Hang in there! The semester is almost over!
Page last Updated: 8 December 2004, 2:00 p.m.
Thursday, 8/26 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, 8/31: 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.
Tuesday, 8/31 In
class: 1). Discuss the Tonight Show's funny miscommunication, samples of
errant headlines, typos, misspellings, ambiguous references, etc. You may earn extra credit
(replace a grade of F with a C or a grade of C with an A for one assignment) by providing your own examples of funny
printed or published public miscommunications. We'll talk about it.
2.) Team-building exercise in collaborative learning. Together we are much smarter than the smartest of us individually.
3.) "Open-computer" quiz on the assigned readings.
Homework for Thursday, 9/2: Read these two on-line essays and turn in the readings quiz at the start of class.
For your own reference print out these objectives of English 111 at TNCC. You will demonstrate mastery of each of these objectives at least three times in the assignments I make this semester. They will not all be met on any one assignment. To aid your self-evaluation of the critical reading exercise, print out this guide to evaluation of the exercise. You will turn in that evaluation sheet with your assignment on Tuesday.
Thursday, 9/2 In class: Discuss the power and importance of collaborative learning.
Homework for Tuesday, 9/7: Read the four student-written essays at the links below. When we discuss the Orwell and Hughes essays, as well as those below and in the handouts I'll give you next week, we will focus on the ways in which these incidents are defining moments in the writers' lives. 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 further 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
Tuesday, 9/7 In class: 1) Discuss the Orwell and Hughes essays. 2) Discuss "defining moments," life's milestones.
Thursday, 9/9 In class: Since I will be at a VCCS Professional Development Committee meeting at Sweet Briar College today, you will do a small-group, in-class close reading and editing exercise. Form into groups of your choosing, at least three in the group but no more than five. Take this link to the exercise, and follow the instructions.
Next Tuesday, we will finish discussing the Hughes essay, the four student essays I've posted above, and the nature of defining moments. Your assignment for Tuesday is to search on line for some brief biographical information about both Orwell and Hughes so that we can discuss how the two narratives by those authors reflect defining moments in their lives. Expect a quiz about the lives of the two authors.
Tuesday, 9/14 & Thursday, 9/16 In class: Discuss the two essays and the take-home quiz. Choose topics for the "defining moment" essays.
Tuesday, 9/21 In class: Writing workshop for defining moment essay.
Read the writing prompt and evaluation guidelines for the paper: Defining Moment Essay
Make sure you are developing the story with specific, concrete supporting details and descriptions. Don't just "tell," show your readers what happened. Take the following link read the discussion of concrete vs. abstract language.
Homework for Thursday 9/23: Do self evaluation of the draft of your defining moment paper. Apply the
criteria outlined in my prompt and evaluation sheet for the assignment (linked above). Additionally,
read these suggestions for
revision and editing and use the revision checklist
from the Guide to
Grammar and Writing
at Capital Community and Technical College in Hartford, Connecticut.
In Writing Essentials, read chapter five (pages 22-29) on revising and peer review. Apply those criteria to your own essay. In class on Thursday, you will peer review each other's essays using the criteria in W.E. and the G.G.W. Essays will be turned in following peer review.
Thursday, 9/23 In class: Peer review of defining moment essay.
Homework for Tuesday 9/28:
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
2). Guidelines from technology research librarians Esther Grassian (UCLA) and
3). Elizabeth Kirk (Johns Hopkins)
Tuesday, 9/28 "Defining moment" essays (final drafts) due in my mailbox today if not already submitted.
In-class group analysis of Internet sources, based on Esther Grassian's criteria.
I'll be at the VCCS Leadership Development Conference from 9/26-9/29, so here's how you will proceed:
Jahmay Johnson, Pamela Chapel, and Kristy Turnage will be the three group leaders (surprise, ladies!) and will ensure that there are three relatively equal groups, in terms of numbers, with at least five per group. My instructions supercede the instructions posted on the UCLA web page. For about 30 minutes, in your groups, look at each of the four links, and, applying Grassian's evaluation criteria, answer the main questions: Would you use this web site for a research paper? Why or why not? At 11:30, each group will make an oral presentation to the other two groups on each of the four sites, answering the main questions. Everyone follow along, please, by accessing the sites being presented.
Jahmay, Pamela, and Kristy will record the names of the folks in their groups and will report to me on Thursday, confidentially, those who cooperated and participated in the process; so obey your leaders and stay focussed on the tasks, i.e., this is NOT a social hour, folks. Volunteer to present the conclusions of your group discussions so that the group leaders don't have to do all the work. Besides, you'll have fun with this, and you really don't need ME to interfere with your lurnin'. You'll get credit for simply cooperating and participating.
If one of the designated leaders does not happen to make class on Tuesday, the others will appoint the third group's leader. Oh, and by the way, here's today's video. It shows what I'll be learning to do at the Leadership Conference.
Homework for Thursday 10/1 Applying the evalution criteria suggested by November, Grassian and Kirk, take notes in re: the validity and usefulness of the sites listed in this exercise: Evaluating Internet Resources. We will do a paired or small-group exercise based on this assignment (for a grade) in-class on Thursday, so be certain that you are well prepared.
Thursday, 9/30 In class: Discuss criteria for evaluting the validity of Internet sources.
Homework for Tuesday 10/5: Use the notes you and your partner took in class on three web sites and, additionally, analyze the next three sites listed as well. On Tuesday, you will turn in a brief written analysis of the six sites, per the posted Guidelines for this assignment . This will be a graded assignment. You may finish it with your partners or on your own. Due at the start of class on Tuesday, 10/5.
Tuesday, 10/19 In class: Discuss editing conventions.
Reading assignment for 10/21: We will be moving into the conventions of documenting sources next. To prepare, read Chapters 9 and 11 in Writing Essentials, then Chapter 10 (a sample researched paper). In addition, go to the MLA research paper section of the GGW, get familiar with how it is organized and how to navigate it, and make sure that you "bookmark" it on your browser because you will be visiting it very, very frequently in the next couple of months. Here is the direct link: http://www.ccc.commnet.edu/mla/index.shtml
Thursday, 10/21 Once again, I have a travel commitment. I am attending the VCCS English faculty conference in Charlottesville, so look out because I'll be a lot smarter when you come back to class next Tuesday. But you don't need me today, anyway. You'll learn from each other. Either in groups of your choosing, or individually, type and print out a works cited entry for each of the five sources as prescribed in this exercise. Type your name(s) on the printouts and place them in my mail box in room 852 today, 10/21/04.
Here is some useful advice about works cited entries for web pages and web-based sources.
Tuesday, 10/26 In class: Discuss works cited conventions.
Thursday, 10/28 In class: Discuss works cited conventions for electronic sources.
Reading Assignments for 11/2:
1. Read the following information about writing summaries prior to Tuesday'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.
2. Read this article on birth order
3. Read through this site on Multiple Intelligences
4. And read through this site on the VARK learning preferences questionnaire
Tuesday, 11/9 In class: Advising and registration.
Thursday, 11/11 In class: Discuss summary writing. Begin writing a summary from one of the reading sources posted on 11/2/04
Due at the start of class:
1]. Internet resources analysis (researched essay #1).
2] Draft of a summary, correctly attributed and documented with parenthetical citation(s) and works cited entry of one of the three sources posted on 11/2.
Extra credit opportunities coming up:
"Romania: Not Just the Homeland of Dracula" 3:30 p.m., 11/11/04. Wythe Hall Gallery. Sponsored by the International Club.
Thursday, 11/18 I won't be in class today as I am making presentations at a conference in western Virginia on Thursday and Friday. Use your in-class time wisely!
Assignment: Write a researched essay of approximately three pages in length related to the readings that you have already summarized so that the summary you have already turned in will be one of the paragraphs of the essay. You will include at least two other sources in your paper. You will find these sources on your own, applying the viability criteria we have discussed. These sources will be documented and appropriately attributed in the essay.
Since all three of the topics I have suggested can be applicable to you, can help you to understand something about yourself, the essay should focus on the ways in which the research is relevant or applicable in your life. For instance, do you, your siblings, or perhaps your children, reflect the general traits described in birth order theory and research? Show it, or show how you think it does not apply. Similarly, which of Gardner's multiple intelligences are most prevalent in you? (Did you find and complete a multiple intelligences survey to help you determine? If not, do it!) Give examples from your experience that show which intelligences are strongest in you. Likewise, the learning styles research is worthwhile for any college student to know about, and the VARK learning preferences questionnaire is a particularly useful in that it not only helps to show your learning preferences or strengths, but the site also provides a great deal of information on how to optimize your learnig skills and study habits. How can you, or do you, use this information to your own benefit as a student?
Due Tuesday 11/23 at the start of class: A completed draft of the researched essay, ready for peer review.
Tuesday, 11/30 In class: Web folio workshop.
Reading Assignments for Thursday, 12/2: 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.
Thursday, 12/2 In class: discuss metaphor. Describe ourselves metaphorically.
Writing assignment for Tuesday, 12/7: Similar to the exercise you wrote in class, develop three metaphors for hobbies or habits or personality traits that you have.
Tuesday, 12/7 In class, read the following student-written essays: Extended metaphors for the writing process.
Writing assignment for Thursday, 12/9: If you wish, you may draft this final essay and bring it with you for peer review on Thursday; or you may write the essay completely in class on Thursday. In either case, it will be turned in at the end of class on 12/9/04.
Here is the prompt for the final paper.
Now, the bad: This means that the webfolio assignment is back on the agenda. Sorry, no paper portfolios will be accepted. Not to worry though; since you'll only be required to have the four papers (listed above) and a home page in your site, it will be quite easy to do. And I will give one extra credit for site builders who put extra effort into their web folios.
Here's a link to the instructions on how to save your MSWord documents so that they are compatible with Geocities PageBuilder. It's a short one-pager, so you can easily print it out.
Thursday, 12/9 In class: Finish and turn in the final essay, an extended metaphor for your own writing process.
Tuesday, 12/14. Note: class meets from noon-1:45 today.
By the end of class you will show me your webfolio, print out the homepage to turn in, and email me a link to your webfolio with revisions or final copy of the following assignments:
*Defining moment essay
*First researched paper (evaluating Internet resources)
*Second researched paper (birth order, multiple intelligences, or learning styles)
*Any extra credit (up to four are acceptable)
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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