W15 - Mini Lecture: Paragraphs and Topic Sentences

Monday, November 23, 2009

W15 - Mini Lecture: Paragraphs and Topic Sentences
Day 50
11/24/09 - Tuesday

Assignment Directive:
Read lecture in its entirety
Take notes of lecture - following headings (bullet format)
Submit to instructor for check off
* Prior to revising writing proficiency papers review this document for advancing paragraphs and topic sentencing.

Paragraphs and Topic Sentences
A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

TOPIC SENTENCES
A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE
Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating your meaning to your reader.

Introduction: the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body: follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion: the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.The following paragraph illustrates this pattern of organization. In this paragraph the topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS WAYS.
In front of the tiny pupil of the eye they put, on Mount Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into the depths of space. Or they look through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify by as much as 2000 diameters the living creatures there, many of which are among man’s most dangerous enemies. Or, if we want to see distant happenings on earth, they use some of the previously wasted electromagnetic waves to carry television images which they re-create as light by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings of long ago and far away as colored motion pictures, by arranging silver atoms and color-absorbing molecules to force light waves into the patterns of original reality. Or if we want to see into the center of a steel casting or the chest of an injured child, they send the information on a beam of penetrating short-wave X rays, and then convert it back into images we can see on a screen or photograph. THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY. George Harrison, “Faith and the Scientist”

COHERENCE
In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.
Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

A number of other techniques that you can use to establish coherence in paragraphs are described below.

Repeat key words or phrases. Particularly in paragraphs in which you define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and help your reader understand your definition or description.

Create parallel structures. Parallel structures are created by constructing two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have been constructed in a parallel way. The parallel structures (which have been emphasized) help the reader see that the paragraph is organized as a set of examples of a general statement.

Be consistent in point of view, verb tense, and number. Consistency in point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,” for example, you make your paragraph less coherent. Such inconsistencies can also confuse your reader and make your argument more difficult to follow.

Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The following paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly from the introduction to the conclusion of the paragraph.

I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The correlation of brain size with body size among kindred animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular.Stephen Jay Gould, “Were Dinosaurs Dumb?”

SOME USEFUL TRANSITIONS
(modified from Diana Hacker, A Writer’s Reference)

To show addition:again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too

To give examples:for example, for instance, in fact, specifically, that is, to illustrate

To compare:also, in the same manner, likewise, similarly

To contrast:although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet

To summarize or conclude:all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up

To show time:after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while

To show place or direction:above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)

To indicate logical relationship:accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN
http://www.indiana.edu/~wts/pamphlets/paragraphs.shtml

W15 - Mini Lecture - When to use 'I'

Assignment Directive:

Read article

Take notes of article in journal - follow every heading

Journal Entry date: 11/23/09 Monday

Submit to instructor for check off

Mini Lecture

Should I Use "I"?

What this lecture is is about
This mini lecture is about determining when to use first person pronouns ("I", "we," "me," "us," "my," and "our") and personal experience in academic writing. "First person" and "personal experience" might sound like two ways of saying the same thing, but first person and personal experience can work in very different ways in your writing. You might choose to use "I" but not make any reference to your individual experiences in a particular paper. Or you might include a brief description of an experience that could help illustrate a point you're making without ever using the word "I." So whether or not you should use first person and personal experience are really two separate questions, both of which this handout addresses. It also offers some alternatives if you decide that either "I" or personal experience isn't appropriate for your project. If you've decided that you do want to use one of them, this handout offers some ideas about how to do so effectively, because in many cases using one or the other might strengthen your writing.

Expectations about academic writing
Students often arrive at college with strict lists of writing rules in mind. Often these are rather strict lists of absolutes, including rules both stated and unstated:
Each essay should have exactly five paragraphs.
Don't begin a sentence with 'and' or 'because.'
Never include personal opinion.
Never use 'I' in essays.

We get these ideas primarily from teachers and other students. Often these ideas are derived from good advice but have been turned into unnecessarily strict rules in our minds. The problem is that overly strict rules about writing can prevent us, as writers, from being flexible enough to learn to adapt to the writing styles of different fields, ranging from the sciences to the humanities, and different kinds of writing projects, ranging from reviews to research.
So when it suits your purpose as a scholar, you will probably need to break some of the old rules, particularly the rules that prohibit first person pronouns and personal experience. Although there are certainly some instructors who think that these rules should be followed (so it is a good idea to ask directly), many instructors in all kinds of fields are finding reason to depart from these rules. Avoiding "I" can lead to awkwardness and vagueness, whereas using it in your writing can improve style and clarity. Using personal experience, when relevant, can add concreteness and even authority to writing that might otherwise be vague and impersonal.Because college writing situations vary widely in terms of stylistic conventions, tone, audience, and purpose, the trick is deciphering the conventions of your writing context and determining how your purpose and audience affect the way you write. The rest of this handout is devoted to strategies for figuring out when to use "I" and personal experience.

Effective uses of "I":In many cases, using the first person pronoun can improve your writing, by offering the following benefits:
Assertiveness: In some cases you might wish to emphasize agency (who is doing what), as for instance if you need to point out how valuable your particular project is to an academic discipline or to claim your unique perspective or argument.
Clarity: Because trying to avoid the first person can lead to awkward constructions and vagueness, using the first person can improve your writing style.
Positioning yourself in the essay: In some projects, you need to explain how your research or ideas build on or depart from the work of others, in which case you'll need to say "I," "we," "my," or "our"; if you wish to claim some kind of authority on the topic, first person may help you do so.
Deciding whether "I" will help your styleHere is an example of how using the first person can make the writing clearer and more assertive:

Original example: In studying American popular culture of the 1980s, the question of to what degree materialism was a major characteristic of the cultural milieu was explored.
Better example using first person: In our study of American popular culture of the 1980s, we explored the degree to which materialism characterized the cultural milieu.

The original example sounds less emphatic and direct than the revised version; using "I" allows the writers to avoid the convoluted construction of the original and clarifies who did what.

Here is an example in which alternatives to the first person would be more appropriate:
Original example: As I observed the communication styles of first-year Carolina women, I noticed frequent use of non-verbal cues.
Better example: A study of the communication styles of first-year Carolina women revealed frequent use of non-verbal cues.

In the original example, using the first person grounds the experience heavily in the writer's subjective, individual perspective, but the writer's purpose is to describe a phenomenon that is in fact objective or independent of that perspective. Avoiding the first person here creates the desired impression of an observed phenomenon that could be reproduced and also creates a stronger, clearer statement.

Here's another example in which an alternative to first person works better:
Original example:As I was reading this study of medieval village life, I noticed that social class tended to be clearly defined.
Better example: This study of medieval village life reveals that social class tended to be clearly defined.
Although you may run across instructors who find the casual style of the original example refreshing, they are probably rare. The revised version sounds more academic and renders the statement more assertive and direct.

Here's a final example:
Original example I think that Aristotle's ethical arguments are logical and readily applicable to contemporary cases, or at least it seems that way to me.
Better example: Aristotle's ethical arguments are logical and readily applicable to contemporary cases.
In this example, there is no real need to announce that that statement about Aristotle is your thought; this is your paper, so readers will assume that the ideas in it are yours.

Determining whether to use "I" according to the conventions of the academic field
Which fields allow "I"?
The rules for this are changing, so it's always best to ask your instructor if you're not sure about using first person. But here are some general guidelines:
Sciences: In the past, scientific writers avoided the use of "I" because scientists often view the first person as interfering with the impression of objectivity and impersonality they are seeking to create. But conventions seem to be changing in some cases—for instance, when a scientific writer is describing a project she is working on or positioning that project within the existing research on the topic. Check with your science instructor to find out whether it's o.k. to use "I" in his/her class.

Social Sciences: Some social scientists try to avoid "I" for the same reasons that other scientists do. But first person is becoming more commonly accepted, especially when the writer is describing his/her project or perspective.

Humanities: Ask your instructor whether you should use "I." The purpose of writing in the humanities is generally to offer your own analysis of language, ideas, or a work of art. Writers in these fields tend to value assertiveness and to emphasize agency (who's doing what), so the first person is often—but not always—appropriate. Sometimes writers use the first person in a less effective way, preceding an assertion with "I think," "I feel," or "I believe" as if such a phrase could replace a real defense of an argument. While your audience is generally interested in your perspective in the humanities fields, readers do expect you to fully argue, support, and illustrate your assertions. Personal belief or opinion is generally not sufficient in itself; you will need evidence of some kind to convince your reader.

Other writing situations: If you're writing a speech, use of the first and even the second person ("you") is generally encouraged because these personal pronouns can create a desirable sense of connection between speaker and listener and can contribute to the sense that the speaker is sincere and involved in the issue. If you're writing a resume, though, avoid the first person; describe your experience, education, and skills without using a personal pronoun (for example, under "Experience" you might write "Volunteered as a peer counselor.").
A note on the second person "you":
In situations where your intention is to sound conversational and friendly because it suits your purpose, as it does in this handout intended to offer helpful advice, or in a letter or speech, "you" might help to create just the sense of familiarity you're after. But in most academic writing situations, "you" sounds overly conversational, as for instance in a claim like "when you read the poem 'The Wasteland,' you feel a sense of emptiness." In this case, the "you" sounds overly conversational. The statement would read better as "The poem 'The Wasteland' creates a sense of emptiness." Academic writers almost always use alternatives to the second person pronoun, such as "one," "the reader," or "people."

Personal experience in academic writing
The question of whether personal experience has a place in academic writing depends on context and purpose. In papers that seek to analyze an objective principle or data as in science papers, or in papers for a field that explicitly tries to minimize the effect of the researcher's presence such as anthropology, personal experience would probably distract from your purpose. But sometimes you might need to explicitly situate your position as researcher in relation to your subject of study. Or if your purpose is to present your individual response to a work of art, to offer examples of how an idea or theory might apply to life, or to use experience as evidence or a demonstration of an abstract principle, personal experience might have a legitimate role to play in your academic writing. Using personal experience effectively usually means keeping it in the service of your argument, as opposed to letting it become an end in itself or take over the paper.It's also usually best to keep your real or hypothetical stories brief, but they can strengthen arguments in need of concrete illustrations or even just a little more vitality.

Here are some examples of effective ways to incorporate personal experience in academic writing:
Anecdotes: In some cases, brief examples of experiences you've had or witnessed may serve as useful illustrations of a point you're arguing or a theory you're evaluating. For instance, in philosophical arguments, writers often use a real or hypothetical situation to illustrate abstract ideas and principles.
References to your own experience can explain your interest in an issue or even help to establish your authority on a topic.
Some specific writing situations, such as application essays, explicitly call for discussion of personal experience.

Here are some suggestions about including personal experience in writing for specific fields:
Philosophy: In philosophical writing, your purpose is generally to reconstruct or evaluate an existing argument, and/or to generate your own. Sometimes, doing this effectively may involve offering a hypothetical example or an illustration. In these cases, you might find that inventing or recounting a scenario that you've experienced or witnessed could help demonstrate your point. Personal experience can play a very useful role in your philosophy papers, as long as you always explain to the reader how the experience is related to your argument.

Religion: Religion courses might seem like a place where personal experience would be welcomed. But most religion courses take a cultural, historical, or textual approach, and these generally require objectivity and impersonality. So although you probably have very strong beliefs or powerful experiences in this area that might motivate your interest in the field, they shouldn't supplant scholarly analysis. But ask your instructor, as it is possible that he or she is interested in your personal experiences with religion, especially in less formal assignments such as response papers.

Literature, Music, Fine Arts, and Film: Writing projects in these fields can sometimes benefit from the inclusion of personal experience, as long as it isn't tangential. For instance, your annoyance over your roommate's habits might not add much to an analysis of "Citizen Kane." However, if you're writing about Ridley Scott's treatment of relationships between women in the movie "Thelma and Louise," some reference your own observations about these relationships might be relevant if it adds to your analysis of the film. Personal experience can be especially appropriate in a response paper, or in any kind of assignment that asks about your experience of the work as a reader or viewer. Some film and literature scholars are interested in how a film or literary text is received by different audiences, so a discussion of how a particular viewer or reader experiences or identifies with the piece would probably be appropriate.

Women's Studies: Women's Studies classes tend to be taught from a feminist perspective, a perspective which is generally interested in the ways in which individuals experience gender roles. So personal experience can often serve as evidence for your analytical and argumentative papers in this field. This field is also one in which you might be asked to keep a journal, a kind of writing that requires you to apply theoretical concepts to your experiences.

History: If you're analyzing a historical period or issue, personal experience is less likely to advance your purpose of objectivity. However, some kinds of historical scholarship do involve the exploration of personal histories. So although you might not be referencing your own experience, you might very well be discussing other people's experiences as illustrations of their historical contexts.

Sciences: Because the primary purpose is to study data and fixed principles in an objective way, personal experience is less likely to have a place in this kind of writing. Often, as in a lab report, your goal is to describe observations in such a way that a reader could duplicate the experiment, so the less extra information, the better. Of course, if you're working in the social sciences, case studies—accounts of the personal experiences of other people—are a crucial part of your scholarship.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License.You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill


http://www.unc.edu/depts/wcweb/handouts/should_I_use_I.html

W14 - Literature - Genre Definition Drill 11/18/09 Weds.

Genre Definitions

Directive: Define each Genre listed below. Two sentence minimum required. Three online reference sources required. Identify the source after each definition. When using a resource list more than once, identify the second usage with a number sign.

Prior to recording genre information into the course journal - title the journal entry as "Wednesday 11/18/09 Online Classroom Drill"


Note: Review journal entry for genre definition.

1. Biography/Autobiography
2. Fantasy
3. Historical Fiction
4. Myths and Legends
5. Poetry
6. Science Fiction
7. Fairy Tale
8. Folktales
9. Mystery
10. Non-Fiction
11. Realistic Fiction
12. Short Stories

Mock Writing Proficiency Drill Directives

Mock Writing Proficiency Drill

Directive: After actual drill is preformed, students are approaching this project as an individual assignment. Please note which steps you have successfully accomplished and move to the next step (as guided by your instructor).

A. Position Paper

1. Drill - Taken during w11 - two course periods
2. Instructor's review - W12
3. Student Revisions - W12 & 13
4. One on One - W13
5. Student Revisions - W 13
6. Posting of Final Draft - W14

B. Research Paper

1. Research 2 - 3 sources that enhance your position paper to a research paper.

2. Ruining running bibliography - On a separate sheet of paper note all the sources you reviewed.

3. Insert references following MLA format into your paper.

4. Insert correct reference page at the end of your paper.

5. Submit first draft of Research Paper to alorenzo@centralstate.edu on 11/20/09 by 1:00PM

W14 Preview

Monday - One on One Paper Reviews, Journal Slam, Mock Writing Proficiency Drill, Literature Review , Introduction of Jeopardy Game - 11/30/09 and LC Field Trip - 12/05/09

Tuesday - One on One Paper Reviews, Journal Slam

Movie Attendance: Black Indians: An American Story - presented by
The Black Oak Project The relationship between Native Americans and African American has long been overlooked. This documentary takes a look at how the histories of the two groups have intertwined and met, and the challenges facing them today. Featuring historical anecdotes and unique family memories.

Time:6:00PM Tuesday, November 17th
Location:Wesley Hall. CSU Main Campus
* Journal Entry: Wednesday 11/18/09 Essay review of movie theme & social issue

Before starting essay view The Black Oak Project facebook page and visit the movie site within the wall posting. Become a fan of this facebook site:
http://www.facebook.com/home.php?#/pages/The-Black-Oak-Project/163116857227?ref=ts

Wednesday - Online - Genre Drill - Definitions (blog posting)

Black Indians: An American Story

Thursday - Online - Journal Entry - Five paragraph essay, "Going Home for Thanksgiving." Pre-writing material required - Mind Map or Outline.

Friday - Online - Complete and email Mock Proficiency Writing revision to alorenzo@centralstate.edu by 1:00PM.

Assignments

1. Mock Writing Proficiency Drill Packet
2. Journal - organizing, studying
3. Preparing for Learning Team 'Jeopardy Game' - 11/30/094. Revising written assignments
5. Preparing for final exam
6. Saving the date '11/05/09 - Learning Community Field Trip

Note: During online course days the following professors are available to assist 9:00 AM - 12:00 Noon students :
Dr. Giddings who will be providing support of overall course directives.
Mr. Conrad (who will be in the 12:00 classroom to assist with week 14 writing assignments).

Students who need to pick up their writing piece - can find documents in my mailbox located in the Humanities department.

W13 - Grammar Drill

Directives:

Date this as a journal entry, using the date you are beginning the assignment. Use three different sources to complete this drill. Identify which sources you use.

Terms

Area A

Provided definitions for:

1. A;E;I;O;U; & Y
2. Acronym
3. Vowels
4. Phonetics
5. Sound
6. Language
7. English
8. Homographs
9. Consonants

Area B
Read:
http://en.wikipedia.org/wiki/Vowel

After reading the general content of this post - advanced to the items highlighted in Blue and pick three terms you are not familiar with and paraphrase the content material.

W 13 Preview

Monday, November 9, 2009


Monday: Literature Review, One on One Meetings, Lab Exercise

Tuesday: Convocation - No Class (Online Blog Drill related to Convocation)

Wednesday: Holiday - College Closed

Thursday: Grammar Drills, Literature Review

Note: We will continue holding the class in two locations: classroom and Writing Lab . Students should review the last few weeks of the semester as independent study, while maintaining regularly scheduled classroom periods and attending campus directed activities and one on one meetings with the instructor(s).

Friday: Mini Lecture

Tools Needed: Dictionary (classroom), Journals, Flash drive, Literature book

Homework Activities:

Finish reading literature book
Finish reading Jamaica Kincaid
Review WI content
Complete assignments not submitted
Fill in missing journal entries
Complete drills on course blog
Begin finding research sources for your mock proficiency drill essay development

Week 12 - Literature Drill (classroom)

Directive:

Instructor will assign certain students throughout week 12 to complete this drill. Students will be sent to the lab to complete.

1. Write do the questions prior to answering drill - just in case the online system fails.
2. Paraphrase answers. Identify your sources.
3. Have instructor check of your work at the end of the class period.

Known Knowledge
It is assumed that the student has preexisting knowledge of literature and the design of literature either from their high school academic exigence or through reviewing Jamaica Kincaid's material, course discussions, student's literature book and homework activities.



The following questions related to Literature:


1. What is a theme?

2. What is a motif?

3. What is a protagonist ?

4. What is a symbol?

5. What is literature?

6. What is non- fiction?

7. What is function?

8. What is a plot?

9. What is an antagonist?

10. What is literary genre?

W12 - Listing of assignments (W's 9/10/11/12)

Assignment Check-off Listing

1. Literature review sheets (Journal entry)
2. Movie Night review assignment (Journal entry - blog driven)
3. Essay Paragraph revision (Journal entry/MLA paper)
4. Vocabulary Drill (classroom spelling) & Vocabulary word Definitions (Journal Entry)
5. Mock Proficiency Writing exam (classroom) & MLA typed paper upgrade
6. Time Log - Journal Entry

Week 12 - Literature Read

Weekend Homework

1. Read your book to completion this weekend.
2. As you read fill out the 4 x 2 = 8 pages in your journal that was assigned for this project.
3. Answer all ten questions assigned to the project during week 10 (classroom notes).
4. Be prepared to have instructor write off on this project.
5. Be prepared to discuss your book within a small group.

Week 11 - Copyright Criminals (questions)

Tuesday - Movie Night - The Black Oak Project

Directive:
1. View material requested on this post.
2. If you attended event use recall to answer questions. If you did not attend review all the attachments offered within this post.
3. Put answers in your course journal under the title: "Copyright Criminals" - Week 11. 10/30/09 Online Classroom Drill.







View - Copyright Criminals Facebook page: http://www.facebook.com/pages/Copyright-Criminals/49437687171?ref=ts


View - Copyright Criminals video trailer:http://www.facebook.com/video/video.php?v=1078916056578

Read - Discussion guide: http://www.pbs.org/independentlens/copyright-criminals/resources/COPYRIGHTCRIMINALS_discussion.pdf

Questions:

1. Define the term "Copyright"
2. Define the term "plagiarism"
3. Define the term "Hip Hop"
4. Can you own a sound?
5. What is "sampling"
6. Provide your position on this issue within a three paragraph statement, adopting the terms of the topic as your cornerstone of knowledge.

Week 11 - Min Lecture: African American Literature

African American literature is the body of literature produced in the USA by writers of African descent. The genre traces its origins to the works of such late 18th century writers as Phillis Wheatley and Olaudah Equiano, reached early high points with slave narratives and the Harlem Renaissance, and continues today with authors such as Toni Morrison, Maya Angelou and Walter Mosley being ranked among the top writers in the United States. Among the themes and issues explored in African American literature are the role of African Americans within the larger American society, African American culture, racism, slavery, and equality. African American writing has also tended to incorporate within itself oral forms such as spirituals, sermons, gospel music, blues and rap.[1]
As African Americans' place in American society has changed over the centuries, so, too, have the foci of African American literature. Before the American Civil War, African American literature primarily focused on the issue of slavery, as indicated by the subgenre of slave narratives. At the turn of the 20th century, books by authors such as W.E.B. DuBois and Booker T. Washington debated whether to confront or appease racist attitudes in the United States. During the American Civil Rights movement, authors like Richard Wright and Gwendolyn Brooks wrote about issues of racial segregation and black nationalism. Today, African American literature has become accepted as an integral part of American literature, with books such as Roots: The Saga of an American Family by Alex Haley, The Color Purple by Alice Walker, and Beloved by Toni Morrison achieving both best-selling and award-winning status.





Source: http://en.citizendium.org/wiki/African_American_literature

African American Literature Book Club - The #1 Site for "Readers of Black Literature" http://aalbc.com/books/favorite3.htm

Week 11 - Literature & Self Editing Drill

Monday - Students submit profilo packet and review with class

Tuesday - African American Literature (mini lecture)

8:00 PM viewing of 'Copyright Criminals'

a Black Oak Project screening and discussion

Wednesday - Writing Drill

Thursday - Literature

Friday - pending - grammar drill exercise

NOTE: Week 10 mock profiecency test was a two day in class drill and does not transfer to a homework assignment. At this time, the instructor is not offering students who missed this drill an oppurtunity to make up the assignment.

Week 10 - Literature

Loving Literature

Pygmalion

Bernard Shaw

Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationships in a social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manner. When the end result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. Pygmalion was originally written for the actress Mrs. Patrick Campbell, and became later the basis for two films and a musical. Pygmalion was originally written for the actress Mrs. Patrick Campbell, and became later the basis for two films and a successful musical, "My Fair Lady."

Quote:

The English have no respect for their language, and will not teach their children to speak it. They spell it so abominably that no man can teach himself what it sounds like.
BernardShaw

The first main fictional character I fell in love with - Eliza Doolittle, beautifully brought to life in the classic, "Pygmalion."

I borrowed the book, "My Fair Lady" from my local library. Reading in the cozy corner of our hallway, I found a sister, that struggled with verbal language and social norms - just as I had. At the end of the story, she was a lady, and I had hope.




Play Ticket - My Fair Lady
A Musical Play by Alan Jan Lerner

Speaking cocky slang
http://www.youtube.com/watch?v=847NfB3vSJQ&feature=related

Educated and Knowledgeable - song 'Without You'
http://www.youtube.com/watch?v=t3mC4485Ue0

Week 10 Retreat

You are Invited

Happening: Learing Community Retreat

Time: 11:00AM - 1:00 PM

Date: October 19, 2009

Location: Stokes Hall

Schedule Activity:

Music

Time Line sharing

Poetry Reading

Small Group Exercise

Indiviudal Messages

Brown Bag Lunch

Week 9 - Indiviidual Meetings

Thank you for attending the individual meetings this week, We are having great success with participation. For those students who missed their meetings, please text or email to reschedule meetings.

If you have been requested to attend a second meeting, make sure that your work is completed as scheduled.

The most neglected homework assignment has been the Jamaica Kincaid essay readings (essays # 5, 6, 7), which are to have a two to three paragraph descriptive narrative for each essay entered within your journal.

During week 10 the instructor will be reviewing journals to secure all assignments schedule for week 10 review are complete.


Review 10 Review (Tuesday)

1. Exam- developed answers
2. WI Text Review -hand written notes of chapters
3. Essay - one Paragraph edit from journal
4. Time Line - review of draft that was used for 10/19/09 retreat
5. JK - Review of notes of essays 5/7/8

W9 - PBS AA Timeline (research sample)

Monday, October 12, 2009
http://www.pbs.org/wnet/aaworld/timeline.html














African American World . Timeline PBS
Posted by Lorenzo's 1100 English Course at 6:24 AM


Class - I found research gold! View this site and get the best example I can offer for developing your time line.

Hope your having a wonderful break!

Week 9 Preview - One on One Meetings

Reminder:

Each student will meet privately with the instructor to review:

1. Journal
2. Mid-Term Exam
3. Dr. Giddings material
4. Time Line (draft)
5. Extra credit points earned
6. Homework/Research items
7. In class participation


Please remember your appointment.

1. Those students meeting scheduled to have their one-on-ones during the regularly schedule class time of 9:00 am - 9:50 will meet with the instructor in the classroom.
2. Those students meeting outside of the classroom period, will be meeting in Lorenzo's third floor office, room #337.
3. Those students that do not keep their appointment will receive a letter grade of F for the mid-term grading period.
4. Those students that did not schedule a meeting with the instructor must email a request for a meeting to: alorenzo1@aol.com or alorenzo@centralstate.edu. No text or phone request will be permitted.

------------------
DON'T FORGET MOVIE NIGHT IS TUESDAY IN WESLEY AT 6:00PM. Twenty extra points will be given for full attendance.

Week 9 - Time Line Homework directive

Sunday, October 11, 2009

Week 9 - Time Line Homework directive

Homework assignment - related to 10/19/09 learning community retreat.

Directive:
Review course notes and instructors lectures regarding time line usage. Review various time lines displayed in you African American text.

Etch a time line that starts as far back as is required to track your topics history.Minimum tracking period begins with your grandparents. Choice any topic from your African American course or a cultural topic that interest you. Display your families personal time line and that of national/global events that properly display an association of your topics.

Deadlines:
First week of class - firs draft of personal event time line.Week 8 - drafting, mind mapping of topic and personal time line.
Week 9 - present draft of time line to instructor during scheduled one on one meetings.
Week 10 - share completed draft during small group exercise during 10/19/09 learning community retreat.
Week 10 - Friday submit time line to instructor for grading.

NOTE: There will be no excuse not to submit draft timeline, due to the fact that there were two discussions and face to face directives and class time dedicated to completing this task on time.

SAMPLES

Sample time line (Actual criminal event):
http://www.msnbc.msn.com/id/33129258/ns/dateline_nbc-crime_reports/

Sample time line computer graphics (will have to down load separately):
http://www.smartdraw.com/examples/Timelines/Timelines?id=40831&gclid=CMuBgr6itZ0CFSANDQodRBlXig

Sample Historical time line:
http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/sciber/sample.htm

* Don't like what you see? Perform online research - subject, Time Lines

Mid-Term Exam

Mid Term Exam
Week 8 (Take home assignement)
Lenght of test: Estimated 45 minutes

Directive: Each answer must be a minium of two paragraphs, with the majority requiring three. Each answer must have a text or online reference. Full references are required. Each answer must be written neatly in pen (within your journal).

Due Date: Student will show instructor their exam answers at the one on one meeting scheduled for week 9.

Questions:
1. Detail the MLA structure. Must have text chapter, code -example 35b and page number and content must have text chapter.

2. Detail the APA structure. Must have text chapter, code -example 35b and page number.

3. Detail the Chicago Style format's bibliography, reference notes usage and format. Must have text chapter, code -example 35b and page number.

4. Detail how to make a verbal/PowerPoint presentation. Using online reference source. Must identify the website.

5. Write a bibliography of Jamaica Kincaid. 3 paragraph minimum. Must identify sources of knowledge (example - web site, book, instructors comments). Must use two sources.

6. Identify three areas of writing weakness as it relates to the topics in the "Writing Intensive" text, that most match your needed areas of improvement. Paraphrase the text paragraphs and use the symbolic codes on the chart on the last page of the book. Must have text chapter, code -example 35b and page number.

7. Identify the correct use of a time line in research design. Use online source and state the website used in your answer.

W6 - Lorenzo will be holding class Friday

Students,

Thank you for following the blog and keeping informed. I will be instructing the English 1100 course Friday 9/25/09.


We should be finishing our movie and if time allows, reviewing our research findings.

We will find someway of making up our lost time.

The best to you,

Ms. Lorenzo

W6 - Thursday - Lorenzo will not be in

Students,

I will not be in today.

We will continue movie Friday. Please continue research movie topic.




Please, no tweets, texts, calls today - must rest. See you Friday.

9/22/09 - Lorenzo will not be in

Lorenzo's students -

Home today with cold/flu. Please excuse my absence and proceed with your existing assignments:

Reading:
WI 5&6,
JK essay #2,

Researching :
Movie - Amazing Grace - http://www.amazinggracemovie.com/downloads.php (go to the resource section of the movies web-site and review "A valuable tool to learn about abolitionist, William Wilberforce before viewing the film" ) - We will continue the movie Wednesday. Our week 6 schedule on the blog: http://alorenzo1100fall2009.blogspot.com/ will be one day behind.
Please - no calls or text messages today - will be resting.

Ms. Lorenzo.

W6 Preview

Monday - Movie

Tuesday - Movie

Wednesday - Recap of weeks 1-5 - using tools/student papers/blog

Thursday - Writing and grammar assignment

Friday - Writing and review of chapters 5&6

Note: Evening movie night is cancelled for the week.

Online Requests
View course blog and become a fan.
View my Twitter - see if you have missed any tweets.Please be patient as I work out the glitch in posting comments on course blog.

Course Journal Directive (repeat)
Inside cover - put your full name and all course online information.Put day and date at the top of every entry.
Write course lecture under the 'housekeeping' area.
Write in pen.
Write neatly.
Only course topic in Journal.
Put homework notes and group activity notes in journal.

Class Behavior
First let me say I'm very happy with our behaviour and relationship.
Do not visit other sites or with your phone, while professor is directing the course.
Do not come in after 9:05 - you will not be allowed to enter.
Do bring documented support when asking for an excused absence.
Do participate in group activities.
READ - READ - READ your chapters.

W5 - Lunch with the Professors

You are Invited

To

First Grade Posting Celebration

To: All English/African American History, Learning Community Members

From: Dr. Giddings & Professor Lorenzo

Date: Friday, September 18, 2009

Where: CSU Cafeteria

Time: 11:50am - 1:00pm

Why: To celebrate our first five weeks and first grade posting.

W5- Preview

Monday: JK, Journal Review/Update (small group exercise) - Pre-exam drill, Gidding's Chapter 16 weekend reading review (small group exercise)
Tuesday: Gidding's Mind Map, Outline, Draft due for check off
Wednesday: Same as Wednesday.
Thursday: Gidding's project - final check off, ENGLISH EXAM
Friday: Lunch with the Professor - CSU Cafeteria (11:50 -1:00) * Attendance mandatory even if you do not have meal plan.

Note: The two primary activities during week five are: Gidding's Chapter 16 Journal & English Exam.
Learning Tools: Refer to blog directives for each assignment - tools are listed within each post.
Deadlines: No exceptions to either activities deadlines.

Important Notices:
Finish reading the last essay of 'The Bottom of The River' on your own.
Informative Essay will be returned in Week 6.
Journals will be reviewed in week five.
First posting of students grades occur Week 5.
Professor will send notices to Student Services, if student receives a D letter grade for the five weeks of academic study.

W5 - Quiz (first grade post to system exercise)

SELF DIRECTED - STUDY GUIDE

Note: Classroom quiz is to be completed to earn a passing grade for the first grade posting of the semester (9/19/09)

Directive:

1. Students must comment to this post after reviewing content. Grade will not be earn without this step being completed. Comment post must read, 'I have reviewed this post prior to taking the classroom quiz."
2. Professor reserves the right to hold the Quiz either Weds or Thursday of the 5th week. If an excused absence is not agreed to prior to Tuesday of the first week, the student will receive a falling grade.
3. Bring sheets of lined paper to class for exam answers
4. This is a closed text/blog/google search/journal quiz.
5. Students should have reviewed all of the learning tools identified in week 4 classroom.


Sample quiz questions:

1. What is the objective of the course?
2. Provide a graphic of MLA format (first page)
3. Provide a graphic of APA format (face sheet)
4. Provide the structure of a five paragraph Essay
5. Identify three essay types reviewed during weeks 1/2/3/4
6. What are the primary themes in Jamaica Kincaid's essays?
7. Why did Jamaican Kincaid change her name?
8. Who is a contemporary of Kincaid?
9. List three pre-writing activities
10. List three pre-reading activities (Lecture - How to Read a Book)
11. Display the correct format of documentation in an APA paper when siting a web site document.
12. Define Chicago style research method and when it is used.
13. Recall three vocabulary terms from first vocabulary drill.
14. Tell me something not covered in these above questions that you know you know.

Note: Detailed questions requested. Sampling does not mean that all these questions will be on the quiz or that the question(s) will be 100% written as it is on this post.

Week Five Preview as it relates to quiz (overall week 5 preview will be posted later):

Monday - Overview of journal entries.
Tuesday - No quiz work
Wednesday - Quiz -- Instructor reviews journals
Thursday - No quiz work
Friday - Lunch with the Professor - CSU Cafeteria - 11:50 - 12:50

Note: Quiz will be performed during normal classroom period. Quiz is submitted on the instructors desk at the end of the course - no leaving early.

W4/5 - Giddings Journal/English Assignment

9/11/09 - Friday

Directive: This is a collaborative assignment (History/English). Students will earn a letter grade in each related course.

Assignment Tools:

1. History Text
2. History Syllabus
3. English (WI)
4. English Course Journal
5. MS Word
6. Flash drive
7. Class Exercise (small group/individual/large group)

W4 - Friday

Note: Students instructed to bring History text to class

1. Preview Reading - Chapter 16 of Dr. Giddings text
2. Prereading Outline - result of group review (Themes/Data/Preexisting Knowledge)

Week 5

Note: Assignment Post provided on Monday of week 5. Students may work ahead of schedule. Faculty will sign off on each step. Dr. Giddings will not except assignment without English sign-0ff.

Students develop:

1. Mind Map
2. Key Terms
3. Outline
4. Draft (Written/Typed)
5. Typed Draft
6. Final Paper

W4 Preview 9/08/09 - 9/11/09

Monday - Holiday
Tuesday - Day 16:Turn in Journal Entry #2, Review weeks 1/2/3, Discuss Dr. Giddings Journals
Wednesday -Day 17: Preview of chapters 3& 4 =WI, Finish reading essay #10 = J.K.
Thursday - Day 18:Discuss grammar rules
Friday - Day 19: Journal Entry #3 - Argumentative

W3 - Library Visit & Online Classroom 9/4/09

Hello Fellow Learners,

As assigned - today (9/4/09) students of English 1100 (9:00 am & 12:00 am) are scheduled to visit the library and be online to collect research/data (activity attached to course assignments: Journal Entry #2 and Jamaica Kincaid prereading activity).

Note: For those students who have appointments with Lorenzo today - please be on time and recognize that visits are limited to 20 minutes.

9/1/09 - Tuesday - No Classroom

9/1/09 Tuesday



Ms. Lorenzo - No Classroom period.

View blog for today's activity.

Read your chapters...work on Journal Entry #2, catch up on your daily housekeeping material.

W3 = Preview (Days 11 - 15)

Classroom

Monday - Homework assignment check off, Journal Entry #2 (Informative Essay)
Tuesday - Preview of History Journal Entry
Wednesday - In class drill on chapters 1&2
Thursday - Writing Lab (pending approval), Begin reading chapters 3&4
Friday - Library Research Visit (relates to Journal Entry #2 - seeking supportive information)

Activities

Writing Drills
Site Visits
Research practice
Text readings (content/language development)
Reading Exercises

Outcomes

Understanding of informative essay style
Understanding of reading for retention

W2- Grammar Drill Site - Individual Assignment - Lab work

Directive:

The site listed below, will be used throughout the course as a self assessment tool. Add your answers to the journal under the title 'Grammar Drill'. List the drill number. If the questions are to easy - advance to a higher level by scrolling down the page.


http://www.englishforjapanese.com/exercises/prepositions/01%20preps.html

W-2 Voc. Words/Terms - Homework - Due W-3 (Monday)

Vocabulary Words/Terms


Directives: Provide the definition of the following words/terms within your course journal - under the title: Weekend Two Homework Assignment. Each answer should be a minimum of one paragraph. Paraphrase answers when outside references are used.

Essay Types:

1. Argument
2. Informative
3. Interpretive Analysis

Paper Styles:

1. MLA
2. APA
3. Chicago

Five Paragraph Essay:

1. Thesis
2. Conclusion
3. Transitions

Grammar:

1. Verb
2. Subject
3. Adjectives

W-2 Overview

Week Two

Monday: Emails submitted, Library findings reviewed, Review of W-1's journal entries/class discussion, Ice-Breaker, Review of History Journal assignment (building - vocabulary&retention)
Tuesday: Introduction of course text, "Writing Intensive - Essentials for College Writers." Student Handbook review.
Wednesday: Second review of History Journal assignment due in Dr. Giddings class on Friday. Catch up day for classroom activities not completed
Thursday - Writing Lab (Blackboard Training or Online Research drills) =Wesley, Room 214
Friday - Introduction of course literature, "At the Bottom of the River" by Jamica Kincaid = discussion of pre-reading activity (drills)


Activity
A. Homework - Reading of chapters 1/2/3/4
B. Classroom - Detailed review of chapters 1/2 - classroom
C. Online - Secure all online functions are operational


Expectations
a. Journals are up to date
b. Text is purchased - (pending), Student Handbook brought to class Tuesday
c. Participate in group discussions
d. Cell phones are off
e. Twitter, Blog following
f. Timely arrivals
g. History Journal brought to class Monday and Wednesday

W1 Notice: Computer Lab - Wesely #214 - 8/20/09

Students,

Both the 9:00 am & 12:00 noon classes will meet in room 214 of Wesely Hall.
Date: Day 4 - 8/20/09

COMPUTER LAB

1. Blog review and sign-up to follow
2. Twitter - sign-up to follow
3. Online Course Syllabus review and check off
4. Check Dr. Giddings email regarding Library Hunt (his portion of the assignment)
5. Library Visit: Review the assignment directive posted on the blog.

W1 - Mini Lecture - Five Paragraph Essay (Class discussion & exercise: 8/18/20)

Lorenzo
ENG: 1100

Mini Lecture - The Five -Paragraph Essay



TOPIC: A. The Five-Paragraph Essay
B. Topic first introduced Day 2 of course, and is associated with College Proficiency

Exam requirement and Journal entry #1

C. MLA Handbook for Writers of Research Papers (6th ed.) and
the MLA Style Manual and Guide to Scholarly Publishing (2nd ed.)
D. http://owl.english.purdue.edu/owl/resource/557/01 (source and learning tool)

Assignment Directive:
1. Read Assignment (Homework)
2. Review your first journal entry, J-1 performing a self edit of content and form.
3. Be prepared to discuss mini lecture and your self-evaluation of first essay (week2).

The Five-Paragraph Essay

The five-paragraph essay is used in all areas of academia and throughout the business world as well. In addition to improving your skills in written communication, the five-paragraph essay also helps to develop a system of organized thought. This system not only assists in scoring well on academic tests, but also is an asset throughout an individual’s lifetime.
Note About Transitions

A transition is a word, a phrase or a sentence that helps your reader understand your thought process and maintains your reader’s interest from point to point in your essay.
Transitions create a bridge from one paragraph to the next. In addition, effective use of transitions adds continuity to your writing and cohesion to your essay as a whole.

The five-paragraph essay is also called the “classic” essay and as such has a traditional structure. Although like other essays, the five-paragraph essay contains a title, introduction, body and conclusion, each paragraph also ends and/or begins with a transition that links one paragraph to the next.

The Introduction: The first paragraph introduces your thesis/topic to your readers and directs them to the points you’ll develop in the body of your essay. Carefully craft your first sentence to capture your reader’s attention. Introduce your thesis and, in sequence, list your three supporting points. Like all parts of a five-paragraph essay, the sequence of supporting points follows a particular format.

The Body: Each of the three paragraphs of the body of a five-paragraph essay is devoted to examining one of the three points that support your thesis. In addition, the paragraph that supports each of your points has a specific position within the body.
In writing the body, begin each paragraph with a restatement of the supporting point and follow it with your evidence. Make sure your evidence is detailed and specific to the point it supports. Although each supporting point needs at least three pieces of evidentiary information to support it, use as much evidence as is necessary to make your viewpoint clear to your reader. The body of your five-paragraph essay is the “meat” of your essay. The first bite needs to be very tasty!
Body Paragraph #1: Begin your first paragraph with a “reverse hook”, a transition that alludes to your thesis as a whole. As in paragraph numbers two and three of the body, be sure to restate your point in the first or second sentence. Follow the restatement of your supporting point with your best evidence, your strongest point and/or most interesting example. End the first paragraph with a transitional word, phrase, or statement that progresses to your second paragraph.
Body Paragraph #2: Connect your bridge at both ends. Begin the second paragraph with a transition that alludes to the information in the first. State your second point in the first or second sentence of this paragraph. The supporting point and evidence presented in the second paragraph is the second most important evidence that supports your overall thesis. Conclude the second paragraph with a transition to the third.

Body Paragraph #3: The final paragraph of your essay body contains your weakest argument and evidence. Strengthen this paragraph by again beginning it with a transition that connects it the second paragraph and your thesis as a whole. Use a transition at the end of this paragraph to connect the three points of the body in leading to the conclusion of your essay.
The Conclusion: Your essay conclusion is the fifth and final paragraph of your essay. Use it to strongly restate your thesis, now backing it up with your three supporting points (again in sequence) and important evidence your essay brought to light. In writing your conclusion, try to grasp the feelings you have evoked in your reader and end your essay by using those feelings to add the final “sway” to your argument.
In retrospect, this final part of your essay should restate both your thesis and the points that support it in a way that unmistakably shows the reader how your reached the conclusions you’ve drawn.
_____________________________________________________

W1 - Library Visit (Individual Assignment) 8/21/09

Individual Assignment
Library Visit
8/21/09 - Friday

Directive: Visit the CSU Library and find out facts and record them in your journal as: Day 5, 8/21/09.

1. What is the official name of the CSU Library?
2. Tell the story behind the CSU library name.
3. What year was the library erected ?
4. What building number (refer to the campus map) is the library?
5. How many floors are there?
6. What are the names of each room per floor - and what services are provided?
7. What are the operating hours of the library?
8. What is the process of taking out material (book, journal, DVD)?
9. Where can you find information concerning the library on CSU's official online site?
10. What is the name of the on-line site that the Library offers students? What services does it provide?
    
    
    Note: Dr. Giddings will give you assignments related to your library visit. Write down those assignments after you answer the above English course questions.

W1-Course Syllabus

Central State University
Department of Humanities
Course Syllabus
Fall Semester - 2009

LC2_and_LC7_F09_08-04-09: Learning Community 2 and 7
English 1100: Introduction to Reading and Writing for College

English Sections:
9:00 AM, Section 10
12:00 Noon, Section 24


Instructor: Annette Lorenzo, MPA
Office: Wesley 337
Office Hours: M-W-F 8:00 A.M - 9:00 A.M
T-TH 12:00PM - 2:00 PM
Phone: (937) 337-6271
Email: alorenzo@centralstate.edu

Textbooks and Supplies:

• The Presence of Others
• Kincaid, Jamica, At the Bottom of the River
• Central State Universities Student Handbook
• A paperback dictionary, available at the bookstore.
• One 3-ring binders or folders (one for your portfolio, one for your journal).
• External Flash Drive
• Computer - Course Blog membership - http://alorenzo1100fall2009.blogspot.com/
• Journal/pen
• Electronic Course Management Tool:
• Blackboard -Central State University Blackboard tool - http://centralstate.blackboard.com/webapps/blackboard/content/contentWrapper.jsp?content_id=_7306_1&displayName=Learning+Community+Course+Syllabuses&course_id=_677_1&navItem=content&href=http://centralstate.blackboard.com/webapps/portal/frameset.jsp
• Blackboard - Mandatory Student Training session attendance
• Student Email Address - One personal and One CSU student email address is required to be submitted by student
• MyCSU account
• Power Point
• MS Word 2007 version
  

Course Description & Information:
ENG 1100: Introduction to Reading and Writing for College is just that-an intensive introduction to college-level reading and writing. Students will read literary and non-literary texts and compose essays that demonstrate proficiency in college level writing and mechanics. At least one paper will be a reader-response essay based on a literary text. Students will also be introduced to the basic principles of documentation and write at least one essay using documentation. Though the majority of our class time will be spent writing, occasional lecture/discussion periods will focus on assigned readings and introducing the conventions of academic prose, including elements of Standard English grammar and mechanics. One-hour tutorials may be recommended in addition to classroom hours.

This section of ENG 1100 is part of a Learning Community. We will be paired with HIS 1110: African-American History and some (not all) of our themes and/or assignments will overlap with that course. We can also plan on a number of Co-Curricular activities where students and faculty from both courses will get-together for events outside of class, either in the evening or on weekends.

In this course, we will be writing five (5) carefully organized, well-developed essays, at least 4-6 pages in length. Professor Lorenzo, will assist students to analyze your audience; organize and develop your ideas in a coherent way; and sharpen your sentence skills. Working together to draft, revise, and edit your own work will help you to gain confidence in your ability to communicate through writing.

Throughout the course, all of the work you do will be collected in a portfolio which you must be able to produce at any time-bring it to every class and every conference we have together. This will keep your work safe and organized, and it will help us both to track our development over the semester. Students must be able to present a complete portfolio at the first and second interim grade periods and at the end of the semester, with no assignments missing, in order to pass the class.

The Professor will occasionally use excerpts of student writing as teaching examples to the class-which are always used anonymously so that no one will know it came from you. Some examples will demonstrate what's working especially well in a piece of writing; some are examples of common problems that much of the class is having. In either case, examples are always used to provide sensitive and positive instruction to the class as a whole. We will also use our workshop time for some of the actual drafting, revising and editing of essays. Since your peers are "practicing writers" too, we'll all be able to relate to the demands of writing good essays for a college-level audience.

Finally, we will also be reading many selections from both your textbooks and from supplementary materials. Pop quizzes on course material or a reading-response assignment in addition to our regular work may occur randomly throughout the academic semester. Get in the habit of reading regularly and writing responses to reading assignments to increase your comprehension level.

Course Objectives:
By the completion of the course, you should be able to explain and even teach to others:

• How to develop a thesis.
• How to produce edited writing according to the conventions of Standard American
• What constitutes evidence and how to determine the most effective form.
• How to document primary and secondary sources in essays.
• Themes, structures, and meaning of literary and non-literary texts.
• The relationship between details and themes of texts.
  

Students will be able to:

• Write effective thesis statements.
• Use standard grammar, sentence structure, and punctuation.
• Use a more extensive, sophisticated vocabulary.
• Write for clarity, organization, and development.
• Write effective, fully developed, and organized essays.
• Use and document sources.
• Synthesize ideas from readings into other activities and writing.
  

Students will understand and appreciate:

• A diverse range of authors, cultures, and perspectives.
• How to examine personal views in comparison/contrast with those in explored texts.
• Relationships between literature and life/universal truths.
• The importance of effective written communication.
• The importance of documentation.

Calendar Weeks:ASSIGNMENT SCHEDULE - Tentative Course Schedule (subject to change)

WEEK Dates, General Topic/Reading/Assignment/Paper/Exam

W1 - 8/17Ice-Breaker, Syllabus Review, Blog Following, Face book Fan, Text Review, Key Concept, Library Visit, Student Handbook Review, Office Visit, First entry into course journal, Read first few chapters of main text

W2 - 8/24 Blackboard Training, Office Visit, Student Bio, Review of writing skills, How to Read A Book – Lecture and Exercise, Syllabus Quiz, Voc Drills

W3 - 8/31 Role Playing Exercise, Grammar Drills, Study of: Themes, Writing and Reading tools, Vocabulary building, Sentence Structures, grammar, Critical Thinking, Documentation, Plagiarism

W4 - 9/07 Holiday (Four day week) 9/08 TuesReview of MS/Power Point tool, Review of Journal, Paper Due

W5 - 9/14 First Interim Grades Due, Literature Review

W6 - 9/21 Essay Drills

W7 = 9/28 Paper Due

W8 - 10/05 (Four Day Week) Fall Break 10/9 FridayMid Term Exam, pre-exam drills, review of course journal

W9 - 10/12 (Four Day Week. Holiday 10/12How to develop Presentation Skills, Voc Drills

W10 - 10/19 (Four Day Week. Career Day offSecond Interim Grade Due, Career Day 10/21

W11 - 10/26 Refresher Drills: Sentence Structure/Grammar, Begin Final project, Paper Due

W12 - 11/02 Journal Review

W13 - 11/09 Course topic review

W14 - 11/16 Final Paper =Oral Presentations

W15 - 11/23 (Two Day Week)Final Paper = Oral Presentations*11/25 – 11/29 = Thanksgiving Holiday BreakW16 - 11/30Students Evaluation of Faculty,

W17 - 12/07 FINAL EXAM WEEK – Schedule to be announced

Policies/Requirements
Class attendance is mandatory. Absences, "excused" or not, cannot exceed the number of times the class meets per week, in this case 5. If you are not present when roll is called, you will be marked absent. Period. "Tardies" are not recorded. Students are responsible for obtaining materials, assignments, and information given on missed class days. You must see a classmate(s) before coming to me. Please note that absences are not an excuse for late papers.
Complete all assignments according to scheduled due dates. You will write a minimum of five major essays as well as several smaller pieces. Journals, reading assignments, quizzes, etc., will all work into your final grade and must all be completed on time to qualify for taking the final exam. Again, please note that absences are not an excuse for late papers.

At least one paper will require the use of sources, documented according to MLA format.
Avoid plagiarism. Plagiarism, submitting another student's work or material from other printed sources as one's own work, may result in the grade of "F" for the paper or the course itself.

Classroom Policies
Within the classroom itself, we must follow some basic rules of etiquette. You are being trained to work in a professional atmosphere, and that requires codes of dress and behavior.
When entering the classroom, please remove hats, hoods, du-rags, and sunglasses.) It has long been customary to remove hats and headgear upon entering a building; refusing to do so is considered disrespectful. This is one of the most basic rules of standard etiquette.
No eating or drinking is allowed in the classroom. This is, again, one of the most basic rules of standard etiquette. To eat in front of others (unless you have enough to share) is considered very rude. Eating in the classroom is a distraction for many reasons: the smell can drive a hungry classmate crazy, the sound of crinkling and crunching will annoy both classmates and your professor, and students who eat or drink in class tend, quite frankly, to leave a mess behind-spills, crumbs, and wrappers left behind all provide extra work for someone else to clean up. On the job, coffee and lunch breaks are always provided, and these are the only appropriate times for eating or snacking. Please do your best to eat regular meals on time, and snack only between classes-never in class.

If chairs are moved to allow for class discussion or group work, they must be put back into rows before anyone leaves. The classroom is ours only for the amount of time our course is scheduled; another class will always be coming in after we've left, and they will expect it to be in order when they arrive.

When one person is speaking, everyone else is listening. Whether it's your professor or your classmate, the speaker has the floor-period. The idea here is not to prevent you from voicing your ideas, asking questions, or contributing to discussion; the idea is to allow everyone to do the same, in a cordial manner. Private conversations that disrupt the public discourse, besides being rude, can prevent others from hearing or understanding what they need to know, and much class time can be wasted by having to repeat. Furthermore, listening is an important skill to master, a very important part of the critical thinking process.

Finally, upon entering the classroom, all cell phones must be turned OFF. It is not enough to set it to vibrate; phones must be turned off altogether. Ringing, buzzing, and vibrating cell phones, as well as text messaging, are a major distraction in the classroom and would never be tolerated in a professional workspace of any kind. It is a distraction to others, and it is most definitely a distraction for the cell phone user. One simply cannot be listening or concentrating if one is worried about who's on the phone and what they want or need. Do not just put your phone on silent; there is a clock in the classroom so you do not need the phone to find the time. Do not use calendar or date book functions; ANY use of the cell phone in class is prohibited.

Note: These classroom policy statements are directly related to the Central State University Student Handbook. All disciplinary procedures related to the above statements and those not mentioned will be followed and executed swiftly.

SOME IMPORTANT NOTES ON COMPUTER USAGE:
Students cannot save their papers on the hard drive of the computer labs on campus. These hard drives are cleared out at the end of every day and your paper will not be there the next time you go to the lab!
Save your papers to more than one place! If you have your own computer, save it to the hard drive and a separate, external travel drive, and email it to yourself. If you are using computer labs on campus, save it to your travel drive and email it to yourself. Emailing your papers to yourself is the best and surest way to ensure that the draft will not be lost.
Always print out two copies of every draft of every paper. This will ensure that even if the "save" process goes wrong, you will at least have a hard copy of your work. Remember to print two-one for you to save and one to turn in to the Professor. Papers occasionally get lost or misdirected, and if one ever turns up missing- even if you think it's my fault-you must be able to provide the extra copy.
Professor Lorenzo will not accept an emailed paper-all papers must be turned in on time at the beginning of the class in which they are due.
Printer and/or flash drive problems are not excuses for late papers. You should never borrow or lend your travel drive, and you should always expect printers to run out of toner at the last minute. Finish early, and plan ahead!

Criteria for Grading
The final course grade is determined by the student's level of competence in class assignments and activities, homework, quizzes, journals, essays, and the final exam.

Essay 1 - 10%

Essay 2 - 10%

Essay 3 - 15%

Essay 4 - 15%

Essay 5 - 15%

Journal - 20%

Participation - 15%

Total 100%

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The final course letter grade will be based on the following scales:

Grade Interpretation

90 - 100 A Superior (Very High)

80 - 89 B Above Average (High)
70 - 79 C Average (Satisfactory)
60 - 69 D Below Average (Low/Poor Work)
Below 60 F Failure

Please use the table above to keep track of your own grades. Each time a paper is returned to you, write the grade in the appropriate corresponding space.

Amendments to Syllabus
This syllabus provides a general plan for the course. The instructor reserves the right to amend this syllabus at any time. Any such change will be announced, and if practical, distributed in class. As with all other class requirements, the student is responsible for being present to receive such changes.
Americans with Disabilities Compliance: If you have been documented as an individual with disabilities, please contact the Office of Disability Services at ext. 6387 so that reasonable accommodations can be made to assist you in your learning.

Approved: 8/13/09