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Page last Updated: 24 April 2019, 8:30 a.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.
- 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: 1] Introductions: tell us about your pets! 2] Remind App: enter 81010, message/class code @6gc63b, 3] Pre-semester readiness survey, 4] Posting in BBd. Discuss the topic in class.
Homework assignment for Wednesday, 1/9/19:
- Write: Three paragraphs, appx. 300 words (a full page to a page and a half), describing the most important things you learned about conducting and writing academic research.
- Format: MS Word, Times New Roman 12-point font, double-spaced throughout, includes w.c. section if anything is cited
- Preparation: Fully proof-read and edited for grammar and punctuation conventions. Use the Assistive Technologies to aid proof-reading and editing
- Due: C.O.B. 1/8/19, posted to BBd
- Points/rubric: 2 pts. (by comparison, essays = 6 pts.); rubric is posted in BBd
- Pre-semester readiness survey: Complete by C.O.B. 1/8/19 (2 pts.)
- View: Email ettiquette and protocols videos. This advice is applicable not just to emailing professors and class colleagues, but applies to all of our in-class and outside-of-class communication (including Remind App and telephone conversations or messages).
In-class activities: 1] Taking notes on readings using Cornell notes layout and an outline format. 2] Summarizing using Assistive Technologies: Speechnotes. 3] Annotating and documenting. Here is a sample of one type of annotated bibliography.
Homework assignment for Monday, 1/14/19:
- Make an annotation outline for each article:
- Analysis of the source for credibility
- Assessment of the writer's credibility with regard to the subject mater
- Four most important points made in the article
- The writer's thesis (i.e., the recommendation)
- Research and Write: Draft an annotated biblography of these sources. Write just seven sentences for each. First analyzes the source, second assesses the writer's credibility, the next four summarize the most important information form the articles. The final is the writer's thesis/recommendation. List alphabetically in the annotated bibliography. Insert a blank space between each annotation so that they don't all run together.
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:
- Complete and post (to BBd) the annotated bibliography of four articles on the effects of cell phone use on college students' grades and learning outcomes.
- 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.
- Write a one-page statement of what your personal cell phone policy will be this semester with regard to use in class and during study (250-300 words). It will consist of three pargraphs: Your rationale, paraphrases from the research your rationale is based on, a clear statement of your understanding of the consequences or outcomes of your personal cell phone use policy.
- Syllabus quiz.
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.
MLK Day. No classes :-(
Wednesday 1/23/19 In-class activities: 1 ] Discuss personal cell phone policies and finish the course syllabus. 2] Introduction: "Deep Reading" and note taking for "The Battle of the Ants." Showing and tellling in writing.
Homework assignment for Monday 1/28/19:
First instructions: Use Cornell note-taking format to complete your notes on "The Battle of the Ants" and the ape smugling story. View these videos on SQ4R reading and note taking method and using the Cornell notes format. SQ4R: Skim, write Questions, Read to answer questions, Recite aloud to avoid plagiarizing, Record answers, Review by writing the summary section for each page.
- Read and take notes: "The Battle of the Ants." I have transcribed and added to the pre-reading notes we wrote in class and have posted that in the course documents section of BBd. Please use it--especially if you missed class on Weds., in which case you will be totally lost witout the notes..
- Open notes test on "The Battle of the Ants" next Monday, based on the pre-reading notes we put together during class Wednesday (4 points)
- Read: "What are Facts and Opinions?
- Read and take notes: "Everyone Wants a Baby: The Dark Market for Apes" NYT 4 Nov. 2017. I distributed this as a paper handout, but if you search that title, you should be able to get the article in the NYT online. I believe they allow access to one article per day for free. We will talk in depth about the side-bar strory about the ethical issue that nearly prevented the reporter from completing his investigative story on ape smuggling. If you missed class on Weds., that article is available in my mail box slot just inside the door of room 207--the faculty office suite. Discussion of that side-bar article will kick off a learning unit about "real news" in an era when we are being told everything is "fake news." Guess what? It's not.
- I will collect your Cornell-format notes from the ape smuggling story for a grade next week (2 points)
Monday 1/28/19 In class: Open notes test on "The Battle of the Ants.".
Homework assignment for Wednesday, 1/30/19:
Wednesday 1/30/19 In class: 1] Boilerplate comments and evaluation of the annotated bibliographies. 2] "The Battle of the Ants" Diving Deep, class discussion. 3] Introduction: Real news v. "fake news," ethics in journalism, and an ethical reporting dilemma: The underground trade in great apes
Homework assignment for Monday, 2/4/19:
- Register for a free subscription to the NY Times and their feature program NY Times in Education: https://libguides.tncc.edu/newyorktimes
- Two research questions: Gettleman says that he had an ethical dilemma when "Tom" called him directly on the phone because his paper's policy would prevent him from "going undercover" or from not being truthful about his status. (1) DOES the NYT have an accessible ethics policy that is available to readers as well as its employees? (2) Are their other ethical policies or standards in the field of journalism that legitimate journalists are expected to adhere to and abide by?
Monday 2/4/19 In class: 1] Discuss the ape smuggling story and the ethical dilemma 2] Independent research: Your ethics research results? We will begin a class resources web page using Google Sites. 3] Beliefs and Critical Thinking: Why do you believe what you believe, and how does it effect your ability to think critically? Let's ask Stephen West. Important stuff, so take notes. I will quiz you on it or have you write a meta.
Homework assignment for Wednesday, 2/6/19:
- Research and write: (1) What is the NYT ethics policy that Gettleman referred to in his side-bar story? Summarize it in a parargraph of around 150 words and cite your source. (2) Find the SPJ's Code of Ethics at its .org website, and write a summary of it in around 150 words.
- Listen to and take notes on this Episode of Philosophize This! Henry David Thoreau. In class I will want us to discuss his central theme--that Thoreau's ethical beliefs were out of sync with his times.
Wednesday 2/6/19 In class: 1] Discuss journalistic ethics. What are the ethically legitimate sources of information, and how do we determine this? 2] Let's take notes together: Philosophize This! Henry David Thoreau
- Research question: Was Henry David Thoreau out of sync with the ethics and zeitgeist of his times?
- "Civil Disobedience"
Monday 2/11/19 In class: 1] Discuss "Civil Disobedience and Thoreau's overarching philosophy. 2] Begin drafting an essay based on our research and discusions of Thoreau's philosophy and worldview. The research question: Was Henry David Thoreau in sync with the ethics and zeitgeist of his times?
Homework assignment for Wednesday, 2/13/19:
- Begin drafting the Thoreau essay in response to the research question: Was Henry David Thoreau in sync with the ethics and zeitgeist of his culture and time? It will exhibit the following course learning outcomes:
- At least one paragaph-length unified summary of a reading, podcast/audio report, or video about Thoreau
- Correctly documented paraphrases, from a variety of sources
- At least three relevant, indicative and correctly documented direct quotes
- Parenthetical and signal phrase citing
- A works cited or bibiliography seciton which draws from print, audio and vidoe sources (yes, all three media types will be required as sources)
- Note: the Course Learning Outcomes are outlined in the Course of Study document posted in the "Course Documents" section of BlackBoard.
Wednesday 2/13/19 In class: Drafting Workshop
Homework assignment for Monday, 2/15/19:
- Finish drafting the Thoreau essay in response to the research question: "Was Henry David Thoreau in sync with the ethics and zeitgeist of his culture and time?" per the instructions posted above.
Monday 2/18/19 In class: 1] Group activity: Peer review the essays of the two colleagues sitting closest to you. You will need to be logged in to "MyTNCC" to access the per review worksheet. To send it to your colleagues, type their college email address when you click the "Share" tablet on the upper right corner of the document.
Homework assignment for Wednesday, 2/20/19:
- Finish the Thoreau essay. The grading rubric will be the Peer Review document, so there will be no surprizes in grading the essays.
- Safe Assign: Use this plagiarism tool in BBd to check for and correct any inadvertant plagiarism. If it marks your works cited section as plagiarized, that is okay. It means that the same information appears on the papers of your colleagues because they will all be in the database for Safe Assign for this poject.
- Prepare it for grading by using the assistive writing and editing technologies. These are all described in a post in the "Course Documents" section of BBd. Please read that document and the comments from former student users so that you know how these assistive technologies work. You want these editing aids to help you to find errors. You don't want me to find them:
- The "Speak" function in M.S. Word enables you to listen to your paper. If something does not sound right, it probably needs to be fixed.
- Grammar/spell check with both M.S. Word and Grammarly
- You will find Paper Rater useful in providing deeper feedback on your papers.
- SmartThinking: You may submit your essay to SmartThinking (at the bottom of the page when you log in to BBd) for feedback from a real reader, not just a computer program.
Wednesday 2/20/19 In class: 1] Survey: Room preferences. Your email address is not being collected so this form is anonymous, though you will need to access it with your "MyTNCC" log-in. 2] Once you have printed your essay, go here to a Google doc to share your notes about the resources you have previewed from New York Times in Education. Which of these topics would you like us to focus on and discuss as a class for our next project? Provide some information about the article(s), the issues it/they bring up, the introductory or ancillary material related to them, the academic value of diving into this topic or issue, and explain why you would like your selection to be our next issue or topic that we discuss and write about together.
Register for a free subscription to the NY Times and their feature program NY Times in Education: https://libguides.tncc.edu/newyorktimes
Homework assignment for Friday, 2/22/19, 11:59:
- Add your nomination, notes, rationale and persuasive appeal to the NYT in Education Google doc which was created for this purpose.
Monday 2/25/19 In class research workshop: Go here to a Google doc to share your notes about the resources you have previewed from New York Times in Education. Which of these topics would you like us to focus on and discuss as a class for our next project? Provide some information about the article(s), the issues it/they bring up, the introductory or ancillary material related to them, the academic value of diving into this topic or issue, and explain why you would like your selection to be our next issue or topic that we discuss and write about together.
Homework assignment for Wednesday, 2/27/19:
- Research the topic posted above and on 2/20. Add your submission to the Google doc by 12:30 today and submit an NQA before 9:15 a.m. today if you want credit for it and had not posted it prior to class time this morning.
- Read this information on Ethos, Pathos, Logos and Kairos
Wednesday 2/27/19 In class: 1] Persuasive appeals: Pathos, Ethos, Logos Kairos. 2] Group activity: recognizing, identifying, and analyzing persuasive appeals.
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:
- Logical fallacies/faulty reasoning: Read, view, add to your notes from this source: "15 Logical Fallacies You Should Know Before Getting into a Debate" Your notes should include examples of faulty reasoning/logical fallacies and also paraphrases, in your own words, of explanations for the various logical fallacies/faulty reasoning problems from these sources.
- Finish note-taking from Episode #075 of Philosophize This!
Wednesday 3/13/19 In-class group activity: Analyzing an article (it's posted in BBd)
Homework assignment for Monday, 3/18/19:
- Finish the "Analyzing Articles" activites posted in BBd.
- Prepare to defend one of these two positions about the acquisition of knowledge: With whom do you agree more and why?
Monday 3/18/19 No class. Sick Day
Wednesday 3/20/19 In class: Discuss Stephens' essay. Let's Dive Deep!
Homework assignment for Monday, 3/25/19:
- Identifying persuasive appeals in the articles: Using the handout "20 Techniques of Persuasive Appeal," identify examples of these techniques in the two articles (by Overbye and Stephens). Find different examples from each article. Try to identify every one of these techniques in the two essays--collectively, not individually; i.e., both writers may not try to employ each of these persuasive appeals.
- Research the third viable perspective in the argument about whether we should be involved in space exploration: the econmic argument. Stephens says space explortion is important because it captures the imagination of the human race. Overbye holds that some things are best left unknown, that the myseries in life are what makes life intriguing and interesting. Others argue strongly that space exporation, like other pursuits of knowledge for the sake of knowledge itself, are costly expenditures and spending money on "pure research" does not solve real roblems, like environmental destruction, poor nutrition in our social underclasses, racial discrimination, the opioid crisis, border securty, add your favorite cause to the list. Here is a comment copied from the replies to an article on the pros and cons of space exploration: "All I say is that space exploration is not for now. Lets fix our problems first and then, if we ever reach a plane where people help each other instead of steal we could plan for the espace." #28 | Harold Cardenal 06 April 2015 @ 21:30 (Source) Okay, Harold is not an authority on this topic (to my knowledge), but he expresses a common view that many people hold about space exploration. Find an article on that topic from a credible writer in a viable source. Write a summary of the article, a summary which includes all of the most important points the writer makes to support his or her assertion.
Monday 3/25/19 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 submision to the large-group annotated bibliography
Homework assignment for Wednesday, 3/27
- Read the handouts on strategies for argumentation.
- Outline Stephens' and Overbye's rhetorical strategies. You have notes on the variety of persuasive appeals and the persuasive language techniques each writer uses. Now, looking at the three models from the handout, outline the writer's rhetorical strategy. The easiest way to do this is to go through each article and jot down he key words (the topics) of each paragRAPH. that will give you the writer's original "plans"--his own outline--for what he wanted to say in the article. Which approach did the writer's use: Classical, Toulmin, Rogeerian, or their own?
- Read the "Blocking Outlines" handout
- Finish identifying the persuasive lanugauge techniques used in each article. Using the handouts about different types of persuasive appeal, identify the methods used by each writer to persuade you to accept their position on this topic. Do this paragraph by pargraph and take good notes.
- Summarize and document: Identify an example of "pure research" which has been derided by critics as a waste of money, money which could have or should have been spent on more practical outcomes for humankind or in our nation’s best interests.
Space exploration is a good example and you may look into more comments or articles on this issue--from authorititative sources.
- Write a short summary of the research, and collect the source information to add your example to a mass (three classes) annotated bibliography of sources on this topic, which is posted in BBd. You have an invitation to edit it in your college email.
Wednesday 3/27/19 In-class
Monday 4/1/19 In class: 1] "What are Facts and Opinions?" BBC 2011 2] Discuss the "Analyzing an Article" activity, analyzing the Stephens essay. You may revise and, along with an NQA, resubmit this activity, per our discussion in class today, if you are not satisfied with the points you earned for it. The revision will be due by class time on Weds, and the NQA will be due then as well.
Wednesday 4/3/19 In class webfolio workshop: We don't have the presentation equipment I need today (document camera) to share my outline and rhetorical analysis notes, so let's go to plan B: Introduction to Website Development
Homework assignment for Monday, 4/8/19, read:
- 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 Monday, 4/8/19, view and develop:
Monday 4/8/19 In class review: SQ4R reading strategy and the Cornell note-taking format (originally introduced in Week 3). You will be writing a metacognitive self-assessment piece about what you learned or RE-learned about researching and documenting sources, so you will want to have good notes on these reading and note-taking strategies.
Wednesday 4/10/19 In class revision workshop: Editing and revising the Thoreau essays. First, let's read these Boilerplate Comments about the revisions.
Homework assignment for Monday, 4/15/19:
Monday 4/15/19 In-class Workshop: 1] Prepare a blocking outline for your Rogerian 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:
- Blocking outline for your Aristotelean Argument essay on the "pure research" / "useless knowledge" issue.
- Begin constructing the essay by weaving together the various paragaphs which have already been assigned on this issue. (summaries of the Overbye and Stephens articles, and the summary of a third perspective on this issue, which should have been posted in the Google docs annotated biliography.)
Wednesday 4/17/19 In-class Workshop: 1] Show me your blocking outline for your Rogerian Argument essay on the "pure research" / "useless knowledge" issue. 2] Finish composing the essay.
Monday 4/22/19 In-class Workshop: 1] Prepare a blocking outline for your Rogerian 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, 4/24/19:
- Blocking outline for your Aristotelean Argument essay on the "pure research" / "useless knowledge" issue.
- Draft the essay following the Rogerian model
Wednesday 4/24/19 In-class Workshop: 1] Submit the marked draft of the Thoreau essay. 2] Peer review the Rogerian 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.
Monday 4/29/19 In-class: Webfolio Workshop
Week Sixteen, Mon. 5/6, 8:00 - 10:30
Monday 5/6/19 Final class! Webfolio conferences and final edits/tweaks.
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D's Index page
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