web pages heretofore or discussed in class.
Monday 3/19/18 In-class activities: 1] Discuss Orwell's warning about and advice about how to avoid sloppy use of language. 2] Discuss then submit (in hard copy) your examples of doublespeak in the news. 3] Discuss/begin webfolio project using Google Sites or Wix.com
- A Google Sites Eng. 112 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 Wednesday, 3/21/18
Wednesday 3/21/18 In-class activities: 1] Submit examples of doublespeak in the news 2] Webfolio development workshop: Start your home page. Home page will include the following: briefly introduce yourself, tell the purpose of the website, at least one image of yourself or yourself and others or an image which represents you in some way relevant to the purpose of the webfolio (no Dallas Cowboy or Philadelphia Eagles logos!!); links to the class webpage, TNCC webpage, the college you will transfer to if you know what that ill be, your place of work if you have one, maybe some of your favorite sites? 3] Mid-term progress reports
Homework assignment for Monday, 3/26/18
- Homepage: Do your webfolio homepage per the instructions above. "Publish" them to prepare for adding your homepage information to the Spring 2018 Webfolios index page.
- Learning Journal #2 is due prior to start of class on Monday. To access it in BBd, click on Tools" then select "Journals"
Monday 3/26/18 No class today due to illness
Wednesday 3/28/18 Discuss and begin the Comparative Governments Research Multi-Media Project. In Simon Chesterman's essay, "Trump and the Triumph of Kakistocracy" the law professor argues that the current state of the U.S. government is what he describes as a kakistracacy. For our next argumrntative essay, we will research the influences of finances, and internal and external entities and institutions which have shaped the nature of our current form government in the U.S. Let's start by Browsing/Previewing these sources: "List of Forms of Government." Rational Wiki, and "What Are the Different Types of Governments?" LiveScience.
Homework assignment for Monday, 4/2/18
- Annotated bibliography typed, MLA format; turn in print copy at the start of class Monday
Homework assignment for Wednesday, 4/4/18
- Two paragraphs: "Stage 2" of the Comparative Gov'ts Multi-Media Research Project. One paragraph with a fictional example of your form of gov't and one paragraph wth a real contemporary or historical example. These will be posted to your webfolio by end of class Wednesday.
Monday 4/2/18 Agenda: 1] Discuss a free speech issue which is in the news, and also some examples of doublespeak from the assignment submissions. 2] Discuss development of the webfolio and Wednesday's webpage project.
Sample resource and your class index page:
Homework assignment for Wednesday, 4/4/18
- Assignments 1, 2, and 3 for the Comparative Governments Research Multi-Media Project. This portion of the project (parts 1, 2, and 3) will total 8 points when the web page and oral presentation are graded.
- Edit your work closely! Editing will, of course, be weighted proportionally in the grading of the written components of parts 1, 2, and 3.
Wednesday 4/4/18 Agenda: Oral presentations and webpage presentation on the form or government which you are researching.
Monday 4/9/18 Agenda: 1] Finish oral presentations on forms of governments. 2] Peer review webpages for assignments 1, 2, and 3 for the Comparative Governments Research Multi-Media Project prior to my evaluation of them. Help each other out! Make sure they follow the posted instructions and that they are well edited.
- Read: "Those Six Little Rules" by The Economist columnist Johnson on the impact of "Politics and the English Language" through widespread adherence to Orwell's Rules for Writers.
- Presentation notes page: You have an invitation to edit this page in your email. Make two links. Link your name to your home page and link the type of government to your resentation page. Correct any information I have not accurately recorded, flesh it out a bit if you would like to, link to your home page from your name and your presentation page from the word for your form of gov't. Change the background for your entry if you would like to, but make sure the text is very legible. You have an email invitation to edit this page. If you opted NOT to make an oral presentation, then add your own "nutshell" information to this page following the examples I have posted.
- Home pages: Make sure you have your TNCC email address on it so that you can email each other feedback per the instructions below.
- 2:00 p.m. class, review all of the oral presentation pages of your class colleagues and give them feedback on any editing errors that you see, navigation problems, legibility, non-conventional grammar, breaches in MLA protocols, etc.
- 3:30 p.m. class, see the instructions above for 2 p.m., and follow up with at least 7 of your class colleagues so that everyone is getting lots of eyes on their work and suggestions for improvement.
Wenesday 4/11/18 Agenda: 1] Finish the last presentation 2] Begin drafing the essay.
Homework assignment for Monday, 4/16/18
- Draft the essay per the instructions on the project page (i.e., "assignment #4 on that lesson page). We will peer review it in class on Mon. and it will be submitted for grading before the start of class on Weds.
Wednesday 4/18/18 Agenda: 1] Discuss Boilerplate Comments for revision . 2] Begin revision/editing of the essay, "Fake News: Does Truth Matter?" 3] Garrison Keillor:
"I'm a Conservative" (And btw, Keillor speaks for me in this article as well. 100% on mark!!) 4] Discuss the Comparative Governments essay.
Homework assignment for Monday, 4/23/18
- Read Orwell's essay “Shooting an Elephant" and do the vocabulary (1-12) and the questions 13-18 on the lesson page for that essay by Orwell.
- BBd: I will make an assignment post for this critical reading project (i.e., questions 1-18) in BBd. Follow the instructions at the top of the lesson page, writing all answers, including the definitions, in complete and gramatically correct sentences. This critical reading guide will help prepare you for class discussion of Orwell's story, which you will summariz in the final essay about George Orwell. So Dive Deep!
- Finish and post the Comparative Governments essay by 2:00 p.m. on Monday
- Schedule for Finals Week, Tues May 1-Mon. May 7
Monday 4/23/18 Agenda: Discuss "Shooting an Elephant" and how this incident is, according to his own assessment, a defining moment in Orwell's life.
Wenesday 4/25/18 Agenda: Discuss development of the final essay, how "Shooting an Elephant" represents a defining moment in Orwell's life.
Homework assignment for Monday, 4/30
- Complete the webfolio of revisions
Homework assignment for Wednesday, 5/2
- Complete and post the final essay in the webfolio
Webfolio of Revisions
- Your home page, which will identify you and the purpose of this web site you are developing. It will include:
- A brief introduction (some things about yourself)
- An image of you or an image that in some cogent way represents you
- Links to your class page and the TNCC website
- Your college email link or a Wix form for emailing you if you used the Wix webpage builder
- An index of links to your posted projects
- Essay #1: "Fake News: Does Truth Matter? "
- Essay #2: "The Current form of US Government "
- Essay #3: "'Shooting an Elephant': A Defining Moment in the Life of George Orwell"
- Articles about effects of cell phone use
Comparative Gov'ts. Presentation web pages
- It will include the following:
- The well edited annotated bibliography of the five sources you used to define your assigned form of government (2 pts.)
- A documented paragraph (i.e., has in-text citation and works cited entry) of at least 150 words describing a contemporary or historical example of this form of government (2 pts)
- A documented paragraph (with in-text citation and works cited entry) of at least 150 words describing a fictional example of this form of government (2 pts)
- A graphic or symbol (similar, perhaps, to those listed at the top of this lesson page) which in some way represents or symbolizes the system of government you are describing
- Add a link to your researched page in our class index
Grading criteria (9 points):
- The homepage has all of the information and details stipulated above (1 pt.).
- The homepage is unified, and it is easy to navigate to the other pages (1 pt.).
- The homepage is well edited and grammatically correct with information presented in complete sentences where it is appropriate to do so (1 pt.).
- Revisions of essays and Annotated Bibliography: 2 pts. for each, which is revised and edited per the grading marks and suggestions for improvement
- Note: Extra consideration will be weighed into the grade for pertinent material voluntarily added to the webfolio.
Monday 4/30/18 Agenda: 1] Discuss completion of webfolios. (Content is posted above.) Eng. 111 & Eng. 112 Webfolios Index Spring 2018
Homework assignment for Wednesday, 5/2
- Complete and post the final essay
Finals Week: Tues. May 1 - Mon. May 7
Wednesday 5/2/18, 3:30 class (section 112-03W) meets 4:15-6:45 Final: Webfolio conferences.
Monday 5/7/18, 2:00 class (section 112-04W) meets 1:30-4:00 Final: Webfolio conferences.
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