The semester is FINALLY done!!
Page last Updated: 3 May 2005, 3:00 p.m.
Tuesday, 1/11 In class: 1). Discuss the syllabus. 2). Do a collaborative exercise.
Homework assignment for Thursday, 1/13: 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. ;-)
You can get yourself ahead by reading the assignments for next Tuesday, however, if you wish to.
Thursday, 1/13 In
class: 1). Set up an email account you can access from anywhere;
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 Tuesday, 1/18: 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.
In class: Discuss thesis statements and the two sample essays
In class: "Attendance quiz" on the GGW readings for those who showed up or emailed me before class.
Independent reading or Geocities work time.
Homework assignment for Tuesday, 1/25:
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.
Essays for reading and discussion:
"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
"Goodbye and Hello, L.A." by Vanessa Saucedo
Read these two on-line essays and turn in the readings quiz at the start of class. Follow the instructions for completing the take-home quiz.
In class: Discuss concrete description in written compositions, discuss the sample essays, do an exercise in descriptive writing.
Discuss readings quizzes.
Homework assignment for Tuesday, 2/1:
Take this link and read a little about William Carlos Williams, a 20th Century American poet (and physician). Read a few of his poems, and listen to his reading of "For Elsie" if your computer's audio functions are woking. Much of Williams' poetry describes well known works of art. One that we will focus on is by the Dutch painter Pieter Bruegel the Elder (1525?-1569), so take the link and find out about Bruegel and view some of his works.
Additionally, make yourself familiar with the Icarus myth, by taking the following link to Thomas Bulfinch's Mythology web site and scroll down about half way to find out about Daedalus and his son Icarus. (Here's another short description of the Icarus myth to read.)
In class on Tuesday, you will be answering some questions about the myth and about Bruegel's depiction of it in his painting "Landscape with the Fall of Icarus." That is also the title of one of Williams' poems, so read it. And, this is very important, try to discern the traditional meaning of the word "hubris" as it was used in the ancient Greek tradition, when they told the stories of Daedalus and Icarus. These days we use it to mean "arrogance" or "pride" primarily, but what did it mean back in those ancient times? Do some online research on the word.
Read the assignments posted above (at Thursday 1/27 date) to prepare for the in-class project. You will not have enough time to do the readings and the assignment during class, so do the homework.
In-class close reading and editing (collaborative) exercise. Form up with a group of three to five colleagues, and do the "Icarus" close reading and editing exercise. Ask your fellow group members if all have done the homework.
Homework assignment for Thursday, 2/3: To prepare to discuss topics for your defining moment essay, make a timeline of significant events in your life. Draw a line across the length of a piece of paper, number 0 at one end and your current age at the other. Make a crossline at each significant event or age in your life and write a brief note to yourself as to what happened to you. Everyone should have all of the common transitions, such as 5 or 6, started school; about 12 confirmation, bar mitzvah, etc.; about 12 passage to middle school; about 14 passage into high school; etc. What are the uncommon events that have shaped you and your notion of yourself? Remind yourself of them by marking your timeline.
Discuss defining moment essay topics. Begin composing defining moment essay.
Here is the evaluation document that I will use for the assignment: Guidelinesdefiningmoment
Use it as a guide for composing and editing and for self-evaluation prior to submitting the defining moment essay to be graded. Remember, you cannot tell your life story in any interesting way in three pages, but you can provide a small slice of that life. Don't try to cover a broad span of time and make sure that the content is driven by concrete, descriptive details; i.e., show don't tell.
In-class: Writing workshop. Finish composing the defining moment essay by the end of class.
Homework assignment for Thursday, 2/10: Read this advice on peer review from the University of Minnesota's OnLine Writing Center, including the link to the Worksheet for Peer Review.
Thursday, 2/10 In class: Peer review of defining moment essay. Deadline: The essay is due today for instructor's evaluation.
Homework assignment for Tuesday 2/15:
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.
Readings on anaylzing Internet resourses: 1) Advice from educational technologist Alan November.
2). Guidelines from technology research librarians Esther Grassian (UCLA) and
3). Elizabeth Kirk (Johns Hopkins)
In-class: I. Discuss the readings. II. group analysis of Internet sources, (from Esther Grassian's web site).
Homework assignment for Tuesday 2/15: Use E. Grassian's criteria to analyze the viability of the two sites agreed upon in class by the members of your group. Be prepared to present your information on the value of these sites to the rest of the class on Thursday.
In-class: Small group presentations evaluting the web sites from E. Grassian's exercise.
In-class: Prepare for editing, revision, and errors analysis of the defining moment essays by working Perfect Copy exercises. From Series 3, Commas, work (A3) "Food Banks"; Series 3, Beginning & Ending Punctuation, work (A3) "Olympic Pressures"; and from Series 3, All Skills, work (A3) "Mortgage Arrangement." Do not guess at any corrections! Know which "rule" applies for each correction by clicking on Article and then Show Rule.
Homework assignment for Thursday 2/24: Read this section from the online Guide to Grammar and Writing on The Editing and Rewriting Process. Pay particular heed to the Deadly Sins checklist and the Editing & Proofreading checklist. Study the links to any of the grammar or punctuation problems you had trouble with while working the Perfect Copy lessons.
When I return the papers on Thursday for editing and errors analysis, I will assign some of you to not only edit these papers and analyze your errors, but also to write another essay because, instead of writing a defining moment paper, you tried to write your life's story (or a paper covering a very broad span of time), contrary to the specific instructions of the assignment and contrary to our in-depth discussion and analysis of the Orwell and Hughes essays. There is nothing wrong with writing your autobiography, and I will encourage you to include that and anything else that you wish to write this semester in your web folio; however, an autobiography is not the assignment I made. In class, as in the workplace, you have to follow instructions in order to earn your "paycheck."
In-class: Begin editing and errors analysis assignment, per my instructions.
Homework assignment for Tuesday 3/1: Finish errors analysis exercise and editing of the defining moment papers, and be prepared to discuss whether the Semiconductor Physics Web Site is a viable source of information, one which you would use for a class paper (applying the evaluation criteria suggested by November, Grassian, and Kirk).
Due at the start of class: Errors analysis and revised defining moment essays.
In class: 1. Discuss Semiconductor Physics Web Site. 2. Geocities workshop. We will post the defining moment essays to your web folio, so be sure that you have the revised and edited papers with you on disk. As a good document management strategy, I encourage you to not only save all class assignments that you do onto your disks, but also to send them to yourself as an attachment in your email so that you can access them from the classroom should your disk crash or get lost.
In-class: Let's try again to get the first essay loaded into your Geocities site because I know that no one would come to class today or ever again without your pertinent class materials with you.
Homework assignment for Tuesday 3/15:
1. Take the following link, and be ready to prove (that is producing your evidence) in class that this claim, circulated via email, is either true or untrue: emailresearch.html
2. Read the following information about writing summaries prior to Thursday's class.
In addition, read sections 9 and 11 of Writing Essentials , and the sections of the GGW which are related to in-text (parenthetical) citations in research papers (same thing covered in sections 9 & 11 of W.E. ); information in GGW on documenting and punctuating direct quotes; and the information in GGW on writing summaries.
Bookmark this direct link to guidelines on documenting sources, from the GGW because you will be using it often: http://www.ccc.commnet.edu/mla/index.shtml
This is the direct link to the GGW section on writing summaries without plagiarizing: http://www.ccc.commnet.edu/mla/plagiarism.shtml
1. prove (that is produce your evidence) that this claim, circulated via email, is either true or untrue: emailresearch.html
2. Discuss summary writing.
Homework assignment for Thursday 3/17:
Due at the start of class Thursday 3/17: A draft of a one-paragraph summary, 150 words in length, which includes a one-sentence direct quote (correctly cited according to MLA conventions), an MLA-style parenthetical citation at the end of the summary, and an MLA-style Works Cited entry at the bottom of the same page. For this assignment you will summarize one of the readings posted on Feb. 10th above (November, Grassian or Kirk), your choice. Refer to sections 9, 10 and 11 of the Writing Essentials for guidlines on how to correctly document the summary.
The Landmark Project's citation machine should be of assistance in developing the works cited entries for this and other researched assignments you write. However, bear in mind that you, and not a computer program, have to assume responsibility for the correctly formatted documentation of sources, so compare your citation machine results with the guidelines and models in Section 11 of the Writing Essentials handbook and in the research paper sections of the GGW.
In class: Discuss the documentation conventions necessary to successfully complete the summarizing exercise assigned for today: parenthetical citations, direct quoting, blanket attribution, and works cited formatting.
The final draft of the one-paragrah summaries are due at the start of class on Tuesday 3/22, to be turned in for me to evaluate. See me on Monday if you are not certain that your summary will earn an A.
Homework assignment #1 for Tuesday 3/22: Go to each of the sixteen sites listed in this Internet Sites Analysis assignment. Take notes, following the instructions at the top of the assignment page. In class on Tuesday, 3/22, I will assign you to form into groups (of my making), discuss the viability of three or four of the sites (which I will choose for your group), and orally defend your opinions regarding the relative value of these sites, based on the site analysis criteria we have been discussing. The underlying question you will need to be prepared to answer is whether you would use these sites in an academic paper, and, more importantly, why or why not. Please note: no one should accept your opinion of the validity of these sites unless you provide evidence to support it. You are not a noted, published expert on this topic, but November, Grassian, and Kirk are, so use their criteria and base your assessments of the sites on the criteria those experts have provided for analysis of Internet resources.
Homework assignment #2 for Tuesday 3/22: Save to disk or printout the following "Major" Information form and fill it out to turn in at the start of class.
Due at the start of class: "Major" Information form
In-class collaborative assignment: prove (that is produce your evidence based on the criteria established by November, Grassian or Kirk) that the sites I assign your group to analyze are either viable for use as sources in an academic paper, are not viable sources, or could be under certain circumstances.
Homework assignment for Thursday 3/24: Begin draft of researched essay "Analyzing Internet Resources."
In-class writing workshop: compose researched essay, "Analyzing Internet Resources."
Homework assignment for Tuesday 3/29: researched essay, "Analyzing Internet Resources," due at the start of class
In class peer review: "Analyzing Internet Resources." Turn in to be evaluated at the end of the class.
Homework assignment for Thursday 3/31: Read and be prepared to discuss 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"
Writing can be a ticket to professional jobs, says blue-ribbon group...
In class: I apologize, but I won't be able to join you for class today. Use your class time to do research and prepare for the next writing assignment, which will be two paragraphs in length. Your next two writing assignments will provide an opportunity for you to explore some potential career fields that you may wish to enter. Using the Occupational Outlook Handbook, or another reliable souce of information about jobs and professions, you will read about working in a professional field that you may be interested in entering, or at least that you wish to explore as a possbile field to go into. In another week, these two paragraphs about the professional job will be incorporated into an essay which also reports the results of an interview you will have with a professional in that field or a closely related field.
So let me clarify. A week from now, (i.e., NEXT week's assignment, not this week's) you will be interviewing a professional about the communication skills necessary to enter and be successful in a field that you are interested in yourself. If you wish to go into some very esoteric professional field, for instance investigative forensic sciences, and you don't know of anyone who works in that field, then look at this assignment as an opportunity to explore other possible career paths, and choose to interview a professional in some other field. You will select the professional whom you will interview; that is why I asked you to submit information about your academic major and about your plans for the future professions you are interested in. Consider first what we mean by a "professional" field. Does that refer to any job? No. Does one need to have college training in order to own and manage a beauty salon or deli? No. "The professions" are career paths which require at least a bachelor's degree to enter, most requiring and advanced degree. When we talk about "the professions" we refer to the medical fields, law, education, scientific fields, large business executives, etc. I assume you are all here because you wish to enter a profession, and the next series of assignments will give you some motivation to look into one.
Homework assignment for Thursday 4/7: Read about the professions you have selected for this project in the OOH, or a similar source. Draft two paragraphs about the profession you have selected. The first paragraph will be about the availability of jobs in the field you've selected, both now and when you are ready to enter it. It will also include information about the training or educational qualifications for entry into the field and information about the salaries or pay ranges in that field. The second paragraph will summarize a description of the job itself, i.e., what the work entails. Put this information in your own words.
I'll be on line during the first half hour of class today. Email me if you have questions: firstname.lastname@example.org
Discuss reading. Discuss next essay project. Geocities workshop, as time permits.
Due at the start of class: Draft of two paragraphs, described above.
In class: Peer review draft of two paragraphs describing a professional position you wish to hold. Note: I will return your Internet Analysis papers on Tuesday or Thursday of next week, depending on which day we will be able to post them in the web folios.
Readings to help you prepare for your interview: Index #1, Index #2.
I will be at the VCCS New Horizons conference in Roanoke from 4/6-4/9, but I will check my email at least twice daily, so email me if you need to: Dollier@tncc.edu
In class writing workshop: Discuss "profession" papers and the summaries from the O.O.H.
In class writing workshop: Revise the O.O.H. summaries and turn them in at the end of class.
Homework assignment for Tuesday 4/19: Interview a professional in a field you might be interested in entering to gather information about the communication skills that are necessary to enter and succeed in that profession. Interview essasy are due at the start of class.
In class writing workshop: Incorporating published research (the O.O.H. summaries) into the essay on the qualifications and skills necessary for success in your chosen profession.
Essays on your profession are due at the start of class on Thursday. If you want me to go over your draft and discuss how you have incorporated the OOH information into your papers, see me during my office hours or make and appointment with me prior to class time on Thursday.
In class web folio workshop
Here are the evaluation criteria for the web folios, some things to consider as you prepare it for final review and final posting.
In class web folio workshop: Web folios are "due" for grading at the end of class.
Important: 1. Add a link to your email address. 2. Email me a message describing any problems you encountered in working with the Geocities web page builder and web page hosting service.
Reading Assignments for Thursday, 4/28: Read the following links about metaphor to prepare for writing the final essay.
An example of one way that metaphor is expressed in pop culture
Read some samples of extended metaphors. Your final paper will be an extended metaphor, but not exactly like these samples; the topic will be a bit different.
Reading Assignment for Thursday, 4/28 (student samples): Extended metaphors for the writing process.
In class Geocities workshop and final essay preparation/discussion.
I will be in room 916 from 8-10 a.m. I will try to arrange for additional times in the classroom on Monday and on Tuesday morning and I'll post these as soon as I know when it becomes available to us to use. Mr. D.
Please bring or send me the final essay: Describing your writing process in an extended metaphor.
In-class final project: Geocities workshop. Final corrections to the metaphor essays and the web folios.
Bearing in mind the many opportunities to revise your projects and to earn extra credit, your final grade for the semester is based on this scale:
No more than three F's and the rest C's totals a D.
All C's (or the equivalent of F's, C's and A's to equate to all C's) equals a C.
At least 4 A's and the rest C's total a B.
At least 7 A's and the rest C's earns an A.
Semester is over! Now, go have some FUN!
This is very important, so read it.
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!
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