R. Dollieslager's English 111
Weekly Schedule, Fall 2005

If they want a #$%&*^@! panda, why don't they just go to the #$%&*^@! National Zoo?
Geez, I hate Christmas presents!

Page last Updated: 12 December 2005, 3:00 p.m.


This schedule will be updated frequently, so check it often.

Week One

Tuesday, 8/23 Do a collaborative exercise.

Homework assignment for Thursday, 8/25: Finish the collaborative exercise, and turn it in at the start of class, with your name on it. No additional reading assignment for Thursday. A rare occurence, so don't get used to it. ;-)

Thursday, 8/25

Homework assignment for Tuesday, 8/30: First, take this link to the Guide to Grammar and Writing and read about how to identify thesis statements. Then press the back key to return here.
Second, read this essay about succeeding as a student, and write out the thesis or identify the paragraph in which the thesis is located.
Third, read about "webfolio" projects, and identify or paraphrase the thesis of the article.

Set up an email account you can access from anywhere;

 

Week Two

Tuesday, 8/30

In class: 1). Discuss thesis statements and the two sample essays
2). Geocities registration and workshop
a.) Instructions for registering with Geocities for web page building.
b.) Instructions for uploading a document file to Geocities Web Page Builder.
c.) Instructions for uploading a picture or other .jpg image to Geocities Web Page Builder.

Homework assignment for Thursday, 9/1: First, read through the Geocities registration instructions (linked above) and try to make an account for yourself. If you do not succeed, don't get frustrated and start tearing your hair out (you don't want to end up looking like me, do you?); we will get the problems figured out or will use an alternative web hosting service. I will re-emphasize now that you are not required to use the Geocities web hosting service for building your webfolio if you have another way and another host for your site that you would prefer.

Second, if time permits, we will have a get-to-know-them activity (and quiz!) during class.

Thursday, 9/1

In class: Geocities workshop.

Homework assignment for Tuesday, 9/6:
First, take this link to the GGW to read a short discussion of the importance of concrete, descriptive details in effective writing, particularly in narrative writing. Writers should heed the GGW's advice: "Show, don't tell."
Next, I want you to consider "defining moments" in life and read the four student-written essays below (about--you guessed it--a defining experience). What are "defining moments"? you ask. Everyone experiences incidents in his or her life which have major significance as milestones or turning points. Such incidents become a part of our personal history and help us to understand who we are; they reveal something important to us about ourselves, about other people, or about life in general. These are defining moments in our lives.

Essay reading Assignment 1: Read the three student essays below about defining moments in their lives.
"Dying to be Thin" by Amanda Goodwin
"The End of One Life..." by Heather Horrell
"That Which Does Not Kill Me Makes Me Stronger" by Robert Riggs

Essay reading Assignment 2 and "take-home" quiz: Read these two on-line essays written by well known professional writers and turn in the readings quiz at the start of class. Follow the instructions for completing the take-home quiz.

Week Three

Tuesday, 9/6

Turn in readings quiz at the start of class today.

In class: 1. Discuss concrete description in written compositions, discuss the sample essays, do an exercise in descriptive writing. 2. A get-to-know-them activity (and quiz!).

Thursday, 9/8

Turn in readings quiz at the start of class if you did not turn them in on Tuesday. Write LATE at the top of your quiz.

In class: Discuss the importance of concrete descriptive detail in narrative writing, do a description exercise ("Where am I?").

Discuss timelines.

Homework assignment for Tuesday, 9/13: 1. Make the descriptive paragraph that you wrote today legible, revising it if necessary. If it is already perfect as is, then bring it as is. 2. Do your life timeline, marking significant events, those which may be turning points or defining moments. 3. Browse webfolios from previous semesters and find an essay that you feel very successfully "shows" what happened in the story that the writer relates, and find one essay that you feel is rather flat because it "tells" what happened rather than shows.

Week Four

Tuesday, 9/13

Bring the descriptive paragraph that you wrote on Thursday 9/8.

In class: Discuss "Shooting and Elephant" and "Salvation" and the quizzes. Discuss the student-written defining moment essays (the good and the not-so-great). Discuss the descriptive paragraphs (time permitting).

Thursday, 9/15

Discuss "Salvation" and discuss the topics for the defining moment essay.

Homework assignment Due TODAY, Thursday 9/15. Email me ( dollier@tncc.edu ) the topic you will write about, for my approval, based on the cirteria outlined in the evaluation sheet for the defining moment essay.

Homework assignment for Tuesday, 9/20. After my approval of your topic via email, draft the defining moment essay and bring the completed draft with you by the start of class on Tuesday.

Week Five

Tuesday, 9/20

In-class assignment: The good news is that today, I am at off-campus training, so I won't join you during class. The better news is that you don't need me anyway; you just need each other. Don't worry, this will be painless, helpful, even fun. Look around you. During your time together this morning, you will get together with two other people, of your choosing, to read their essays and give them some feedback on what they have written. You don't have to be an English teacher in order to do this, just a reader.

The first thing you are to do is print out your own essay (if you haven't already done so) and print out a copy of the evaluation sheet for the defining moment essay. Read each other's essays, and then one essay at a time, discuss how well the paper accomplishes the purpose and mastery of the content objectives of the assignment. Focus on how well it "shows" what happens rather than tells. Writers, please listen. No one is judging you as a person; they are just providing their responses as readers. If something is not clear to your readers, consider how to make it work better.

Point out the things that you think are the strengths of the story/essay and the things that are not clear to you or that you would like to know more about or see more of.

DO NOT compose or revise your paper during class. Spend the whole 75 minutes reading, discussing and taking notes on how to improve your paper and the papers of everyone in your group. If you do not have your paper complete by the start of class, DO NOT compose your own paper during class. Today you are a reader, responder and coach, not a writer.

Homework assignment for Thursday, 9/22. 1.) Send me an email indicating whom you grouped with and some of the suggestion you got from your readers and some of the sugestions you gave to your colleagues. 2.) Consider the responses and feedback from the other readers of your essay, revise, edit, and make it perfect so that you can turn in the final, perfect draft to me at the start of class on Thursday for my evaluation of it.

Thursday, 9/22

In-class assignment: Read these instructions on how to write summaries for use in research papers.

Reading assignment for Tuesday, 9/27. 1. Go to the Occupational Outlook Handbook to find information about the career field or profession which you wish to enter once you have finished your education. If you are undecided then look at this as an opportunity to explore a field which you might be interested in, and just select it as the basis for the next two writing projects. If the OOH does not have exactly the career description that you are interested in, it has something that is quite similar, so that will be the source of your research. 2. Read sections 9, 10 and 11 of the Writing Essentials handbook which discusses the conventions for using and documenting published resourses in academic essays or research papers. 3. Read through the section on writing research papers from the online Guide to Grammar and Writing. Use the index frame on the left to access information on note taking, summarizing, paraphrasing, quoting, sample works cited entries, and anything else yuo are not familar with regarding the MLA copnventions for researhed writing and documentation.

Writing assignment for Tuesday, 9/27. Draft a one-page summary, of approximately 250 words in length, describing the profession (or a profession) which you wish to enter upon completion of your education. The summary should include information about the qualifications to enter the field, the prospects for the availability of jobs when you are ready to enter that field (not necessarily as it stands today), the nature of the work itself, the pay range (which may depend on where you are located geographically when you start in that profession), and the outlok for the future in that field once you have entered it.

The summary will be written in your own words with very little direct quoting. Where direct quoting is necessary, you will document the direct quotes according to MLA conventions. The entire summary will be documwented according to MLA conventions with in-text journalistic style attribution or parenthetical citations, and a works cited entry at the end.

Week Six

Tuesday, 9/27

In-class assignment: Based on the editing problems I saw in the defining moments papers, I will place you into "experts teams" wherein you will research a specific punctuation or grammar convention, making yourselves, hereafter, the class experts and consultants on that aspect of editing throughout the rest of the semester. Today you will begin your research from on-line, print, and human resources, and you will plan how your group will present your topic in class and supplement it with a permanent resource. You may supplement your oral presentation by developing a PowerPoint slide show (which can then be posted on the Internet for future reference), a web page or web site, or simply as an MS Word hard copy handout, which also can be posted on the Internet. The experts teams will consist of three or four members and will focus on comma uses and misuses, sentence boundary errors (fragments and run-ons), identification and use of past tense verbs, use of quotation marks (particularly as relates to other punctuation), identifying and avoiding shifting verb tenses, and effective proofreading strategies and techniques. Ashley J., Boyd and Lindsay, your topic will be use and misuse of semicolons. Your colleagues will brief you on Thursday as to how to begin your project.

Thursday, 9/29

In-class assignment: Develop your experts team supplement and plan your classroom presentaion of the topic. You may elect a spokesperson, or you may take turns with each group member making part of your presentation. You will be called on to make your presentation as your topic comes up during the next three weeks of class; we won't present them all at one time. Throughout the rest of the semester, as we are doing peer review and editing workshops, your team will be the consultants on your assigned punctuation or grammar convention whenever there are questions or problems related to that editing topic.

Homework assignment for Tuesday, 10/4. Outside of class, each member of your experts team will compose a works cited entry for each resource you used to develop your presentation. Follow the guidelines and samples in section 11 of the Writing Essentials handbook and in the online Guide to Grammar and Writing. On Tuesday, you will discuss these with the other members of your team and will add them to your team's presentation supplement when you have come to agreement as to the format and information in each works cited entry.

Week Seven

Tuesday, 10/4

In-class assignment: Finish the "experts teams" presentation. Include a works cited entry for each resource used to prepare the presentation.

Help with works cited: The online citation machine is useful in developing the works cited section of a researched paper, though it is not the definitive source. You will still need to compare the results to other, reliable paper or online handbooks.

Thursday, 2/24

In-class: Begin editing and errors analysis assignment, per my instructions.

Homework assignment for Tuesday, 10/11. Turn in the Errors analysis assignment at the beginning of class.

Week Eight

Tuesday, 10/11

In class: Geocities workshop, posting the essays. You must have your corrected, perfected defining moment essay with you saved electronically in MS Word or RTF fromat.

Thursday, 10/13

Homework assignment for Tuesday, 10/18. First: Readings about the importance of communicating as a professional. Go to the two index pages linked below, and begin reading the student-written essays to answer the questions on the "open-book" quiz about the importance of good communication skills, which are necessary to be a successful professional. Index #1 , Index #2 . The quiz will be handed out at the start of class. Second: Turn in summaries (paper copy) at the start of class. These will include internal citation and a works cited entry. Third: Based on the career field summary you have composed, identify a professional in that field whom you will be able to interview for the next essay assignment, a project which we will begin during the week of Oct. 17 - Oct. 21.

Week Nine

Tuesday, 10/18

In class: Summaries peer review. Trade your summary with a colleague and check them to ensure that (1) there is no inadvertant plagiarism, and (2) that the works cited entry is correct.

Let's get caught up--last chance to do it. I have gotten back only about six of the revised/corrected readings quizzes ("Shooting an Elephant" and "Salvation"). If you want any points for the readings quiz, bring it to me by Thursday at start of class.

Thursday, 10/20

In class: "Catch-ups" 1. Mid-term grade reports 2. Change NOL passwords 3. Discuss interviews and prepare questions 4. Read the research in the following press release from the College Board (publishers of the SAT college entrance exam): "Writing Skills Necessary for Employment, Says Big Business" 5. Compile webfolios index

Week Ten

Tuesday, 10/25

In class: 1. Discuss interview assignments. 2. Compile webfolios index. 3. Review experts teams presentations.

Thursday, 10/27

In class: 1) Readings on anaylzing Internet resourses: Guidelines from technology research librarianEsther Grassian (UCLA)

2) Small group exercise on analyzing Internet sources. (This will be fun. No kidding!)

Homework assignment for Tuesday 11/1, readings on electronic research and learning:
1). The new text. Is it new?
2). Learning at a distance, then and now.
Try to access the above readings on a computer which has speakers so that you can listen to "The Lord's Prayer" in Old English and in Middle English.
3).Research librarian Elizabeth Kirk (Johns Hopkins)
4). Advice from educational technologist Alan November.

Week Eleven

Tuesday, 11/01

In class discussion: Interview notes to Essay. How to start, develop and support, and conclude the essay on communicating successfully as a professional.

Homework assignment for Thursday, 11/03. Peer review communication skills essays, per posted evaluation guidelines and our class discussion of how to make it interesting, well organized, and relevant to your readers and not just yourself.

Thursday, 11/03

In class: Begin Experts Teams presentations:
Leah, Chris O. and Cheri: Quotation marks
Chris, Lisa, Mawanda, Amy: Comma use

URLs of your colleagues' webfolios

Week Twelve

Tuesday, 11/08

In class: 1. Registration workshop, (if you have not already registered). 2. Turn in professional communication skills essay.

Homework assignment for Thursday 11/10: Read the following links about metaphor to prepare for the final three projects.
Metaphor explained
Poetic metaphor
An example of one way that metaphor is expressed in pop culture.

Thursday, 11/10

In class: Discuss summaries and revisit conventions for documenting sources.

Homework assignment for Tuesday 11/15: I've selected the resources for your reading assignments so far; now it's your turn to search out your own sources. For the next assignment, you will find some viable, on-line resources using the criteria suggested by E. Kirk and A. November posted above (October 27), from which you will draft a documented summary of 100-150 words. The topic is the myth of Icarus. There is a lot written about Daedalus, the father of Icarus, as he is a multi-faceted mythological character in his own right, but Icarus is known in mythology primarily for one reason, for one incident in his short life. As all myths are, the story of Icarus is a metaphor, and I'll give you some clues as to how to best understand his significance. You will need to understand what is meant by the term "hubris," which was the boy's downfall. Not hubris as it is defined with a quick cursory glance in a contemporary dictionary, but what the term meant back in the days Icarus would have been living, had he actually lived, back in the days of the ancient Greeks, the pre-Socratic Greeks. So you will be researching not just a viable recounting of the Icarus myth to summarize, but also the relevant background information necessary to understand the true message of this myth, as people would have understood it 3000 years ago.

I'll recap: You will find an essay-length recounting of the story of Icarus, from which you will draft a 100-150 word summary. You will do background research to ascertain what hubris would have meant in pre-Socratic Greek culture. In class you will be prepared to defend the viability of your choice of web sites based on Kirk's and/or November's criteria for evaluating web sites. The final version of the summary is not due on Tuesday, but you will have a draft of it, and you will be prepared to defend the source(s) as appropriate for use in an academic paper.

Also in class on Tuesday: Comma experts, be ready to make your presentation. That will be an important preparation for what the whole class is going to do (a fun little collaborative project) on Thursday.

Week Thirteen

Tuesday, 11/15

In class: Discuss web site evaluation criteria. Discuss the Icarus myth. Chris, Lisa, and Amy, nice job with the comma experts PowerPoint and your presentation. When y'all get the chance, please revise it per our class discussion, add a works cited section to credit your sources, and make sure your names are on it somewhere so that you can take worldwide credit.

Homework assignment for Thursday 11/17: Re-read (or read!) Alan November's article on analyzing Internet resources. He makes a very useful suggestion in it that will help you answer a couple of questions about the Britney Spears Semiconductor Physics web site. Here are the questions: First, could you use this site as a resource for a paper you might write in a college science course? Why or why not? Second, would you use this site as a resource for a paper you might write in a college science course? Why or why not? You do not have to write out your answers, but you do have to be ready to defend them.

Thursday, 11/16

In class: Y'all will be having some fun today. Unfortunately, I won't be able to join you because I have to lead a workshop at the VCCS New Faculty seminar at The Homestead, up in Hot Springs, Va. Yeah, dirty job, but, yada, yada...NO, I'm not leaving work early, but I will hurry to get back ASAP.

First, form into groups of three or four--not two, not five. Answer the questions and follow the instructions on this collaborative reading and editing quiz having to do with the Icarus story. At the end of class, print out your collaborative quiz, make sure your collaborators all have their names on it, and put it in my mailbox in room 852. Take some of the ancillary links when you get a chance because I want to have some fun discussing some of the poems about the myth. As you can tell, the story has intrigued poets and scholars alike.
Second, if you have time, discuss the semiconductor physics web site and my questions about it (above).

Week Fourteen

Tuesday, 11/29

In class: Discuss revisions to professional communication skills essays.

Homework assignment for Thursday 12/1: 1. Revisions of communications skills essays due at the start of class. 2. A 100 to 150 word summary of the Icarus site which you found (see assignment posted on 11/10), correctly documented with an in-text citation (or parenthetical citation) and a correctly formatted works cited entry at the bottom.

Thursday, 12/1

In class, first 30 minutes: Turn in revisions to communication skills essays, then group together with two of your colleagues, not one, not three. Look at each other's Icarus summaries. Go to the original web sites at which they were accessed. When you are satisfied that all three summaries from your group have the correct, MLA-style citation and a correctly formatted MLA-style works cited entry for the on-line source, catch my attention and I will "grade" your group documentation quiz on the spot. Credit if all three are correct, no credit if any of the three are incorrect. Turn in your Icarus summaries to be evaluated.

Next 30 minutes: Sentence boundaries experts (Krista's team) will make their presentation, followed by verb tense/diction experts (Kathy's team).

Last 15 minutes: Discuss the final essay, an extended metaphor for your writing process.

Homework assignment for Tuesday 12/6: 1. Read these sample final essays, which are extended metaphors for the writing process. I found a bunch more from a few years earlier, some pretty good ones at that. 2. Following the instructions, write the final exam, which is an essay that will describe everything you have learned about your own writing process this semester. While the final is designed to be an in-class essay, I am allowing for it to be written outside of class so that we have an extra day to work on any webfolio problems or last-minute webfolio details

Week Fifteen

Tuesday, 12/6

In class, first 30 minutes: The remaining experts teams presentation(s).

Final 45 minutes: Consult with experts teams on any editing concerns you have in regard to your final essay (the extended metaphor), and make the papers perfect. Turn them in for evaluation by the end of class.

Index of experts teams presentations:

Homework assignment for Thursday 12/8: Form webfolio consulting teams with two or three of your colleagues whom you will work with outside of class, either face-to-face or in virtual space, your choice. Following the evaluation criteria for the webfolios, you will access and critique each other's webfolios. If you have concerns about yours and would like feedback from other careful readers, state your concerns to your consulting team members, and then help each other out. I want to see no typos or strange html conversion characters in the webfolios. I want to see correct works cited entries and correct in-text citations. I want to see links that successfully access the sites you have linked to. I want to be able to email you, so your email links will have to be correct; they will have to be correct in order for your webfolio consultants to contact you as well.

-->Wednesday, 12/7. Yes, WEDNESDAY! <--

Special morning workshop. I will be in room 916 from 9 a.m. - noon to help with revisions, webfolios, the metaphor essay, any loose ends that need to be tied up. Take advantage of this opportunity, folks.

Thursday, 12/8

In class: Webfolio workshop. Make them perfect, friends; the whole world is looking at them. Or, at least, they could be.

Due today: Webfolios.

Week Sixteen

Thursday, 12/15. Final class meets 8 a.m.- 9:50 a.m.

In class: 1. Do the course evaluation.
2.
Make any revisions or corrections to your final essay and to your webfolio, per my evaluation of those two projects. This should be your easiest final for any class since it is just making corrections to work that has already been evaluated two or even three times. However, it is exceedingly important that you make it for this final. Your grade is certain to go up, or at least stay where it is, if you are here for the final corrections; it is very likely to go down if you do not make the final corrections. Our semester ends at 9:50 a.m. today. I will total up your final grade by the end of class: no extensions will be granted on any projects, no excuses will be entertained for not having everything completed, no exceptions will be considered. It has been fun, folks, but we all have to go on with our lives now.

The semester has ended! Go forth and seek peace.
It is within YOUR power to make the world a better place, so do it!


Help from Geocities in building your pages:

This is very important, so read it.
Don't keep asking me things like, "How do I add text, backgrounds, links, sound, color, images to my web site?" Instead, go here to the Geocities Page Builder help site index.

And for gosh sakes, quit asking me, "How can I overlap text onto graphics to make clickable buttons?" Here are the instructions on how to use layer controls.

Still have questions about how to do something on the Page Builder? So do thousands of other people, and just as many have answers, so try a keyword search on your favorite search engine, and I'm just betting you will get your answers. So just go on out there and make yourselves some web sites. You can do it!

Clip art, animation, and backgrounds:
resources for building web pages

Clipart.com

Linkopedia.com

Microsoft's Clip Art Gallery


Return to English 111 main page

Return to Mr. D's Index page