Classes that meet at:
12:0ONOON - 12:00 - 12:00PM to 1:45PM Smartroom
Thursday, May 7, 2009
Wednesday, April 22, 2009
Student Folder - Must bring to class,Tuesday-Section B of Exam
Exam Section B
All directives must be followed and completed.
1. Student will bring the folder that Professor Lorenzo gave to them when returning the Writing Proficiency Drill.
2. Student must put all the papers that Professor Lorenzo has returned with the letter grade earned for assignment.
3. Student is responsible for the papers that are not in the folder. Note: Ms. Lorenzo has continually brought documents to the classroom that students have not picked up.
4. Student will put section B of their exam within the stated folder.
5. Student will make sure that the following information is hand written on the front outside cover of the folder: Full name, time of course, section number of course.
------------
Writing Assignment Directive - Section B of exam
1. Students will receive the directives for the written section of the final exam when they arrive to class on Tuesday - 4/28/09, no later than five minutes after the hour. Smart room door will be closed and no students will be allowed in - thus forfeiting this section of their exam.
Posted by Professor at 4:08
All directives must be followed and completed.
1. Student will bring the folder that Professor Lorenzo gave to them when returning the Writing Proficiency Drill.
2. Student must put all the papers that Professor Lorenzo has returned with the letter grade earned for assignment.
3. Student is responsible for the papers that are not in the folder. Note: Ms. Lorenzo has continually brought documents to the classroom that students have not picked up.
4. Student will put section B of their exam within the stated folder.
5. Student will make sure that the following information is hand written on the front outside cover of the folder: Full name, time of course, section number of course.
------------
Writing Assignment Directive - Section B of exam
1. Students will receive the directives for the written section of the final exam when they arrive to class on Tuesday - 4/28/09, no later than five minutes after the hour. Smart room door will be closed and no students will be allowed in - thus forfeiting this section of their exam.
Posted by Professor at 4:08
Spring 2009 Exam Section A - 4/27/09 Monday
Spring Exam - Section A (first of three sections)
Central State University
Spring Semester 2009
English 1102: Writing and Research for College Learning Communities
Final Exam – Section A
Posted 04/22/09
Section A - Exam Day 4/27/09 (online) - Deadline 4/27/08
Section B - Exam Day 4/28/09 (smart room) - Deadline 4/28/08
Section C - Please see your exam schedule listed in course syllabus and the Central State University websit. Deadline - actual day of posted exam schedule.
NOTE: Students must complete all three sections of the exam in order for all three sections to be graded. All section deadlines must be made.
Instructor: Ms. Annette Lorenzo, MPA
1102 - 12:00Noon
1102 - 1:00 PM
1102 - 2:00 PM
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-6410 Cell
Student _______________________________________ Section___________ Class Time_____
Directive:
1. Student must answer exam within course journal.
2. No cell phones allowed in classroom.
3. Students must show that they have retained the language of the course topics. Academic verbiage required.
4. Two types of questions:
1. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
2. Extended-response answers – items will require the student to write several phrases (paragraphs).
Questions 1 -10 pertain to classroom text, class notes, class handouts, blog, assigned fictional readings, field trips, WebCt, blog, and professor’s mini lectures.
Extended response answers required: possible points 70.
1. Define/Explain what a fully-developed research paper.
2. Display the proper MLA format.
3. Explain what is a: correct sentence, structure, grammar, and spelling
4. Explain the critical thinking process
5. State the correct design of a five paragraph essay document.
6. Identify the process of how to read the text properly to comp rend the readings content.
7. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
8. What makes up a proper draft outline? Formal and/or Informal
9. Display a prewriting technique.
10. Provide a sample of a correct reference/work sited item.
Vocabulary
Vocabulary items will require the student to write a sentence or two responses. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary - possible points of 30
1. Thesis Statement
2. Annotated Bibliography
3. Plagiarism
4. Library Research
5. Grammar
6. Punctuation
7. Top level domains: org./edu./gov./net./mil.
8. Abstract
9. Cite
10. URL
Central State University
Spring Semester 2009
English 1102: Writing and Research for College Learning Communities
Final Exam – Section A
Posted 04/22/09
Section A - Exam Day 4/27/09 (online) - Deadline 4/27/08
Section B - Exam Day 4/28/09 (smart room) - Deadline 4/28/08
Section C - Please see your exam schedule listed in course syllabus and the Central State University websit. Deadline - actual day of posted exam schedule.
NOTE: Students must complete all three sections of the exam in order for all three sections to be graded. All section deadlines must be made.
Instructor: Ms. Annette Lorenzo, MPA
1102 - 12:00Noon
1102 - 1:00 PM
1102 - 2:00 PM
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-6410 Cell
Student _______________________________________ Section___________ Class Time_____
Directive:
1. Student must answer exam within course journal.
2. No cell phones allowed in classroom.
3. Students must show that they have retained the language of the course topics. Academic verbiage required.
4. Two types of questions:
1. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
2. Extended-response answers – items will require the student to write several phrases (paragraphs).
Questions 1 -10 pertain to classroom text, class notes, class handouts, blog, assigned fictional readings, field trips, WebCt, blog, and professor’s mini lectures.
Extended response answers required: possible points 70.
1. Define/Explain what a fully-developed research paper.
2. Display the proper MLA format.
3. Explain what is a: correct sentence, structure, grammar, and spelling
4. Explain the critical thinking process
5. State the correct design of a five paragraph essay document.
6. Identify the process of how to read the text properly to comp rend the readings content.
7. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
8. What makes up a proper draft outline? Formal and/or Informal
9. Display a prewriting technique.
10. Provide a sample of a correct reference/work sited item.
Vocabulary
Vocabulary items will require the student to write a sentence or two responses. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary - possible points of 30
1. Thesis Statement
2. Annotated Bibliography
3. Plagiarism
4. Library Research
5. Grammar
6. Punctuation
7. Top level domains: org./edu./gov./net./mil.
8. Abstract
9. Cite
10. URL
Student Appreication Day- 4/22/09, Wednesday - No Class
Student Appreciation - no class,,,go enjoy your departments food.
Wednesday, April 15, 2009
Proficiency Test - Response to Learners
The most common error that occured during the proficiency drill was within the pre-writing drafting stage, with many students writing 'per word' drafts of their essay, causing performance delays and writing errors.
Below are two samples of pre-writing graphics that should be adopted during the proficiency test and other academic writing assignments.
Note: Graph#1 - Chart, Graph #2 Web. These samples follow mini-lecture examples provided during the first few weeks of class.
Below are two samples of pre-writing graphics that should be adopted during the proficiency test and other academic writing assignments.
Note: Graph#1 - Chart, Graph #2 Web. These samples follow mini-lecture examples provided during the first few weeks of class.
Five Paragraph Mini Lecture and Smart Room/Journal Drill
Note: Five paragraph online mini lecture mirrors directives given during face-to-face classroom activities.
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
-------------------------------------------
Five Paragraph Outline Drill
1. Pick one of your journal essays to process through the outline format.
2. MSW document.
3. Print and submit to instructor
Introductory Paragraph
General Topic Sentence
Subtopic One
Subtopic Two
Subtopic Three
Transition
First Supporting Paragraph
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Second Supporting Paragraph
Restate Subtopic Two
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Third Supporting Paragraph
Restate Subtopic Three
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Closing or Summary Paragraph
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
-------------------------------------------
Five Paragraph Outline Drill
1. Pick one of your journal essays to process through the outline format.
2. MSW document.
3. Print and submit to instructor
Introductory Paragraph
General Topic Sentence
Subtopic One
Subtopic Two
Subtopic Three
Transition
First Supporting Paragraph
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Second Supporting Paragraph
Restate Subtopic Two
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Third Supporting Paragraph
Restate Subtopic Three
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Closing or Summary Paragraph
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Tuesday, April 14, 2009
Pro/Pro Essay #5 Directives
Follow all directives within this posting.
Pro/Pro Essay Exercise
This exercise helps writers examine two sides of an issue. Begin by writing down the controversy you want to explore. Next, write down your position in the controversy. Now, on the left side of the column list the arguments in support of your position. Be as specific as possible in listing these pro arguments. Next, list the arguments opposed to each of your points in the "Con" column on the right. Again, be as specific as possible in listing these con arguments.
What is the controversy you want to explore?
What is your position in the controversy?
Pro
1.
2.
3.
4.
5.
Pro
1.
2.
3.
4.
5.
Distinguishing Between Fact, Opinion, Belief, and Prejudice
When forming personal convictions, we often interpret factual evidence through the filter of our values, feelings, tastes, and past experiences. Hence, most statements we make in speaking and writing are assertions of fact, opinion, belief, or prejudice. The usefulness and acceptability of an assertion can be improved or diminished by the nature of the assertion, depending on which of the following categories it falls into:
A fact is verifiable. We can determine whether it is true by researching the evidence. This may involve numbers, dates, testimony, etc. (Ex.: "World War II ended in 1945.") The truth of the fact is beyond argument if one can assume that measuring devices or records or memories are correct. Facts provide crucial support for the assertion of an argument. However, facts by themselves are worthless unless we put them in context, draw conclusions, and, thus, give them meaning.
An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence. (For example, we know that millions of people go without proper medical care, and so you form the opinion that the country should institute national health insurance even though it would cost billions of dollars.) An opinion is potentially changeable--depending on how the evidence is interpreted. By themselves, opinions have little power to convince. You must always let your reader know what your evidence is and how it led you to arrive at your opinion.
Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values. Statements such as "Capital punishment is legalized murder" are often called "opinions" because they express viewpoints, but they are not based on facts or other evidence. They cannot be disproved or even contested in a rational or logical manner. Since beliefs are inarguable, they cannot serve as the thesis of a formal argument. (Emotional appeals can, of course, be useful if you happen to know that your audience shares those beliefs.)
Another kind of assertion that has no place in serious argumentation is prejudice, a half-baked opinion based on insufficient or unexamined evidence. (Ex.: "Women are bad drivers.") Unlike a belief, a prejudice is testable: it can be contested and disproved on the basis of facts. We often form prejudices or accept them from others--family, friends, the media, etc.--without questioning their meaning or testing their truth. At best, prejudices are careless oversimplifications. At worst, they reflect a narrow-minded view of the world. Most of all, they are not likely to win the confidence or agreement of your readers.
(Adapted from: Fowler, H. Ramsey. The Little, Brown Handbook. Boston: Little, Brown, 1986.)
Argument Drafting
(to be completed by the writer)
Topic:
Question at Issue:
State Your Claim/Position:
1. Are there any qualifiers you need to use (or exceptions) to improve the defensibility of your claim/position? If so, explain.
2. Describe at least 3 reasons you could use to support your claim.
3. Write out 4-5 refutations (or opposing viewpoints) to your argument you think you will consider in your essay(s).
4. What strategy are you considering using for your essay--pro/con, classical, Rogerian, deductive, or a combination? That is, how do you plan on using the opposing viewpoints in your essay? As concessions? To present counter-arguments in a Rogerian style (beginning w/ these so a "wall of defense" is not created in your audience, and to show empathy for the opposition as a means of resolution and positing your own position/solution)? As a means of setting up an aggressive rebuttal? Explain in as much detail as possible.
5. What evidence do you plan on using to support your position? What evidence in support of your reasons? In support of your rebuttals? Why did you choose this evidence? Where do you plan to obtain more evidence? Please answer each question as fully as you can.
6. If you are writing more than one argument, what are your plans for the others? Will you change perspectives? Strategies? Questions at issue? Topics altogether? Explain.
Paper Design:
1. MLA format
2. 5 pagraph minium
3. Pro/Pro Exercise must be stapled to docuement
4. Draft must be stapled to document
5. Paper must be in folder
6. Two reference sources
Pro/Pro Essay Exercise
This exercise helps writers examine two sides of an issue. Begin by writing down the controversy you want to explore. Next, write down your position in the controversy. Now, on the left side of the column list the arguments in support of your position. Be as specific as possible in listing these pro arguments. Next, list the arguments opposed to each of your points in the "Con" column on the right. Again, be as specific as possible in listing these con arguments.
What is the controversy you want to explore?
What is your position in the controversy?
Pro
1.
2.
3.
4.
5.
Pro
1.
2.
3.
4.
5.
Distinguishing Between Fact, Opinion, Belief, and Prejudice
When forming personal convictions, we often interpret factual evidence through the filter of our values, feelings, tastes, and past experiences. Hence, most statements we make in speaking and writing are assertions of fact, opinion, belief, or prejudice. The usefulness and acceptability of an assertion can be improved or diminished by the nature of the assertion, depending on which of the following categories it falls into:
A fact is verifiable. We can determine whether it is true by researching the evidence. This may involve numbers, dates, testimony, etc. (Ex.: "World War II ended in 1945.") The truth of the fact is beyond argument if one can assume that measuring devices or records or memories are correct. Facts provide crucial support for the assertion of an argument. However, facts by themselves are worthless unless we put them in context, draw conclusions, and, thus, give them meaning.
An opinion is a judgment based on facts, an honest attempt to draw a reasonable conclusion from factual evidence. (For example, we know that millions of people go without proper medical care, and so you form the opinion that the country should institute national health insurance even though it would cost billions of dollars.) An opinion is potentially changeable--depending on how the evidence is interpreted. By themselves, opinions have little power to convince. You must always let your reader know what your evidence is and how it led you to arrive at your opinion.
Unlike an opinion, a belief is a conviction based on cultural or personal faith, morality, or values. Statements such as "Capital punishment is legalized murder" are often called "opinions" because they express viewpoints, but they are not based on facts or other evidence. They cannot be disproved or even contested in a rational or logical manner. Since beliefs are inarguable, they cannot serve as the thesis of a formal argument. (Emotional appeals can, of course, be useful if you happen to know that your audience shares those beliefs.)
Another kind of assertion that has no place in serious argumentation is prejudice, a half-baked opinion based on insufficient or unexamined evidence. (Ex.: "Women are bad drivers.") Unlike a belief, a prejudice is testable: it can be contested and disproved on the basis of facts. We often form prejudices or accept them from others--family, friends, the media, etc.--without questioning their meaning or testing their truth. At best, prejudices are careless oversimplifications. At worst, they reflect a narrow-minded view of the world. Most of all, they are not likely to win the confidence or agreement of your readers.
(Adapted from: Fowler, H. Ramsey. The Little, Brown Handbook. Boston: Little, Brown, 1986.)
Argument Drafting
(to be completed by the writer)
Topic:
Question at Issue:
State Your Claim/Position:
1. Are there any qualifiers you need to use (or exceptions) to improve the defensibility of your claim/position? If so, explain.
2. Describe at least 3 reasons you could use to support your claim.
3. Write out 4-5 refutations (or opposing viewpoints) to your argument you think you will consider in your essay(s).
4. What strategy are you considering using for your essay--pro/con, classical, Rogerian, deductive, or a combination? That is, how do you plan on using the opposing viewpoints in your essay? As concessions? To present counter-arguments in a Rogerian style (beginning w/ these so a "wall of defense" is not created in your audience, and to show empathy for the opposition as a means of resolution and positing your own position/solution)? As a means of setting up an aggressive rebuttal? Explain in as much detail as possible.
5. What evidence do you plan on using to support your position? What evidence in support of your reasons? In support of your rebuttals? Why did you choose this evidence? Where do you plan to obtain more evidence? Please answer each question as fully as you can.
6. If you are writing more than one argument, what are your plans for the others? Will you change perspectives? Strategies? Questions at issue? Topics altogether? Explain.
Paper Design:
1. MLA format
2. 5 pagraph minium
3. Pro/Pro Exercise must be stapled to docuement
4. Draft must be stapled to document
5. Paper must be in folder
6. Two reference sources
Week 15: Pro/Pro Essay (or Learning Community Paper)
Note: We have been collobrating on the LC paper for two weeks. Please refer to course notes.
Assignment:
Typed Essay #5. Pro/Pro Essay or Learning Community Paper
Due:
Typed Essay #5. Pro/Pro Essay - 4/28 Tuesday (Smart Room - Beginning of class) No other day - closed after 4/28.
Learning Community Paper - 4/28 Tuesday (Smart Room - Begining of class), no other day - closed after 4/28.
Format: Refer to Learning Community syllabus and/or ENGLISH assignment directives.
Apa
MLA
Chicago Style
Length: Refer to Learning Community syllabus or ENGLISH1102 assignment directives
NOTE: On Thursday of this week, Lorenzo will check off your progess on the Typed Essay #5.
Assignment:
Typed Essay #5. Pro/Pro Essay or Learning Community Paper
Due:
Typed Essay #5. Pro/Pro Essay - 4/28 Tuesday (Smart Room - Beginning of class) No other day - closed after 4/28.
Learning Community Paper - 4/28 Tuesday (Smart Room - Begining of class), no other day - closed after 4/28.
Format: Refer to Learning Community syllabus and/or ENGLISH assignment directives.
Apa
MLA
Chicago Style
Length: Refer to Learning Community syllabus or ENGLISH1102 assignment directives
NOTE: On Thursday of this week, Lorenzo will check off your progess on the Typed Essay #5.
Monday, April 13, 2009
Week 15 Overview
4/13/09 - Monday. Online Research Day: Continue working on your final project in your (Psy. or Business or Global History) class and be prepared to fill out an research/assignment agreement form on Tuesday. Note: Assignment from your learning community and or the typed paper #4 from your syllabus will not be approved without the professor signing off on project. One on One with Professor, appointments made Thursday and Friday of last week. Lorenzo's office hours - 9:00 AM - 4:30 PM.
4/14/09 - Tuesday. Review of academic calendar; exam schedule, journal meeting, proficiency test, online classroom, study tables...
- Proficiency writing review
4/15/09 - Wednesday. Critical Thinking lecture (student performed).
4/16/09 - Thursday. Computer drills related to writing/research
4/14/09 - Tuesday. Review of academic calendar; exam schedule, journal meeting, proficiency test, online classroom, study tables...
- Proficiency writing review
4/15/09 - Wednesday. Critical Thinking lecture (student performed).
4/16/09 - Thursday. Computer drills related to writing/research
Sunday, April 5, 2009
90% Success Rate of Journal Pick up and Grade Review Student/Professor Meeting
Hello Fellow Learners,
We were so successful last Thursday!!!!!!!!!!
90% of the students of Lorenzo's ENG1102 course picked up their journal and held discussions on their writing style and course grade to date.
THIS IS WONDERFUL!!!!!!!!!! Thank you from the bottom of my nerdy educational heart!
*******A word or two to those students who still refuse to play fairly(wisely):
If you who did not attend the mandatory meeting...you must make an appointment for Tuesday/Wednesday/Thursday of this week to have a sit down with me.
===================================================================================
Now for those of you who decided not to participate at all during week 10 (yes, that is correct, there were five students out of 97 that did not attend any of the scheduled aced mic activities: Asia events, Wednesday proficiency testing day or Thursday mandatory meeting with the professor,you must attend a schedule study table meeting not to avoid a letter drop in your posted mid-term grade (review your syllabus regrading attendance agreement).
We were so successful last Thursday!!!!!!!!!!
90% of the students of Lorenzo's ENG1102 course picked up their journal and held discussions on their writing style and course grade to date.
THIS IS WONDERFUL!!!!!!!!!! Thank you from the bottom of my nerdy educational heart!
*******A word or two to those students who still refuse to play fairly(wisely):
If you who did not attend the mandatory meeting...you must make an appointment for Tuesday/Wednesday/Thursday of this week to have a sit down with me.
===================================================================================
Now for those of you who decided not to participate at all during week 10 (yes, that is correct, there were five students out of 97 that did not attend any of the scheduled aced mic activities: Asia events, Wednesday proficiency testing day or Thursday mandatory meeting with the professor,you must attend a schedule study table meeting not to avoid a letter drop in your posted mid-term grade (review your syllabus regrading attendance agreement).
Week 13 - Overview 4/6 - 4/09
Monday - 4/6/09 - Communication Week session
1.Attending any of the 'COMMUNICATION WEEK' events- see your CSU website for a listing of sessions.
a. Collect any handouts and take notes of the topic within your ENG1102 journal.
2. Under 'Week 10' heading: Write a review of last weeks 'Asia' two day conference (the sessions you attended). If you took notes during the sessions attended,staple said notes into your journal under the 'Week 10' heading.
Tuesday - 4/7/09 Smart Room
1. Journal Essays self-review - using the CSU proficiency grading system.
2. Online search - developing complete sentences.
3. Course Text review of upcoming chapters.
Wednesday - 4/8/09 - Critical Thinking Mini Lecture
1. Note taking drill
2. Student self exploration of skill base
Thursday - 4/9/09 Smart Room
1. Reference search drill
2. Word attach drill
Professor Lorenzo's Office hours:
Monday - online tutoring or phone conversation
Tuesday - Normal
Wednesday - Normal
Thursday - Normal plus study tables
Friday - Normal
1.Attending any of the 'COMMUNICATION WEEK' events- see your CSU website for a listing of sessions.
a. Collect any handouts and take notes of the topic within your ENG1102 journal.
2. Under 'Week 10' heading: Write a review of last weeks 'Asia' two day conference (the sessions you attended). If you took notes during the sessions attended,staple said notes into your journal under the 'Week 10' heading.
Tuesday - 4/7/09 Smart Room
1. Journal Essays self-review - using the CSU proficiency grading system.
2. Online search - developing complete sentences.
3. Course Text review of upcoming chapters.
Wednesday - 4/8/09 - Critical Thinking Mini Lecture
1. Note taking drill
2. Student self exploration of skill base
Thursday - 4/9/09 Smart Room
1. Reference search drill
2. Word attach drill
Professor Lorenzo's Office hours:
Monday - online tutoring or phone conversation
Tuesday - Normal
Wednesday - Normal
Thursday - Normal plus study tables
Friday - Normal
Thursday, April 2, 2009
Week 12 - Journal Pick up (mandatory) 4/2/09
Week 12 - Journal Pick up (mandatory) 4/2/09
Hello Fellow Learners,
As stated in the week 12 post, ALL STUDENTS MUST COME TO MY OFFICE today to; pick up their journal,papers,proficiency test and to discuss their mid-term grade.
Areas of concern:
1. A majority of students did not check their mid-term grades online.
2. A majority of students did not turn in their journal (as mentioned in class any student who did not turn in their journal prior to spring break would receive a letter grade of 'f'.)
3. A number of students did not attend the Asia:Reality & Image two day event.
4. A number of students are not checking into the course blog daily.
5. A number of student's journals could not be reviewed because they were not presentable as a aced mic vehicle.
6. A number of students are avoiding me - yes, me the instructor who is more accessible than all others. Example: Text messaging, emailing, phoning, blogging,extended office hours,after class visits...
7. A number of students are not attending class or entering in unruly fashion (thus the 15 minute agreement is officially over).
Areas of praise:
1. A number of students have delivered all of their material within course deadlines.
2. A number of students have requested and attended one-on-one meetings.
3. A number of students have proactively made commitments of correction to address their course obligations.
4. A number of students are attending the out of class activities offered as participatory points.
5. A number of students are attending their classes in a timely, respectful manner.
6. A number of students are relating the ENG1102 course work to their learning community studies.
7. A number of students have displayed successful learning patterns this semester.
TODAY'S MEETING
1. Students will check in (name/class time/meeting time)
2. Students will be given a pass to just pick up material (those that have all their work in and have recieved a letter grade of A or B.
3. Students will be asked to review all course material being handed back to them (students with a letter grade of C will be asked to have a brief meeting with instructor.
4. Students with who earned a letter grade of D or F will be requested to have a formal meeting with the insturctor and or will be assigned a meeting during the week 13 time frame.
NOTE:
1. Students may be requested to attend tutoring, counseling or to think about withdrawing from the class.
Hello Fellow Learners,
As stated in the week 12 post, ALL STUDENTS MUST COME TO MY OFFICE today to; pick up their journal,papers,proficiency test and to discuss their mid-term grade.
Areas of concern:
1. A majority of students did not check their mid-term grades online.
2. A majority of students did not turn in their journal (as mentioned in class any student who did not turn in their journal prior to spring break would receive a letter grade of 'f'.)
3. A number of students did not attend the Asia:Reality & Image two day event.
4. A number of students are not checking into the course blog daily.
5. A number of student's journals could not be reviewed because they were not presentable as a aced mic vehicle.
6. A number of students are avoiding me - yes, me the instructor who is more accessible than all others. Example: Text messaging, emailing, phoning, blogging,extended office hours,after class visits...
7. A number of students are not attending class or entering in unruly fashion (thus the 15 minute agreement is officially over).
Areas of praise:
1. A number of students have delivered all of their material within course deadlines.
2. A number of students have requested and attended one-on-one meetings.
3. A number of students have proactively made commitments of correction to address their course obligations.
4. A number of students are attending the out of class activities offered as participatory points.
5. A number of students are attending their classes in a timely, respectful manner.
6. A number of students are relating the ENG1102 course work to their learning community studies.
7. A number of students have displayed successful learning patterns this semester.
TODAY'S MEETING
1. Students will check in (name/class time/meeting time)
2. Students will be given a pass to just pick up material (those that have all their work in and have recieved a letter grade of A or B.
3. Students will be asked to review all course material being handed back to them (students with a letter grade of C will be asked to have a brief meeting with instructor.
4. Students with who earned a letter grade of D or F will be requested to have a formal meeting with the insturctor and or will be assigned a meeting during the week 13 time frame.
NOTE:
1. Students may be requested to attend tutoring, counseling or to think about withdrawing from the class.
Monday, March 30, 2009
Week 12 - Monday - University event instead of class
Week 12 - Monday - University event instead of class
Hello Fellow Learners,
Hope Spring Break was wonderful! Looking forward to seeing all of you.
General Directive: Check your grade on CSU web site. Each student will be discuss with the professor their grade and their goals for the remaining few weeks.
Day 36 - Monday 3/30/09 - Check your CSU event calendar and attend the Asian event on campus. Go to any of the sessions - take notes,following the note taking drill of week 10. Attending the movie would require a movie review.
Day 37 - Tuesday 3/31/09 - Check your CSU event calendar and attend the Asian event on campus. Go to any of the sessions - take notes,following the note taking drill of week 10. Relate this topic to your learning community.
Day 38 - Wednesday 4/1/09 - Writing exercise
Day 39 - Thursday 4/2/09 - One on One - pick up journal/papers from Lorenzo's office.
Hello Fellow Learners,
Hope Spring Break was wonderful! Looking forward to seeing all of you.
General Directive: Check your grade on CSU web site. Each student will be discuss with the professor their grade and their goals for the remaining few weeks.
Day 36 - Monday 3/30/09 - Check your CSU event calendar and attend the Asian event on campus. Go to any of the sessions - take notes,following the note taking drill of week 10. Attending the movie would require a movie review.
Day 37 - Tuesday 3/31/09 - Check your CSU event calendar and attend the Asian event on campus. Go to any of the sessions - take notes,following the note taking drill of week 10. Relate this topic to your learning community.
Day 38 - Wednesday 4/1/09 - Writing exercise
Day 39 - Thursday 4/2/09 - One on One - pick up journal/papers from Lorenzo's office.
Tuesday, March 17, 2009
Week 10 - Preview
Monday: Mid Term - Sections A&B - Turn in at beginning of class, Punctuation Exercise - Individual - Journal Entry (recall)
Tuesday: Smart Room - Grammar and Punctuation Drill (25 minutes - self scoring), Review of Black Oak Project power point, Student review of 'Ain't I a Woman' performance
Wednesday: Punctuation Exercise
Thursday: Journal Drop Off - One on One - Professor Lorenzo's office
Closed Assignments:
All assignments are closed as of this posting date 3/17/09 - minus Paper 3 - Annotated Bibliography which is due 3/19/09 (and remains open until Thursday of this week),with your journals that will be submitted during your one-on-one meeting.
Tuesday: Smart Room - Grammar and Punctuation Drill (25 minutes - self scoring), Review of Black Oak Project power point, Student review of 'Ain't I a Woman' performance
Wednesday: Punctuation Exercise
Thursday: Journal Drop Off - One on One - Professor Lorenzo's office
Closed Assignments:
All assignments are closed as of this posting date 3/17/09 - minus Paper 3 - Annotated Bibliography which is due 3/19/09 (and remains open until Thursday of this week),with your journals that will be submitted during your one-on-one meeting.
Week 10: Grammar and Punctuation Drill
Individual Exercise: Grammar and Punctuation (self scoring test)
Performed: 3/17/09
Directive:
1. Visit: http://www.grammarbook.com/grammar_quiz/punctuation_mastery.asp
2. Wait for professor's prompt to begin the 25 minute drill.
3. Answer as many answers as you can.
4. Professor will announce when the 25 minute period is over.
5. Scroll to the end of the page and click the grade quiz box.
6. Mark your score in your journal. Identify the name of the test prior to listing the score.
7. Review the answers to your questions, reading both the grammar statements written for both the correct and incorrect answers. This review process will reintroduce you to the logic of grammar rules.
Note: This grammar and punctuation drill is the second of a three part series of classroom individual exercises to review your strengths and weakness in this writing skill area. These three exercises are directly related to the grammar errors found in the majority of papers submitted by the ENG1102 student's written essay assignments 1&2.
Performed: 3/17/09
Directive:
1. Visit: http://www.grammarbook.com/grammar_quiz/punctuation_mastery.asp
2. Wait for professor's prompt to begin the 25 minute drill.
3. Answer as many answers as you can.
4. Professor will announce when the 25 minute period is over.
5. Scroll to the end of the page and click the grade quiz box.
6. Mark your score in your journal. Identify the name of the test prior to listing the score.
7. Review the answers to your questions, reading both the grammar statements written for both the correct and incorrect answers. This review process will reintroduce you to the logic of grammar rules.
Note: This grammar and punctuation drill is the second of a three part series of classroom individual exercises to review your strengths and weakness in this writing skill area. These three exercises are directly related to the grammar errors found in the majority of papers submitted by the ENG1102 student's written essay assignments 1&2.
Saturday, March 14, 2009
Week Ten - Lorenzo has exteneded office hours
Dear Students,
My trip has been a wonderful success.
The self directed study activities you are processing during this period is greatly appreciated.
To properly close out our work assignments and grading prior to spring break, there will be extended office hours during M - Th - Weds - Thurs class week. Students can email my alorenzo1@aol.com account to secure an appointment or sign up for interviews on Monday 3/16/09.
Office Hours:
Monday - extended hours - 3:00 PM - 6:45 PM
Tuesday - extended hours - 3:00 PM - 7:00 PM
Wednesday - extended hours - 3:00PM - 7:00 PM
Thursday - extended hours - 3:00PM - 6:00 PM
Meeting topics may vary, example; grade issue, assignment issues, journal review, attendance issue, grammar review, class behavior review,recognitions of a job well done.
NOTE: Student must drop off their course journal within the extended office hour time frame.
My trip has been a wonderful success.
The self directed study activities you are processing during this period is greatly appreciated.
To properly close out our work assignments and grading prior to spring break, there will be extended office hours during M - Th - Weds - Thurs class week. Students can email my alorenzo1@aol.com account to secure an appointment or sign up for interviews on Monday 3/16/09.
Office Hours:
Monday - extended hours - 3:00 PM - 6:45 PM
Tuesday - extended hours - 3:00 PM - 7:00 PM
Wednesday - extended hours - 3:00PM - 7:00 PM
Thursday - extended hours - 3:00PM - 6:00 PM
Meeting topics may vary, example; grade issue, assignment issues, journal review, attendance issue, grammar review, class behavior review,recognitions of a job well done.
NOTE: Student must drop off their course journal within the extended office hour time frame.
Tuesday, March 10, 2009
Week 9 - Mid Term Exam - Section B
Central State University
Spring Semester 2008
English 1102: Writing and Research for College
Mid-Term Exam – Section B
Posted 03/10/09
Instructor: Ms. Annette Lorenzo, MPA
Email: Aorenzo1@aol.com
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-641 Cell
Directive:
1. Complete Section A of mid term exam: 5 paragraph typed essay – due Monday, 3/16/09 (see lecture notes and blog directives).
2. Students must show that they have retained the language of the course topics. Academic verbiage required.
3. Two types of questions:
A. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
B. Extended-response answers – items will require the student to write one or two paragraphs answers.
Questions 1 -10 pertain to course text, class notes, blog, assigned essay readings, research, group presentation and professor’s mini lectures.
Extended response answers required: possible points 80. Pick eight questions to answer.
1. What are the sections of an APA formatted paper?
2. Display (draw) the proper MLA format.
3. Week 7 - Online Mini Lecture: How to Read an Academic Texts Critically states four rules to reading an academic text critically – paraphrase those four steps.
4. Explain critical reading process.
5. Chapter 2: Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
6. Of the three grammar test taken (smart room online blog exercise) name two of the grammar topics you were tested in and provide a sample of correct usage.
7. What makes up a proper draft outline? Formal and/or Informal
8. Week 8 – In class lecture diagram showed various styles of research paper Lorenzo reviewed that were submitted for essay paper #2 – Issue paper. Draw and explain those diagrams. Hint: A-R-C or R-R-R and Reference = V.
9. Provide a sample of a correct reference/work sited item.
10. Chapter 1
A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
B. Place the above terms in order and identify each one of these terms.
Vocabulary items will require the student to write a word, phrase, or sentence, with a sentence or two responses being preferred. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary (pick 5)
Spiritualist Movement
APA Abstract
Thesis Statement
Annotated Bibliography
Hypothesis
Inclusion Criteria
Dependent Variables
Independent Variables
Quantitative Research
Qualitative Research
Plagiarism
Peer Review
Spring Semester 2008
English 1102: Writing and Research for College
Mid-Term Exam – Section B
Posted 03/10/09
Instructor: Ms. Annette Lorenzo, MPA
Email: Aorenzo1@aol.com
Office: Wesley 337
Phone: 937-376-6271 Office
937-776-641 Cell
Directive:
1. Complete Section A of mid term exam: 5 paragraph typed essay – due Monday, 3/16/09 (see lecture notes and blog directives).
2. Students must show that they have retained the language of the course topics. Academic verbiage required.
3. Two types of questions:
A. Short-answer – Vocabulary items will require the student to write a word, phrase, or sentence.
B. Extended-response answers – items will require the student to write one or two paragraphs answers.
Questions 1 -10 pertain to course text, class notes, blog, assigned essay readings, research, group presentation and professor’s mini lectures.
Extended response answers required: possible points 80. Pick eight questions to answer.
1. What are the sections of an APA formatted paper?
2. Display (draw) the proper MLA format.
3. Week 7 - Online Mini Lecture: How to Read an Academic Texts Critically states four rules to reading an academic text critically – paraphrase those four steps.
4. Explain critical reading process.
5. Chapter 2: Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
6. Of the three grammar test taken (smart room online blog exercise) name two of the grammar topics you were tested in and provide a sample of correct usage.
7. What makes up a proper draft outline? Formal and/or Informal
8. Week 8 – In class lecture diagram showed various styles of research paper Lorenzo reviewed that were submitted for essay paper #2 – Issue paper. Draw and explain those diagrams. Hint: A-R-C or R-R-R and Reference = V.
9. Provide a sample of a correct reference/work sited item.
10. Chapter 1
A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
B. Place the above terms in order and identify each one of these terms.
Vocabulary items will require the student to write a word, phrase, or sentence, with a sentence or two responses being preferred. Note: Course content language usage is required for points to be earned. Students must show that they have retained the language of the course topics.
Vocabulary (pick 5)
Spiritualist Movement
APA Abstract
Thesis Statement
Annotated Bibliography
Hypothesis
Inclusion Criteria
Dependent Variables
Independent Variables
Quantitative Research
Qualitative Research
Plagiarism
Peer Review
Week 10 - Typed Paper #3 - Annotated Bibliography
Assignment Directive:
1. Review references from course papers 1 & 2 (or) a typed paper with references from another class (maybe learning community).
2. Review mini lecture: Week 8 - Paper #3 Annotated Bibliography"How to Prepare an Annotated Bibliography" and/or use online references or text references to increase your knowledge of the assignment topic.
3. Take three references that were cited in your papers and advance those three references to an annotated bibliography format.
4. Document will be completed in MLA format
5. A two or one paragraph statement explaining the purpose and design of an annotated bibliography is required. Within this section of your document the type of annotated bibliography that is being sued should be noted. Example - MLA format or APA format. Hint: Refer to the mini lecture for verbiage or use online sources to advance your statement.
6. Paper is due in typed format on March 19, 2009.
1. Review references from course papers 1 & 2 (or) a typed paper with references from another class (maybe learning community).
2. Review mini lecture: Week 8 - Paper #3 Annotated Bibliography"How to Prepare an Annotated Bibliography" and/or use online references or text references to increase your knowledge of the assignment topic.
3. Take three references that were cited in your papers and advance those three references to an annotated bibliography format.
4. Document will be completed in MLA format
5. A two or one paragraph statement explaining the purpose and design of an annotated bibliography is required. Within this section of your document the type of annotated bibliography that is being sued should be noted. Example - MLA format or APA format. Hint: Refer to the mini lecture for verbiage or use online sources to advance your statement.
6. Paper is due in typed format on March 19, 2009.
Monday, March 9, 2009
Week 9 - Pre mid-term drill Journal essay
Monday Journal Entry (draft) - prep work for mid-term 5 paragraph essay
Steps:
1. Review your entire journal
2. Review the course blog
3. Review your English course text & your Learning Community text
4. Review your group project
5. Review your 2 typed papers (hopefully you have saved a copy) & the APA & MLA links attached to this blog.
6. Review any written assignment from another class (hopefully from your Learning Community course)
7. Design an outline or mind map - highlighting three key areas/focus of academic study priority and three areas/focus of academic study that you have mastered (or mastered the most). Example: Three areas of academic study priority are - Reading a text in a critical fashion, note taking, APA style format.
8. Five paragraph essay - Design a five paragraph essay stating a general thesis about your personal academic mission and support that thesis statement with the section identified in step 7 of this assignment directive.
9. Draft must be in pen.
10. Journal entry heading: Advancing my Academic Commitment
11. Once you have prepared completed steps 7 & 8 - type your draft essay according to MLA guidelines.
NOTE: There is no way this journal entry will be able to completed during this class period. This is an introductory drill to prepare students for their mid-term five paragraph mid-term exam entry.
WARNING: Lorenzo will not grade a mid-term exam that does not have a typed five paragraph essay. This MLA style document will be submitted separately at the beginning of week #10 - Monday 3/16/09 class.
Steps:
1. Review your entire journal
2. Review the course blog
3. Review your English course text & your Learning Community text
4. Review your group project
5. Review your 2 typed papers (hopefully you have saved a copy) & the APA & MLA links attached to this blog.
6. Review any written assignment from another class (hopefully from your Learning Community course)
7. Design an outline or mind map - highlighting three key areas/focus of academic study priority and three areas/focus of academic study that you have mastered (or mastered the most). Example: Three areas of academic study priority are - Reading a text in a critical fashion, note taking, APA style format.
8. Five paragraph essay - Design a five paragraph essay stating a general thesis about your personal academic mission and support that thesis statement with the section identified in step 7 of this assignment directive.
9. Draft must be in pen.
10. Journal entry heading: Advancing my Academic Commitment
11. Once you have prepared completed steps 7 & 8 - type your draft essay according to MLA guidelines.
NOTE: There is no way this journal entry will be able to completed during this class period. This is an introductory drill to prepare students for their mid-term five paragraph mid-term exam entry.
WARNING: Lorenzo will not grade a mid-term exam that does not have a typed five paragraph essay. This MLA style document will be submitted separately at the beginning of week #10 - Monday 3/16/09 class.
Sunday, March 8, 2009
Week 9 - Overview
Monday - Individual Writing Exercise (Journal Review/Pre-Exam Drill)
Tuesday - Smart Room - Group and Individual Review of Chapters 7&8
Wednesday - Online Classroom (Mid Term Exam - Part 1)
Thursday - Online Classroom (Mid Term Exam - Part 2)
Mid Term Exam Directive:
1. Journal Title - Mid Term Exam
2. List Dates - 3/10 Wednesday - 3/11 Thursday
3. Write the actual question you are answering.
4. Write Answer clearly
5. Use a pen
6. Exam due date: Following Monday (Week 10)
Tuesday - Smart Room - Group and Individual Review of Chapters 7&8
Wednesday - Online Classroom (Mid Term Exam - Part 1)
Thursday - Online Classroom (Mid Term Exam - Part 2)
Mid Term Exam Directive:
1. Journal Title - Mid Term Exam
2. List Dates - 3/10 Wednesday - 3/11 Thursday
3. Write the actual question you are answering.
4. Write Answer clearly
5. Use a pen
6. Exam due date: Following Monday (Week 10)
Thursday, March 5, 2009
Week 8 - Online Grammar Test - 3/5/09
Smart Room Exercise
Students will be prompted to visit:
http://www.grammar-monster.com/
Time: 25 minutes
Self Scoring
Wednesday, March 4, 2009
Week 8 - Plagiarism Review
Directive:Students are to visit this site (homework assignment) and be ready to discuss the topic on 4/5/09.
http://www.plagiarism.org/
Week 8 - Paper 3, Annotated Bibilography
How to Prepare an Annotated Bibliography
Topic Content, within this online lecture:
- WHAT IS AN ANNOTATED BIBLIOGRAPHY?
- ANNOTATIONS VS. ABSTRACTS
- THE PROCESS
- CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT
- CHOOSING THE CORRECT FORMAT FOR THE CITATIONS
- SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS
Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority.
THE PROCESS
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
Cite the book, article, or document using the appropriate style.
Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.
CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT
For guidance in critically appraising and analyzing the sources for your bibliography. For information on the author's background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources.
CHOOSING THE CORRECT FORMAT FOR THE CITATIONS
CUL Publications 7 and 8, MLA Citation Style and APA Citation Style, are available at the Uris and Olin Reference desks. Style manuals for these and other formats are also kept in the reference collections. Check with your instructor to find out which style is preferred for your class. Online citation guides for both Mondern Language Association (MLA) and American Psycholo gical Association (APA) are available in the January secition of this blog under the heading of 'links'.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
The following example uses the APA format for the journal citation. NOTE: APA requires double spacing within citations
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and
the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations.
Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and
the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51 (1986): 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Revised 03 May 2008 [MOE; add Google Analytics script]Michael Engle, Amy Blumenthal, and Tony CosgraveReference DepartmentURL: http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
Please refere to this site prior to beginning assignment tasks:
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
Sunday, March 1, 2009
Week Eight - Overview
Classroom Management
Monday: Continued review of (journal/home work/classroom assignments - Review of Ch 7 & 8
Tuesday: No class - Convocation and Smart Room Repairs
Wednesday: Grammar
Thursday: Paper # 3 mini lecture, Power Point upgrade
Note: Students have had two weeks to read chapters 7/8. Come prepared to share your views of topics, reading process and extended research.
Assignments (notice of what remains open and closed):
1. Paper 1 and 2 - closed
2. Chapters 1/2/3/4/5/6 - closed
3. Journal Essays/Entries - 1/2/3/4/5/6/7/8 - closed
4. Voc. #1 - Closed
5. The Black Oak Project - Auditions/review - closed
6. Convocation - slips - check off - Monday
7. One on One Interviews - Open - another session will occur prior to mid terms
8. Grade Postings - corrections made in professors files
9. Chapters 6/7/8 - open
10. Power points - open - (advancement of format and research validity)
Wednesday, February 25, 2009
Tuesday, February 24, 2009
Open Evluation of Student Papers
Tuesday, February 24, 2009
Professor Lorenzo's open note of student's papers:
1. Definition Paper
2. Issue Paper
Most common errors:
1. Not following APA format
a. Abstract - missing
b. Headings/sub-headings - missing
c. In page citations - missing
d. Reference page - format and content errors
Please review:
Sample APA Paper at,http://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
2. Word Choice error
3. Not making deadline
4. Paraphrasing error
5. Conclusion not clear
6. Not following the assignment directives posted.
Professor Lorenzo's open note of student's papers:
1. Definition Paper
2. Issue Paper
Most common errors:
1. Not following APA format
a. Abstract - missing
b. Headings/sub-headings - missing
c. In page citations - missing
d. Reference page - format and content errors
Please review:
Sample APA Paper at,http://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
2. Word Choice error
3. Not making deadline
4. Paraphrasing error
5. Conclusion not clear
6. Not following the assignment directives posted.
Monday, February 23, 2009
One on One Student/Professor Meeting
One on One Meeting
Student Professor
Time: 9:00 - 3:00
Date: 2/24/09
Purpose: Journal Review, Paper Review, Attendance Review
Convocation: 11:00 - All freshmen must attend - bring program flyer to class Wednesday.
Annette Lorenzo
Wesley Hall
Room 337
Ext. 6271
Student Professor
Time: 9:00 - 3:00
Date: 2/24/09
Purpose: Journal Review, Paper Review, Attendance Review
Convocation: 11:00 - All freshmen must attend - bring program flyer to class Wednesday.
Annette Lorenzo
Wesley Hall
Room 337
Ext. 6271
Friday, February 20, 2009
Week 7 Online Mini Lecture: How to Read an Academic Texts Critically
How to Read Academic Texts Critically(Adapted from Canberra University at http://www.canberra.edu.au/studyskills/criticalthinkingX.htm)
- Mini Lecture topic is a supplement of chapter 2 in the text.
- Read this mini lecture to assist in your first scanning of chapter 7, American Cultural Myths & 8 Business and Labor.
- Chapter 7 & 8 review will begin during week 7 and continue in week 8.
- Professor Lorenzo will review your chapter journal entry per week.
- Write down the main themes, concepts, perceptions and theory being introduced,
- Refer to classroom lecture - What the Title Chapter tells You. (journal notes 2/19/08 Thursday).
Academic material is not meant to be read. It is meant to be ransacked and pillaged for essential content. This means that you should never just sit down to read academic works as if they were novels or magazine articles. Academic study is not suited to such an approach, and the chances are you could spend hours reading and then not have a clue what you have been reading about (does that sound familiar?).
Rule #1
Never read without specific questions you want the text to answer. If you want your reading to stay in your memory, you must approach your text with a list of questions about the particular information you are after, and search the text for the answers to those questions. Don't just read with the hope that an answer will appear.
Rule #2
Never start reading at page 1 of the text. If there is a summary, a conclusion, a set of sub-headings, or an abstract, read that first, because it will give you a map of what the text contains. You can then deal with the text structurally, looking for particular points, not just reading ‘‘blind'' and so easily getting lost. Always keep in mind what you need, what is relevant to the question you are asking the text.
Rule #3
Think critically as you read. In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through
(1) developing an understanding of the content and
(2) evaluating and critiquing the article. Therefore, before reading a text closely, read the introduction or abstract and skim read the text to give you a preliminary idea of what it is about.Then read it closely and critically. Some questions to help you read critically are:
a. What are the main points of this text?
b. Can you put them in your own words?
c. What sorts of examples are used? Are they useful? Can you think of others?
d. What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
e. Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
f. Can you work out the steps of the argument being presented? Do all the steps follow logically?
g. Could a different conclusion be drawn from the argument being presented?h. Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
i. Do you agree or disagree with the author? Why?
j. What connections do you see between this and other texts?
k. Where does it differ from other texts on the same subject?l. What are the wider implications——for you, for the discipline?
Rule #4
Treat critical reading as a skill which can be developed through practices, such as:
a. Taking notes of the text's main ideas and adding your own responsive comments.
b. Talking to others about what you have read.
c. Relating a given text to others in the syllabus by identifying similar or contrasting themes.
d. Explaining what the text means to a non-specialist and noting what you would have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
e. Asking yourself: "Is it possible to disagree with any of this?"
f. Asking yourself: 'How can I convince my peers/teachers that I understand what this is about?'
Posted by Professor at 4:01 PM
Posted by Professor at 4:01 PM
Friday, February 13, 2009
Week Six - Research Vocabulary Drill
Week Six
Vocabulary Drill
Directive:
A. In your journal enter the title, 'Week Six Vocabulary Drill - Self Directed'. Under that title number and write the name of the word being defined. Add your definition to the word/term.
B. Research method: Computer - ENG1102 text - text from another class.
C. Identify source directly after the definition.
Words/terms
1. Hypothesis
2. Inclusion Criteria
3. Research
4. Surveys
5. Dependent Variables
6. Independent Variables
7. Case Study
8. Data
9. Quantitative Research
10. Qualitative Research
Vocabulary Drill
Directive:
A. In your journal enter the title, 'Week Six Vocabulary Drill - Self Directed'. Under that title number and write the name of the word being defined. Add your definition to the word/term.
B. Research method: Computer - ENG1102 text - text from another class.
C. Identify source directly after the definition.
Words/terms
1. Hypothesis
2. Inclusion Criteria
3. Research
4. Surveys
5. Dependent Variables
6. Independent Variables
7. Case Study
8. Data
9. Quantitative Research
10. Qualitative Research
Wednesday, February 11, 2009
Chapter 5 - Group Project: Directive
Wednesday, February 11, 2009
Chapter 5 - Group Reading/Research Project Directive (Learning Team/Study groups)
Due: 2/19/09 - Smartroom
Assignment Purpose: A detailed review of essay topic that meets the research and critical thinking skills of ENG1102.
Primary Skill Activity: Collaborative learning, research, verbal presentation, tracking research, critical thinking, interpersonal, team building, peer evaluation.
Outcome: 5/7 minute group presentation.
Documentation Submissions: Team review of essay, Research tracking (maybe through a time log), Power Point (if used), speaking notes (if used), handouts (if offered).
Project Steps:
1. Groups are formed
2. Groups pick one essay to review
3. Individual group members read chapter.
4. Individual group members review questions and statements that follow the essay - writing down notes in your journal.
5. Group members review the essay and their response to the questions and statements that follow the essay.
6. A writer for the group is chosen and they recorded group thoughts/findings.
7. Group members agree on what type of research should be completed to fully understand the impact of the essay. Example: Research the author, the essay topic, the type of essay it is (humor/political), the major theme of the essay, and what ever additional research that might be derived from the questions and statements that follow the essay.
8. Individual group members are assigned tasks.
9. Professor Reviews group process and production through out the time frame of the assignment.
10. Group sets a date and time to meet outside of the classroom to develop documentation, presentation and complete understanding of essay information and what the group is teaching their follow classmates.
11. Group present their research packet to the professor at the beginning of the 2/19/09 classroom time period. Professor decides the order of the group presentations.
12. Classroom doors are closed 15 minutes are the hour - no student allowed in afterward.
13. Presentations are preformed.
Note: The professor will meet with each group three times throughout the process (classroom activity).
Chapter 5 - Group Reading/Research Project Directive (Learning Team/Study groups)
Due: 2/19/09 - Smartroom
Assignment Purpose: A detailed review of essay topic that meets the research and critical thinking skills of ENG1102.
Primary Skill Activity: Collaborative learning, research, verbal presentation, tracking research, critical thinking, interpersonal, team building, peer evaluation.
Outcome: 5/7 minute group presentation.
Documentation Submissions: Team review of essay, Research tracking (maybe through a time log), Power Point (if used), speaking notes (if used), handouts (if offered).
Project Steps:
1. Groups are formed
2. Groups pick one essay to review
3. Individual group members read chapter.
4. Individual group members review questions and statements that follow the essay - writing down notes in your journal.
5. Group members review the essay and their response to the questions and statements that follow the essay.
6. A writer for the group is chosen and they recorded group thoughts/findings.
7. Group members agree on what type of research should be completed to fully understand the impact of the essay. Example: Research the author, the essay topic, the type of essay it is (humor/political), the major theme of the essay, and what ever additional research that might be derived from the questions and statements that follow the essay.
8. Individual group members are assigned tasks.
9. Professor Reviews group process and production through out the time frame of the assignment.
10. Group sets a date and time to meet outside of the classroom to develop documentation, presentation and complete understanding of essay information and what the group is teaching their follow classmates.
11. Group present their research packet to the professor at the beginning of the 2/19/09 classroom time period. Professor decides the order of the group presentations.
12. Classroom doors are closed 15 minutes are the hour - no student allowed in afterward.
13. Presentations are preformed.
Note: The professor will meet with each group three times throughout the process (classroom activity).
Tuesday, February 10, 2009
Week Five & Six Assignments (classroom and homework
Week Five
1. Group Learning Project: Chapter 5 - Group picks one essay to review.
2. Weekly Readings: Chapters 5 & 6 - Read - Chapter five is a group reading and chapter 6 is a individual reading
3. Picture Essay - Pg 335 - Review the picture of the two female twins and answer the questions on the following sheets. This is a journal entry - 'Title" - Picture of Two Girls.
4. Black History Month/Valentine Days research Assignment - Twenty minute 'research dive' - topic relates to both black history month and Valentine Days. 2/10/09
5. Learning Team Study Table (Wednesday 11, 2009)- Each group will meet on their own during their regularly scheduled class time and/or go to their assigned classroom and work on Chapter 5 group project. Professor Lorenzo will be available through text message - she will be at Ohio State for the day.
6. Individual Issue Paper - Professor needs to know the topic of your APA typed paper, Thursday 2/10/09.
Week Six
1. Learning Team Project - Verbal Presentation performed Thursday 2/19/09. Presentations are five minutes. Assignment directive was given during classroom period: 2/09/09. Smartroom research activity - 2/10 - 12/09. Location - Smartroom.
2. Reading Assignment - Chapters 7 & 8
3. Holiday - CSU Closed 2/16/09
4. Issue Paper - Due at the beginning of the 2/19/09 classroom.
5. Voc. Exercise - In class activity
1. Group Learning Project: Chapter 5 - Group picks one essay to review.
2. Weekly Readings: Chapters 5 & 6 - Read - Chapter five is a group reading and chapter 6 is a individual reading
3. Picture Essay - Pg 335 - Review the picture of the two female twins and answer the questions on the following sheets. This is a journal entry - 'Title" - Picture of Two Girls.
4. Black History Month/Valentine Days research Assignment - Twenty minute 'research dive' - topic relates to both black history month and Valentine Days. 2/10/09
5. Learning Team Study Table (Wednesday 11, 2009)- Each group will meet on their own during their regularly scheduled class time and/or go to their assigned classroom and work on Chapter 5 group project. Professor Lorenzo will be available through text message - she will be at Ohio State for the day.
6. Individual Issue Paper - Professor needs to know the topic of your APA typed paper, Thursday 2/10/09.
Week Six
1. Learning Team Project - Verbal Presentation performed Thursday 2/19/09. Presentations are five minutes. Assignment directive was given during classroom period: 2/09/09. Smartroom research activity - 2/10 - 12/09. Location - Smartroom.
2. Reading Assignment - Chapters 7 & 8
3. Holiday - CSU Closed 2/16/09
4. Issue Paper - Due at the beginning of the 2/19/09 classroom.
5. Voc. Exercise - In class activity
What is an Issue Paper - Online Mini Lecture
Monday, February 9, 2009
What is an Issue Paper
Issue Paper - Online LectureWeek Five: Issue Paper
Refer to course syllabusStudents will be writing an issue or position paper, in which you first summarize what you have learned about an important issue or problem in your field or Learning Community course (while carefully citing your sources), then take a position on the issue and argue for some preliminary action or policy. Your report should include an executive summary and a reference list.Please note that to complete this assignment successfully, you should have begun your research during week four (as suggested). Start by browsing trade magazines and journals in your major/Learning Community-- sources in which professionals working in the field publish, or to which they turn for information. You will need to decide on an issue of interest, and begin reading to find out about it: What is the core problem? Who are the interested parties? Why is it relevant to the field? Have any solutions been tried? Why is the problem or issue still unresolved? (You will write a memo and progress report, and give an oral presentation on this same topic, so choose one carefully -- and select one that will hold your interest throughout the semester).What is an issue paper?Issue papers play a role in the formulation of public policy concerning controversial business/social issue subjects. The purpose of an issue paper is to persuade individuals and/or a group (usually one involved in setting policy), or, in the public sector, an appropriate legislative body, to follow a specific course of action -- either devising new policies, or enacting or refraining from enacting legislation that would affect the way a company or nation does business nationally, and/or worldwide.Directions:Write a 5-6 page issue paper on a controversial subject of interest and significance to the major/Learning Community focus. This should be the same topic you chose for your oral presentation.Tips for Proceeding:Find a topic. Survey the literature -- read business magazines, professional trade journals, major periodicals, perhaps one or two research journals. Then brainstorm a list of controversial subjects, keeping notes on your major sources (to be submitted to the professor). Choose a topic that interests you and on which you are able to find relevant information.Focus your topic. Is this a municipal issue? A state issue? A national issue? A local issue? A CSU Issue? Find out the name of the person who is in charge managing this issue, and figure out what he/she needs to know about the issue.Research the topic, getting as deeply into it as you can. Use printed material (see first tip) as well as audio-visual media, arrange and conduct interviews with authorities on the subject, listen to as many different opinions as you can find.Summarize the main points of the different opinions. Discover not only where they disagree, but also where they agree. Why is this an issue at all?Evaluate these opinions. What are the strengths and weaknesses of each?Analyze your own position on this issue. Why do you hold the opinion that you do? Under what circumstances would you hold a different opinion? What constituencies would benefit from the policy that you advocate? What constituencies would suffer? Who "pays"? How do you justify this cost fairly?
WRITING PROCESS
1. Draft your paper, beginning with an executive summary or abstract, followed by a description of the controversy, outlining the major positions, identifying who has the power or authority to implement policy or initiate action, and concluding with a specific description of your position, the reasons underlying it, and the specific action you'd like to see taken by the appropriate party or parties identified. (Note that sometimes executive summaries are written last, even though they appear in the beginning of the report.)
2. Revise your paper at least once, paying particular attention to places where you seem to make unexplained assumptions. How knowledgeable about the subject does your reader have to be to understand the issue? What haven't you said? Why? What have you over-explained? Why? Ask two or three other people for their responses. It's helpful to find someone who holds a different opinion from yours.
3.Type an executive summary, paying attention to tone and voice.
4. Type a list of references, using the correct form.
5. Type a title page and possibly a glossary also, if you think the latter would make your paper more accessible to the reader.6. Edit everything.Why (and How ) do you "Document" Sources?In the course of researching a topic and writing a paper it is inevitable (and desirable) that you use material that you have not developed yourself: other reports, articles, etc.. Your sources will likely include books, periodicals, brochures, other reports, and so forth.When you write your paper, you are expected to identify these various sources of information -- individually within the text of your report (citations) and in a bibliography at the end (reference list).By documenting your sources carefully, you demonstrate that you know how to do careful research, you give credit to those upon whose efforts you are building, and most importantly, you give your readers as complete a body of information as is possible.Your readers should be able to distinguish your original research efforts from the database of literature (secondary sources) on the topic that is reported in your paper, and they should also be able to verify the accuracy and completeness of your research report by following up, if necessary, on your citations and tracking down your references. Your list of references is a key to your approach to a problem in research; it indicates the scope of your efforts, and allows readers to continue to build on your efforts by continuing their own investigation into the subject.The style of documentation most often used is either Chicago, or APA. (APA designates the American Psychological Association). In this course you will be asked to use the APA style, which uses a parenthetic author-date method of presenting citations, in which the author's last name and year of publication appear in parentheses following the citation. Each citation is keyed to a listing in the bibliography at the end of the report or article. (Note that "bibliography" is a generic term for a listing of sources; the APA documentation system calls this listing the "References" section.When you use information from other sources you may either summarize, paraphrase, or quote directly. Your choice should be based on your objectives, but generally, quoting directly is done sparingly. You should paraphrase when you can convey the ideas of the material more concisely and effectively in your own words than in the original form. Quoting is done when the material is worded in a distinctive, unique manner that is interesting and difficult to reproduce, and when the quoted material adds credibility to your research efforts.To accurately cite and list sources of information in your paper you should consult an APA style guide (refer to text or APA link on this blog).You should always acknowledge a quote by providing a citation and following formatting conventions for quoting; you acknowledge paraphrased and summarized material when it is not general knowledge.Acknowledge sources by citing them in the text using a documentation style guide or reference system (such as APA mentioned above).
http://www.umass.edu/buscomm/issue.html
Professor Annette Lorenzo
What is an Issue Paper
Issue Paper - Online LectureWeek Five: Issue Paper
Refer to course syllabusStudents will be writing an issue or position paper, in which you first summarize what you have learned about an important issue or problem in your field or Learning Community course (while carefully citing your sources), then take a position on the issue and argue for some preliminary action or policy. Your report should include an executive summary and a reference list.Please note that to complete this assignment successfully, you should have begun your research during week four (as suggested). Start by browsing trade magazines and journals in your major/Learning Community-- sources in which professionals working in the field publish, or to which they turn for information. You will need to decide on an issue of interest, and begin reading to find out about it: What is the core problem? Who are the interested parties? Why is it relevant to the field? Have any solutions been tried? Why is the problem or issue still unresolved? (You will write a memo and progress report, and give an oral presentation on this same topic, so choose one carefully -- and select one that will hold your interest throughout the semester).What is an issue paper?Issue papers play a role in the formulation of public policy concerning controversial business/social issue subjects. The purpose of an issue paper is to persuade individuals and/or a group (usually one involved in setting policy), or, in the public sector, an appropriate legislative body, to follow a specific course of action -- either devising new policies, or enacting or refraining from enacting legislation that would affect the way a company or nation does business nationally, and/or worldwide.Directions:Write a 5-6 page issue paper on a controversial subject of interest and significance to the major/Learning Community focus. This should be the same topic you chose for your oral presentation.Tips for Proceeding:Find a topic. Survey the literature -- read business magazines, professional trade journals, major periodicals, perhaps one or two research journals. Then brainstorm a list of controversial subjects, keeping notes on your major sources (to be submitted to the professor). Choose a topic that interests you and on which you are able to find relevant information.Focus your topic. Is this a municipal issue? A state issue? A national issue? A local issue? A CSU Issue? Find out the name of the person who is in charge managing this issue, and figure out what he/she needs to know about the issue.Research the topic, getting as deeply into it as you can. Use printed material (see first tip) as well as audio-visual media, arrange and conduct interviews with authorities on the subject, listen to as many different opinions as you can find.Summarize the main points of the different opinions. Discover not only where they disagree, but also where they agree. Why is this an issue at all?Evaluate these opinions. What are the strengths and weaknesses of each?Analyze your own position on this issue. Why do you hold the opinion that you do? Under what circumstances would you hold a different opinion? What constituencies would benefit from the policy that you advocate? What constituencies would suffer? Who "pays"? How do you justify this cost fairly?
WRITING PROCESS
1. Draft your paper, beginning with an executive summary or abstract, followed by a description of the controversy, outlining the major positions, identifying who has the power or authority to implement policy or initiate action, and concluding with a specific description of your position, the reasons underlying it, and the specific action you'd like to see taken by the appropriate party or parties identified. (Note that sometimes executive summaries are written last, even though they appear in the beginning of the report.)
2. Revise your paper at least once, paying particular attention to places where you seem to make unexplained assumptions. How knowledgeable about the subject does your reader have to be to understand the issue? What haven't you said? Why? What have you over-explained? Why? Ask two or three other people for their responses. It's helpful to find someone who holds a different opinion from yours.
3.Type an executive summary, paying attention to tone and voice.
4. Type a list of references, using the correct form.
5. Type a title page and possibly a glossary also, if you think the latter would make your paper more accessible to the reader.6. Edit everything.Why (and How ) do you "Document" Sources?In the course of researching a topic and writing a paper it is inevitable (and desirable) that you use material that you have not developed yourself: other reports, articles, etc.. Your sources will likely include books, periodicals, brochures, other reports, and so forth.When you write your paper, you are expected to identify these various sources of information -- individually within the text of your report (citations) and in a bibliography at the end (reference list).By documenting your sources carefully, you demonstrate that you know how to do careful research, you give credit to those upon whose efforts you are building, and most importantly, you give your readers as complete a body of information as is possible.Your readers should be able to distinguish your original research efforts from the database of literature (secondary sources) on the topic that is reported in your paper, and they should also be able to verify the accuracy and completeness of your research report by following up, if necessary, on your citations and tracking down your references. Your list of references is a key to your approach to a problem in research; it indicates the scope of your efforts, and allows readers to continue to build on your efforts by continuing their own investigation into the subject.The style of documentation most often used is either Chicago, or APA. (APA designates the American Psychological Association). In this course you will be asked to use the APA style, which uses a parenthetic author-date method of presenting citations, in which the author's last name and year of publication appear in parentheses following the citation. Each citation is keyed to a listing in the bibliography at the end of the report or article. (Note that "bibliography" is a generic term for a listing of sources; the APA documentation system calls this listing the "References" section.When you use information from other sources you may either summarize, paraphrase, or quote directly. Your choice should be based on your objectives, but generally, quoting directly is done sparingly. You should paraphrase when you can convey the ideas of the material more concisely and effectively in your own words than in the original form. Quoting is done when the material is worded in a distinctive, unique manner that is interesting and difficult to reproduce, and when the quoted material adds credibility to your research efforts.To accurately cite and list sources of information in your paper you should consult an APA style guide (refer to text or APA link on this blog).You should always acknowledge a quote by providing a citation and following formatting conventions for quoting; you acknowledge paraphrased and summarized material when it is not general knowledge.Acknowledge sources by citing them in the text using a documentation style guide or reference system (such as APA mentioned above).
http://www.umass.edu/buscomm/issue.html
Professor Annette Lorenzo
Friday, January 30, 2009
Related ENG1102 Links
http://csuwebct.ces.edu Web-CT - This is your online classroom that works in conjunction witht he course blog and your Learning Team Community
http://www.nytimes.com/slideshow/2008/08/01/nyregion/0801-MURAL_index.html - CSU
http://www.youtube.com/watch?v=_aL2jrCehN4 - How to Write a Research Paper - humor
http://owl.english.purdue.edu/owl/resource/560/01/ - APA Guidelines
http://owl.english.purdue.edu/owl/resource/557/01/ - MLA Guidelines
http://www.amazon.com/How-Read-Book-Touchstone-book/dp/0671212095 - How to Read A Book,by Mortimer J. Adler (Author), Charles Van Doren (Author) -- Lorenzo's favorite!
http://www.nytimes.com/slideshow/2008/08/01/nyregion/0801-MURAL_index.html - CSU
http://www.youtube.com/watch?v=_aL2jrCehN4 - How to Write a Research Paper - humor
http://owl.english.purdue.edu/owl/resource/560/01/ - APA Guidelines
http://owl.english.purdue.edu/owl/resource/557/01/ - MLA Guidelines
http://www.amazon.com/How-Read-Book-Touchstone-book/dp/0671212095 - How to Read A Book,by Mortimer J. Adler (Author), Charles Van Doren (Author) -- Lorenzo's favorite!
Thursday, January 29, 2009
1/29/09 - 12:00 - 3:00 - A. Lorenzo in Smartroom =Tutoring
Students,
In addition to her regularly held morning office hours, Professor Lorenzo will be stationed in the Library Smart Room (L-17) today, Thursday 1/29/09 between the hours of 12:00 - 3:00 PM to assist students with any of the current week's or week four assignments.
Note #1: Today is your first online classroom. Follow all the instructions identified in the Online Classroom Blog posting.
Note #2: Posting of typed essay #1 will occur in week 4, a preview of your topic will be held Monday of next week.
In addition to her regularly held morning office hours, Professor Lorenzo will be stationed in the Library Smart Room (L-17) today, Thursday 1/29/09 between the hours of 12:00 - 3:00 PM to assist students with any of the current week's or week four assignments.
Note #1: Today is your first online classroom. Follow all the instructions identified in the Online Classroom Blog posting.
Note #2: Posting of typed essay #1 will occur in week 4, a preview of your topic will be held Monday of next week.
Tuesday, January 27, 2009
Week Four Classroom and Homework Assignments
Week Four: 2/2/09 - 2/5/09 M-Th
Course Days:12 -13-14-15
General Directives:
1. Check your calendar to secure you are in the right location all four days of the course week.
2. Homework:
Read Chapters 3&4 of the course text:
A. Read the introductory information of each chapter - highlighting the key points in course journal.
B. Pick one reading (essay) from each chapter to read and using your course journal, write down notes as you read the essay.
C. Title of text essay will be the title of your note entries.
D. Begin thinking of typed essay #2 topic. See syllabus listing.
3. Classroom:
A. Syllabus Review and Student sign-off
B. Journal Writing - Topic to be announced
C. Computer Lab work - Vocbulary Quiz
D. Chapter 3 & 4 Review - Essays
E. Review of Online Classroom assignment
J. Journal Check off - secure that daily directives and journal entries are entered.
Course Days:12 -13-14-15
General Directives:
1. Check your calendar to secure you are in the right location all four days of the course week.
2. Homework:
Read Chapters 3&4 of the course text:
A. Read the introductory information of each chapter - highlighting the key points in course journal.
B. Pick one reading (essay) from each chapter to read and using your course journal, write down notes as you read the essay.
C. Title of text essay will be the title of your note entries.
D. Begin thinking of typed essay #2 topic. See syllabus listing.
3. Classroom:
A. Syllabus Review and Student sign-off
B. Journal Writing - Topic to be announced
C. Computer Lab work - Vocbulary Quiz
D. Chapter 3 & 4 Review - Essays
E. Review of Online Classroom assignment
J. Journal Check off - secure that daily directives and journal entries are entered.
Online Classroom - 1/29/09
Tuesday, January 27, 2009
Online Classroom - Thursday 1/29/09
Week Three
Day 1
11/29/09 - Thursday
Mini Questionnaire Chapters 1&2 of course text Directive:
1. Students Read chapters 1&2 of course text
2. Students prepare formal outline of chapters 1&2 of course text
3. Students answer Mini Questionnaire in Course Journal*, identify class following heading of this post.
4. Faculty signs off on Mini Questionnaire Week Four - Day 12, 2/o2/09
Questions:
Chapter 1
1. A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
1.B. Place these terms in order and identify each one of these terms.
2. What does reading have to do with writing?
Note: Answer 2, must be at least two complete paragraphs, using language from the course text.Chapter 21. Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
E. Exploration Writing
F. Report
G. Free writing
Note: One paragraph per answer.
2. Journal Essay # 3: Turn to page 46 in your course text - view the following page (not numbered), which has a photograph of a boy holding a sign. On the other side of the photograph page, you will see a paragraph asking you to respond to the photo...answer all the questions listed.
----------------------------------
Syllabus Review
1. SPECIAL NOTE: Professor Lorenzo has decided to have the second syllabus review during Week Four of the semester. Monday or Tuesday look for a pop quiz.
Online Classroom - Thursday 1/29/09
Week Three
Day 1
11/29/09 - Thursday
Mini Questionnaire Chapters 1&2 of course text Directive:
1. Students Read chapters 1&2 of course text
2. Students prepare formal outline of chapters 1&2 of course text
3. Students answer Mini Questionnaire in Course Journal*, identify class following heading of this post.
4. Faculty signs off on Mini Questionnaire Week Four - Day 12, 2/o2/09
Questions:
Chapter 1
1. A. What are these terms associated to:
Rereading
Analyzing
Responding
Summarizing
Previewing
Annotating
1.B. Place these terms in order and identify each one of these terms.
2. What does reading have to do with writing?
Note: Answer 2, must be at least two complete paragraphs, using language from the course text.Chapter 21. Define the following styles of paper/writing - identify where the definitions are found in the course text:
A. Definition Paper
B. Position Paper
C. Proposal
D. Argument Paper
E. Exploration Writing
F. Report
G. Free writing
Note: One paragraph per answer.
2. Journal Essay # 3: Turn to page 46 in your course text - view the following page (not numbered), which has a photograph of a boy holding a sign. On the other side of the photograph page, you will see a paragraph asking you to respond to the photo...answer all the questions listed.
----------------------------------
Syllabus Review
1. SPECIAL NOTE: Professor Lorenzo has decided to have the second syllabus review during Week Four of the semester. Monday or Tuesday look for a pop quiz.
Lorenzo is at Wesley Hall - Office 337 - NOW
Students,
Hope you are enjoying the snow day....
Wednesday - Bring paper for my review
Thursday - WebCT training - Post Papers
Friday - Online Classroom - Topics: Chapter 1/2 & Syllabus Review
Come see me now if you have questions about week 3's assignments.
Let it snow, Let it snow, Let it snow!!!!!!!!
Hope you are enjoying the snow day....
Wednesday - Bring paper for my review
Thursday - WebCT training - Post Papers
Friday - Online Classroom - Topics: Chapter 1/2 & Syllabus Review
Come see me now if you have questions about week 3's assignments.
Let it snow, Let it snow, Let it snow!!!!!!!!
Wednesday, January 21, 2009
Printed Essay #1 - Definition Paper
ENG1102/LORENZO
Printed Essay #1 - Definition Paper
Posted: 1/21/09
Electronic WebCT Posting (submit) Date: 1/27/09 - Tuesday
4 Pages
2 References
APA Format
Learning Community Students: Topic of Definition Paper must be directly related to the LC course associated with this ENG1102 course.
How to write a definition paper
Defining a process, concept, or technique for an audience who needs to understand it can be challenging. Here are some tips that may help.
Writing a definition paper may come in the form of preparing a document to define, for example, a political philosophy, a social service proposal, or a controversial practice. A definition paper is more than listing a general meaning of a term; it involves a discussion of the idea's cultural and associative meanings, sometimes called the connotation, along with the denotation.
When preparing to write a definition paper, keep in mind the following guidelines:
1. A definition paper stays on track in developing a single idea. Stay focused on the main meaning outlined in the introduction of your paper. For example, if you're writing a speech on the meaning of patriotism, don't get sidetracked by related concepts like loyalty or nationalism. Be sure that each sub-point refers to or helps to define the main idea. It may help to restate the key term periodically throughout the document.
1. A definition paper stays on track in developing a single idea. Stay focused on the main meaning outlined in the introduction of your paper. For example, if you're writing a speech on the meaning of patriotism, don't get sidetracked by related concepts like loyalty or nationalism. Be sure that each sub-point refers to or helps to define the main idea. It may help to restate the key term periodically throughout the document.
2. Link each topic idea to the main concept. You can do this through repetition or exploring offshoot ideas that help to define the key point in a significant way. One paragraph may explain the literal meaning of "patriotism," for example, while another paragraph discusses the cultural meaning, along with differences for the many groups of people that live in that culture. A third paragraph can outline some unusual or competing meanings of the concept.
3. Begin on common ground that your audience can appreciate. Use a dictionary meaning that the audience will readily grasp. From there you can move into more abstract or complex territory by considering related definitions, like those found in a numbered list in a typical dictionary. But be sure to define each new term or variation on the original definition in a basic way that your audience can follow and appreciate. Pause for questions or clarifications as you move from one point to another.
4. Keeping your audience in mind, explore related meanings of the word. Some of these may already be held by members of your audience, or the entire group may be aware of, but not familiar with, other terms or meanings. For example, militant terrorists may consider themselves highly patriotic to their country or their culture when performing violent acts, but people from other cultures hold a negative view of such behavior. Contrasts like these offer great opportunities for discussion and reflection.
5. Invite the audience to ask questions or share their understanding of the term. It may be some of the people who read your paper or listen to your speech will have another view of the idea outlined in your presentation. Be willing to accommodate alternative views by mentioning these in passing or in explaining the differences between these and the view expounded in your paper. Show respect even when you disagree with other interpretations.
A definition paper offers both a denotation, or literal meaning, and a connotation, or cultural (or associative) meaning of an idea. Be prepared to share both in your document to give the audience a well-rounded view. Use examples to explain a word’s unusual meaning or application.
Reference Source:
Thursday, January 15, 2009
Smart Classroom - T/Th
Smart Classroom - ENG/1102-18-1:00 Spring09
Effective - 01/19/09 - Tuesday: Lorenzo's ENG1102-18-1:00 Spring 09 (1:00 - 1:50) course will be instructed at two locations:
Monday & Wednesday - Wesley Hall (same room as first week)
Tuesday & Thursday - CSU Library - room L17
Note: Smart Classroom is located in the basement. External side entry to basement hallway leads to the Smart Classroom at the end of the hall on the right - past the writing lab.Weekly.
Effective - 01/19/09 - Tuesday: Lorenzo's ENG1102-18-1:00 Spring 09 (1:00 - 1:50) course will be instructed at two locations:
Monday & Wednesday - Wesley Hall (same room as first week)
Tuesday & Thursday - CSU Library - room L17
Note: Smart Classroom is located in the basement. External side entry to basement hallway leads to the Smart Classroom at the end of the hall on the right - past the writing lab.Weekly.
Wednesday, January 14, 2009
Preview Exam - Day 3 Wednesday
CSU
ENG1102
Lorenzo
Day 3
1/13/10 - Wednesday
Classroom Drill
Directive:
Write your answers in your ENG1102 journal, using the heading 'Preview Exam - Day 3'.
Exercise A
Detailed answers required – three or more sentences and fully diagramed answers. Language of answers should display the learner's understanding of writing and research knowledge obtained from your Fall/Eng1100 course.
1. Define/Explain a fully-developed research paper.
2. Display the proper MLA format and the coversheet of an APA style paper.
3. Explain: correct sentence, structure, grammar, and spelling
4. State the correct design of a five paragraph essay document.
5. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
6. What makes up a proper draft outline? Formal and/or Informal
7. Display a prewriting technique.
8. Provide a sample of a correct reference/work sited item.
9. What skills are required to perform a successful oral presentation?
Exercise B
Directive: Detailed two sentences answers required.
1. Time Line
2. Thesis Statement
3. Paraphrasing
4. Summarizing
5. Plagiarism
6. Library Research Models
7. Annotated Bibliography
8. Rhetorical Analysis
9. Position Paper
Exercise C
Directive: Identify three grammar tools/rules.
1.
2.
3.
ENG1102
Lorenzo
Day 3
1/13/10 - Wednesday
Classroom Drill
Directive:
Write your answers in your ENG1102 journal, using the heading 'Preview Exam - Day 3'.
Exercise A
Detailed answers required – three or more sentences and fully diagramed answers. Language of answers should display the learner's understanding of writing and research knowledge obtained from your Fall/Eng1100 course.
1. Define/Explain a fully-developed research paper.
2. Display the proper MLA format and the coversheet of an APA style paper.
3. Explain: correct sentence, structure, grammar, and spelling
4. State the correct design of a five paragraph essay document.
5. Identify your proofreading challenges, listing at least two areas of difficulty and what methods you can perform to upgrade your skills.
6. What makes up a proper draft outline? Formal and/or Informal
7. Display a prewriting technique.
8. Provide a sample of a correct reference/work sited item.
9. What skills are required to perform a successful oral presentation?
Exercise B
Directive: Detailed two sentences answers required.
1. Time Line
2. Thesis Statement
3. Paraphrasing
4. Summarizing
5. Plagiarism
6. Library Research Models
7. Annotated Bibliography
8. Rhetorical Analysis
9. Position Paper
Exercise C
Directive: Identify three grammar tools/rules.
1.
2.
3.
Tuesday, January 13, 2009
Course Syllabus: ENG1102 SPRING2010
ENG1102 Course Syllabus
Central State University
English 1102: Writing and Research
Learning Community
Course Policies and Procedures
Spring2010
Ms. Annette Lorenzo
Office: Wesley Hall
Office Hours: 10:00-11:30 AM/3:00-4:00 M-Th
E-mail: csulorenzo@yahoo.com
Phone: 937-776-6410 (cell)
Texts:Lunsford A Andrea, and Ruszkiewicz J. John. The Presence of Others: Voices and Images That Call for Response, 5th ed. Bedford, St. Martins. 2008
Literature text:
A recently published dictionary and a recently published thesaurus.
Catalog Description:ENG 1102 (4 credits, I, II) Writing and Researching the Essay: Research-based argumentative and analytical writing using library and Internet sources. Students will continue to develop proficiency in college-level writing and mechanics. They will write brief essays and at least one longer research paper, properly formatted, using both print and electronic sources. The research paper will be oriented toward the student’s major field or area of interest. Course includes review for the English Proficiency exam.
Prerequisite: Grad of C or above in ENG 1100 or 1101 or equivalent.Note: This CSU- Spring2009/ ENG1102 works in conjunction with an assigned Learning Community course. Additional written assignment/classroom directives will be posted on this online blog, which will be administrated by the ENG1102 course instructor. The Learning Community directive document is an offical segment of the main syllabus of this ENG11002 course.Purpose:English 1102 has two primary goals. The first is to assist you in improving your academic writing and research. Writing is a skill that, like any skill, can be improved through guided practice. The class is designed to give you that guidance and practice so that, no matter what level of skill you start with, you can improve the writing skills you have already acquired and, over the course of the semester, become a better, more confident writer. The course has as an additional goal to help you prepare for the kinds of writing and research that you will be asked to do in your college and professional careers.After the policies, you will find the department’s outline of the knowledge, skills, and dispositions that you will master during the course of this semester. In support of your goal of gaining greater control over the process of writing, you will learn a set of concepts and a vocabulary of language analysis, logic, and rhetorical strategy. By knowing more about how language, logic, and persuasion work, and by knowing more features of style and argument, you will become a better writer.The course syllabus will take you through a series of assignments, each of which will focus on different rhetorical and linguistic skills. The syllabus specifies the kind of assignment you will do at each stage; however, you will be able in most cases to choose your own topic. You will also have the freedom to specify the audiences you want to address, though we will keep in mind the special situation of academic writing.
Course Materials:In addition to the required textbooks, you will also need:A notebook to keep class handouts and the notes you take.A pocket folder. Each time you turn in a major writing assignment, you will need to place it in a pocket folder with all the background material for that paper and all your previous papers. This writing portfolio will help us assess the progress you make throughout the semester. After significant revision and reflection, you will turn in the best of your portfolio at the end of the semester. These can be collected at the beginning of the following semester.WebCT page and
Course Blog: This is a paperless classroom/course. Check these daily! The calendar will have homework assignments, and all handouts will be posted on the site. Blog and WebCT address will be provided during the first week of the course.
Requirements:In-class Writing and Style Exercises: In addition to exercises in the textbook, you will write a variety of short memos, responses to readings, answers to questions, paper plans, commentaries and critiques. Not all of these exercises will be announced in advance. Some will be graded, most will not; all will be recorded. We will also do a great deal of language work because you can improve your writing by isolating and practicing specific language features before you incorporate them into your work.
Major Paper Assignments: Your main work in the course consists of six papers written outside of class. Though you will do some work on these papers in class (brainstorming, drafting, revising), they must be researched, formed and polished outside of class. Think of them as representing the best thinking and writing you can produce.
Final Exam: More on this as we reach finals. You will be expected to write a set of essays on the language skills and rhetorical concepts covered this semester.Format for Assignments:All major papers must be typed. If you do not own a computer with word processing capability, computer labs are available on campus with software that is easy to learn.Papers must be submitted with a title page that includes your audience analysis. Use Times New Roman font, 12 point. Leave one-inch margins on all borders of the text. Papers must be double-spaced. Save your paper frequently while composing and make back-up hard copies of your finished work! Make a habit of emailing your paper to yourself as an attachment at least a couple of times during the drafting process and certainly BEFORE you exit the document for the last time and leave the computer lab, your friend’s computer, or even your own computer. This way, even if your paper is mysteriously erased, you still have a copy in your email files.Late Papers:Because the major paper assignments have been designed to build on each other, they must be done in the order specified and turned in on time. A paper drops one letter grade for every class period that it is late. A paper is considered late if turned in ten minutes after class starts. After one week, the late paper defaults to an “F.” To pass the course, you must complete all major paper assignments; thus, you must turn in a late paper even if it is an “F” so that you will still have a chance to pass the course. I understand that unusual situations occur; therefore, you are allowed one "free late" day for one paper -- no excuses needed. After that, the penalty is assessed -- no excuses allowed. Incomplete folders will be lowered one half grade; the "free late" does not apply.
Attendance:We're doing important work in class! If you are absent, it is your responsibility to learn what you missed. Get notes from another student, check the WebCT page/Course Blog, and/or visit me during my office hours. I will not type out lecture notes via e-mail.University policy states that you may fail a course for having more unexcused absences during the semester than the number of times the class meets per week. For ENG 1102, that is four times during the course of the semester.An excused absence entitles you to make up what work can be made up. Satisfactory documentation for each excused absence is required, and must be presented within a week of that absence. Excused absences include religious observances, funerals, family/ medical emergencies, serious illness. I will not accept a Health Center receipt for an excused absence. I must have a letter from your doctor stating that you were unable to attend class for the specific dates that you missed. If something serious happens, I must know what is going on!! We'll work together to get you caught up.
Grading and Revision:In any skills course, what counts is improvement. Thus, the grades you earn on later papers count more than grades on earlier papers. The percentage of each contribution to your final grade is as follows:
In-class writing, homework, and class participation 10%
Essay #1: Definition 10%
Essay #2: “What Are the Issues” 10%
Essay #3: Annotated Bibliography 10%
Essay #4: Rhetorical Analysis 10%
Essay #5: Pro/Pro Essay 20%
Essay #6: Position Paper 20%Final Exam 10%For the criteria determining grades A through F, see the attached grading standards. Revision is a key component of the writing process. Therefore, your final three papers will build on each other. Some of your work from each essay may appear in the next essay. For example, one side of your “Pro/Pro” essay will be the central argument of your final essay.
Office Hours:Office hours are an important way for students and professors to get to know each other outside of class. You don’t need a major crisis to come by. Stop in if you need help brainstorming a topic, drafting an essay, or revising. The only way I will help you one on one outside of class is during my office hours or by appointment. I will NOT read any of your work over e-mail and “tell you if it’s OK.” I find it much more effective to be able to discuss your writing with you in real time!During the Position Paper, I will cancel several classes and meet with each of you individually. Missing your conference will count as TWO unexcused absences.
Academic Integrity:Plagiarism, whether it is submitting someone else's work as your own, submitting your own work completed for another class without my permission, or using other sources without proper citations, will not be tolerated.We will discuss academic integrity and plagiarism thoroughly this semester, especially when working with source documentation. However, at any point in the semester, ignorance is not an excuse! If you have ANY questions about how to cite a source, come to my office hours. I WILL fail any paper that I suspect has been plagiarized, and you will be in serious jeopardy of failing the course entirely.Special Circumstances: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.
Additional CSU Information
ADA Statement: Central State University is committed to including students with disabilities as full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. If you are a student with a documented disability please schedule to meet with each of your professors to discuss any course accommodations you may need.
The final exam for this course will be conducted during the final exam period (May 4-7 on Main Campus and May 2-5 on the Dayton Campus); therefore your presence on campus is expected at the time our final is scheduled.If you have any questions or concerns about a grade or an assignment, your instructor is your first and primary point of contact.“I” grades (Incomplete) are given at the Instructor’s discretion and only if you: (1) have a legitimate incident that prevents completion of course assignments, and (2) adhere to these procedures:-provide relevant documents-have a C average going into the final exam period-have attended at least 50% of class meetings-agree in writing to the instructor’s terms for completing the missed work.
At CSU, we want to help you succeed; therefore, the following resources (and more!) are available to you:-Tutorial Services (Ms. H. Scott), 937 376-6110-Honors Program (Dr. Shevin), 937 376-6032-Counseling Services 937 376-6171; 937 376-6479; 937 376-6494(Mr. Adegbola, X6171; Dr. Hadley, X6479; Mr. Porter, X6494)-Scholarship Information (CSU Foundation), 937 376-6278-Dean of Students (Mr. D. Peal) 937 376-6494- Police/Safety, 937 376-5111-Health Center, 937 376-6134-IT (Information Technology) Helpdesk, 937 376-7007-Student Government Association, 937 376-6104-Career Services, 937 376-6383-Alumni Relations, 937 376-6640/6641
Advising Week begins April 1: see your advisor, register early for Fall ’09 or Summer ’09 classes and stay on track toward graduation! Last day to drop a class with a W grade, is April 3.Knowledge, Skills, and Dispositions for English 1102Objective: At the completion of the course, the student will demonstrate knowledge, skills, and dispositions as follows:Knowledge (what you can explain and/or teach to others)Understand the various modes of writing (exposition, description, argumentation) used in research writing.Explain the relationship between the thesis and the rest of the paper.Describe the techniques of argumentation.Refute adversarial positions.Describe proper documentation as required by major area.Communicate awareness of issues.Skills (tasks you can perform)Read and think critically.Analyze argumentative issues.Relate information in essays to one’s own academic major or areas of interest.Apply the techniques of argumentation to research-based writing. Read and think critically.Use approved documentation forms in research-based writing.Use primary and secondary sources properly.Write unified and coherent analytical and persuasive essays.Choose and limit a research topic.Find information in the library and on the Internet.Formulate a thesis for the research paper.Use MLA or APA formatting and documentation conventions. Dispositions (attitudes and behavior)Value careful reading and effective written communication.Value critical awareness of differing arguments.Maintain interest in current topics.Confidence in discussing issues.Evaluate and organize ideas.Achieve proficiency in the tools of research.Recognize rhetorical modes used in research writing.
Grading Criteria for ENG1102
The A Paper
It not only fulfills the assignment but does so in a fresh and mature way. The paper accommodates itself well to the intended audience.The evidence is detailed and used persuasively; citations are used effectively where appropriate and are formatted correctly.The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Transitions are used as appropriate.The prose is clear, apt, and occasionally memorable; the paper contains few, if any errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
The B Paper
The assignment has been followed and fulfilled at a better-than-average level. The paper appropriately addresses its intended audience.The evidence is detailed and persuasive. The paper may sometimes rely too heavily on the obvious, though the writer does not consistently settle for the obvious. The reasoning is better than adequate; it is thoughtful, with awareness of other points of view.The introduction and conclusion are clear, but perhaps not as forceful as they could be. Most paragraphs follow well and are appropriately divided, though one or two could be better placed and developed.The expression is more than competent. Not only is sentence structure correct, but subordination, emphasis, sentence length, and variety are used effectively. Some sentences could be improved, but it would be surprising to find serious errors, such as comma splices, fragments, or fused sentences in a B paper. Punctuation, grammar, and spelling reveal proficient use of the conventions of Standard American English.
The C Paper
The assignment has been followed at a satisfactory level. The paper presents an appropriate thesis. However, the thesis may be too broad or general, or its presentation may be problematic in some way – e.g., the intended audience may, for various reasons, have trouble immediately discerning the thesis.For the most part, the argument is supported with evidence. However, the evidence is likely to be obvious; the paper may even lack some pertinent information. The reasoning, while generally sound, is predictable; or the reasoning, while generally good, is occasionally flawed. There is some awareness of other points of view.There is an implicit sense of organization, but several paragraphs and/or sentences within paragraphs are misplaced to the extent that the organizational structure is recognizable but disjointed.Sentence structure is generally correct, although the writer may show limited competence with sentence effectiveness, failing to use such elements as subordination, sentence variety, and modifiers to achieve emphasis. Comma splices, unintentional fragments, and fused sentences – errors that betray an inadequate understanding of sentence structure – may occasionally crop up. The vocabulary is fairly limited. The paper may contain errors in spelling, mechanics, and grammar that reveal unfamiliarity with conventions of Standard American English.
The D Paper
There is a poor sense of audience and a limited sense of purpose. The purpose or thesis cannot be discerned without significant work on the part of the reader.Necessary evidence is out of order and/or missing; irrelevant evidence may instead be present. The reasoning will necessarily be flawed.The organization is difficult to discern. The introduction is unclear or nonexistent, paragraphs are not well-developed or arranged, and transitions are incorrect or missing.There are numerous errors in grammar, spelling, and punctuation. The diction and/or syntax may be so weak that sentences are sometimes incomprehensible for the intended audience, although experienced readers can make sense of what is written. Lack of proofreading may turn an otherwise adequate paper into a D paper.
The F Paper
It is off the assignment. The thesis is unclear; the paper moves confusedly in several directions. It may even fall seriously short of minimum length requirements.and/orThere is virtually no evidence, or the attribution of evidence is problematic or has been neglected.an/orThe organization seems to a significant degree haphazard or arbitrary.and/orNumerous and consistent error s of grammar, spelling, diction or syntax hinder clarity or even basic communication. Some sentences are incomprehensible.(The grading criteria are adapted from: Introduction to Academic Writing, 2003-2004. Freshmen Writing Program, Department of English, University of Maryland, College Park. Needham Heights, MA: Pearson Custom Publishing, 2003.)****************************************************************************************Contact Information for English 1102
Ms. Annette Lorenzo, MPAPhone: 937-776-6410
E-mail: csulorenzo@yahoo.com
CT:Blog: address provide during face to face meeting.
Contract for English 1102, ____________________________, certify that I have read and understand the policies and procedures for English 1102. I agree to abide by these policies and procedures. I agree it is my responsiblity to notify Ms. Annette Lorenzo, MPA, ASAP if I have questions or problems related to my success in this course.
_________________________________________________Signature
__________date
Note: Students 'signature' will be completed by posting directly to this discussion post. Signatures are due the second week of class (Tuesday).
Central State University
English 1102: Writing and Research
Learning Community
Course Policies and Procedures
Spring2010
Ms. Annette Lorenzo
Office: Wesley Hall
Office Hours: 10:00-11:30 AM/3:00-4:00 M-Th
E-mail: csulorenzo@yahoo.com
Phone: 937-776-6410 (cell)
Texts:Lunsford A Andrea, and Ruszkiewicz J. John. The Presence of Others: Voices and Images That Call for Response, 5th ed. Bedford, St. Martins. 2008
Literature text:
A recently published dictionary and a recently published thesaurus.
Catalog Description:ENG 1102 (4 credits, I, II) Writing and Researching the Essay: Research-based argumentative and analytical writing using library and Internet sources. Students will continue to develop proficiency in college-level writing and mechanics. They will write brief essays and at least one longer research paper, properly formatted, using both print and electronic sources. The research paper will be oriented toward the student’s major field or area of interest. Course includes review for the English Proficiency exam.
Prerequisite: Grad of C or above in ENG 1100 or 1101 or equivalent.Note: This CSU- Spring2009/ ENG1102 works in conjunction with an assigned Learning Community course. Additional written assignment/classroom directives will be posted on this online blog, which will be administrated by the ENG1102 course instructor. The Learning Community directive document is an offical segment of the main syllabus of this ENG11002 course.Purpose:English 1102 has two primary goals. The first is to assist you in improving your academic writing and research. Writing is a skill that, like any skill, can be improved through guided practice. The class is designed to give you that guidance and practice so that, no matter what level of skill you start with, you can improve the writing skills you have already acquired and, over the course of the semester, become a better, more confident writer. The course has as an additional goal to help you prepare for the kinds of writing and research that you will be asked to do in your college and professional careers.After the policies, you will find the department’s outline of the knowledge, skills, and dispositions that you will master during the course of this semester. In support of your goal of gaining greater control over the process of writing, you will learn a set of concepts and a vocabulary of language analysis, logic, and rhetorical strategy. By knowing more about how language, logic, and persuasion work, and by knowing more features of style and argument, you will become a better writer.The course syllabus will take you through a series of assignments, each of which will focus on different rhetorical and linguistic skills. The syllabus specifies the kind of assignment you will do at each stage; however, you will be able in most cases to choose your own topic. You will also have the freedom to specify the audiences you want to address, though we will keep in mind the special situation of academic writing.
Course Materials:In addition to the required textbooks, you will also need:A notebook to keep class handouts and the notes you take.A pocket folder. Each time you turn in a major writing assignment, you will need to place it in a pocket folder with all the background material for that paper and all your previous papers. This writing portfolio will help us assess the progress you make throughout the semester. After significant revision and reflection, you will turn in the best of your portfolio at the end of the semester. These can be collected at the beginning of the following semester.WebCT page and
Course Blog: This is a paperless classroom/course. Check these daily! The calendar will have homework assignments, and all handouts will be posted on the site. Blog and WebCT address will be provided during the first week of the course.
Requirements:In-class Writing and Style Exercises: In addition to exercises in the textbook, you will write a variety of short memos, responses to readings, answers to questions, paper plans, commentaries and critiques. Not all of these exercises will be announced in advance. Some will be graded, most will not; all will be recorded. We will also do a great deal of language work because you can improve your writing by isolating and practicing specific language features before you incorporate them into your work.
Major Paper Assignments: Your main work in the course consists of six papers written outside of class. Though you will do some work on these papers in class (brainstorming, drafting, revising), they must be researched, formed and polished outside of class. Think of them as representing the best thinking and writing you can produce.
Final Exam: More on this as we reach finals. You will be expected to write a set of essays on the language skills and rhetorical concepts covered this semester.Format for Assignments:All major papers must be typed. If you do not own a computer with word processing capability, computer labs are available on campus with software that is easy to learn.Papers must be submitted with a title page that includes your audience analysis. Use Times New Roman font, 12 point. Leave one-inch margins on all borders of the text. Papers must be double-spaced. Save your paper frequently while composing and make back-up hard copies of your finished work! Make a habit of emailing your paper to yourself as an attachment at least a couple of times during the drafting process and certainly BEFORE you exit the document for the last time and leave the computer lab, your friend’s computer, or even your own computer. This way, even if your paper is mysteriously erased, you still have a copy in your email files.Late Papers:Because the major paper assignments have been designed to build on each other, they must be done in the order specified and turned in on time. A paper drops one letter grade for every class period that it is late. A paper is considered late if turned in ten minutes after class starts. After one week, the late paper defaults to an “F.” To pass the course, you must complete all major paper assignments; thus, you must turn in a late paper even if it is an “F” so that you will still have a chance to pass the course. I understand that unusual situations occur; therefore, you are allowed one "free late" day for one paper -- no excuses needed. After that, the penalty is assessed -- no excuses allowed. Incomplete folders will be lowered one half grade; the "free late" does not apply.
Attendance:We're doing important work in class! If you are absent, it is your responsibility to learn what you missed. Get notes from another student, check the WebCT page/Course Blog, and/or visit me during my office hours. I will not type out lecture notes via e-mail.University policy states that you may fail a course for having more unexcused absences during the semester than the number of times the class meets per week. For ENG 1102, that is four times during the course of the semester.An excused absence entitles you to make up what work can be made up. Satisfactory documentation for each excused absence is required, and must be presented within a week of that absence. Excused absences include religious observances, funerals, family/ medical emergencies, serious illness. I will not accept a Health Center receipt for an excused absence. I must have a letter from your doctor stating that you were unable to attend class for the specific dates that you missed. If something serious happens, I must know what is going on!! We'll work together to get you caught up.
Grading and Revision:In any skills course, what counts is improvement. Thus, the grades you earn on later papers count more than grades on earlier papers. The percentage of each contribution to your final grade is as follows:
In-class writing, homework, and class participation 10%
Essay #1: Definition 10%
Essay #2: “What Are the Issues” 10%
Essay #3: Annotated Bibliography 10%
Essay #4: Rhetorical Analysis 10%
Essay #5: Pro/Pro Essay 20%
Essay #6: Position Paper 20%Final Exam 10%For the criteria determining grades A through F, see the attached grading standards. Revision is a key component of the writing process. Therefore, your final three papers will build on each other. Some of your work from each essay may appear in the next essay. For example, one side of your “Pro/Pro” essay will be the central argument of your final essay.
Office Hours:Office hours are an important way for students and professors to get to know each other outside of class. You don’t need a major crisis to come by. Stop in if you need help brainstorming a topic, drafting an essay, or revising. The only way I will help you one on one outside of class is during my office hours or by appointment. I will NOT read any of your work over e-mail and “tell you if it’s OK.” I find it much more effective to be able to discuss your writing with you in real time!During the Position Paper, I will cancel several classes and meet with each of you individually. Missing your conference will count as TWO unexcused absences.
Academic Integrity:Plagiarism, whether it is submitting someone else's work as your own, submitting your own work completed for another class without my permission, or using other sources without proper citations, will not be tolerated.We will discuss academic integrity and plagiarism thoroughly this semester, especially when working with source documentation. However, at any point in the semester, ignorance is not an excuse! If you have ANY questions about how to cite a source, come to my office hours. I WILL fail any paper that I suspect has been plagiarized, and you will be in serious jeopardy of failing the course entirely.Special Circumstances: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.
Additional CSU Information
ADA Statement: Central State University is committed to including students with disabilities as full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. If you are a student with a documented disability please schedule to meet with each of your professors to discuss any course accommodations you may need.
The final exam for this course will be conducted during the final exam period (May 4-7 on Main Campus and May 2-5 on the Dayton Campus); therefore your presence on campus is expected at the time our final is scheduled.If you have any questions or concerns about a grade or an assignment, your instructor is your first and primary point of contact.“I” grades (Incomplete) are given at the Instructor’s discretion and only if you: (1) have a legitimate incident that prevents completion of course assignments, and (2) adhere to these procedures:-provide relevant documents-have a C average going into the final exam period-have attended at least 50% of class meetings-agree in writing to the instructor’s terms for completing the missed work.
At CSU, we want to help you succeed; therefore, the following resources (and more!) are available to you:-Tutorial Services (Ms. H. Scott), 937 376-6110-Honors Program (Dr. Shevin), 937 376-6032-Counseling Services 937 376-6171; 937 376-6479; 937 376-6494(Mr. Adegbola, X6171; Dr. Hadley, X6479; Mr. Porter, X6494)-Scholarship Information (CSU Foundation), 937 376-6278-Dean of Students (Mr. D. Peal) 937 376-6494- Police/Safety, 937 376-5111-Health Center, 937 376-6134-IT (Information Technology) Helpdesk, 937 376-7007-Student Government Association, 937 376-6104-Career Services, 937 376-6383-Alumni Relations, 937 376-6640/6641
Advising Week begins April 1: see your advisor, register early for Fall ’09 or Summer ’09 classes and stay on track toward graduation! Last day to drop a class with a W grade, is April 3.Knowledge, Skills, and Dispositions for English 1102Objective: At the completion of the course, the student will demonstrate knowledge, skills, and dispositions as follows:Knowledge (what you can explain and/or teach to others)Understand the various modes of writing (exposition, description, argumentation) used in research writing.Explain the relationship between the thesis and the rest of the paper.Describe the techniques of argumentation.Refute adversarial positions.Describe proper documentation as required by major area.Communicate awareness of issues.Skills (tasks you can perform)Read and think critically.Analyze argumentative issues.Relate information in essays to one’s own academic major or areas of interest.Apply the techniques of argumentation to research-based writing. Read and think critically.Use approved documentation forms in research-based writing.Use primary and secondary sources properly.Write unified and coherent analytical and persuasive essays.Choose and limit a research topic.Find information in the library and on the Internet.Formulate a thesis for the research paper.Use MLA or APA formatting and documentation conventions. Dispositions (attitudes and behavior)Value careful reading and effective written communication.Value critical awareness of differing arguments.Maintain interest in current topics.Confidence in discussing issues.Evaluate and organize ideas.Achieve proficiency in the tools of research.Recognize rhetorical modes used in research writing.
Grading Criteria for ENG1102
The A Paper
It not only fulfills the assignment but does so in a fresh and mature way. The paper accommodates itself well to the intended audience.The evidence is detailed and used persuasively; citations are used effectively where appropriate and are formatted correctly.The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Transitions are used as appropriate.The prose is clear, apt, and occasionally memorable; the paper contains few, if any errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
The B Paper
The assignment has been followed and fulfilled at a better-than-average level. The paper appropriately addresses its intended audience.The evidence is detailed and persuasive. The paper may sometimes rely too heavily on the obvious, though the writer does not consistently settle for the obvious. The reasoning is better than adequate; it is thoughtful, with awareness of other points of view.The introduction and conclusion are clear, but perhaps not as forceful as they could be. Most paragraphs follow well and are appropriately divided, though one or two could be better placed and developed.The expression is more than competent. Not only is sentence structure correct, but subordination, emphasis, sentence length, and variety are used effectively. Some sentences could be improved, but it would be surprising to find serious errors, such as comma splices, fragments, or fused sentences in a B paper. Punctuation, grammar, and spelling reveal proficient use of the conventions of Standard American English.
The C Paper
The assignment has been followed at a satisfactory level. The paper presents an appropriate thesis. However, the thesis may be too broad or general, or its presentation may be problematic in some way – e.g., the intended audience may, for various reasons, have trouble immediately discerning the thesis.For the most part, the argument is supported with evidence. However, the evidence is likely to be obvious; the paper may even lack some pertinent information. The reasoning, while generally sound, is predictable; or the reasoning, while generally good, is occasionally flawed. There is some awareness of other points of view.There is an implicit sense of organization, but several paragraphs and/or sentences within paragraphs are misplaced to the extent that the organizational structure is recognizable but disjointed.Sentence structure is generally correct, although the writer may show limited competence with sentence effectiveness, failing to use such elements as subordination, sentence variety, and modifiers to achieve emphasis. Comma splices, unintentional fragments, and fused sentences – errors that betray an inadequate understanding of sentence structure – may occasionally crop up. The vocabulary is fairly limited. The paper may contain errors in spelling, mechanics, and grammar that reveal unfamiliarity with conventions of Standard American English.
The D Paper
There is a poor sense of audience and a limited sense of purpose. The purpose or thesis cannot be discerned without significant work on the part of the reader.Necessary evidence is out of order and/or missing; irrelevant evidence may instead be present. The reasoning will necessarily be flawed.The organization is difficult to discern. The introduction is unclear or nonexistent, paragraphs are not well-developed or arranged, and transitions are incorrect or missing.There are numerous errors in grammar, spelling, and punctuation. The diction and/or syntax may be so weak that sentences are sometimes incomprehensible for the intended audience, although experienced readers can make sense of what is written. Lack of proofreading may turn an otherwise adequate paper into a D paper.
The F Paper
It is off the assignment. The thesis is unclear; the paper moves confusedly in several directions. It may even fall seriously short of minimum length requirements.and/orThere is virtually no evidence, or the attribution of evidence is problematic or has been neglected.an/orThe organization seems to a significant degree haphazard or arbitrary.and/orNumerous and consistent error s of grammar, spelling, diction or syntax hinder clarity or even basic communication. Some sentences are incomprehensible.(The grading criteria are adapted from: Introduction to Academic Writing, 2003-2004. Freshmen Writing Program, Department of English, University of Maryland, College Park. Needham Heights, MA: Pearson Custom Publishing, 2003.)****************************************************************************************Contact Information for English 1102
Ms. Annette Lorenzo, MPAPhone: 937-776-6410
E-mail: csulorenzo@yahoo.com
CT:Blog: address provide during face to face meeting.
Contract for English 1102, ____________________________, certify that I have read and understand the policies and procedures for English 1102. I agree to abide by these policies and procedures. I agree it is my responsiblity to notify Ms. Annette Lorenzo, MPA, ASAP if I have questions or problems related to my success in this course.
_________________________________________________Signature
__________date
Note: Students 'signature' will be completed by posting directly to this discussion post. Signatures are due the second week of class (Tuesday).
Monday, January 12, 2009
Welcome - Spring 2010 English1102 Students
Day 1
01/11/10
Daily Agreements:
1. 5 minute rule - Lorenzo has the right not to invite you into the class when your arrival time is 5 minutes pass the hour.
You have the right to leave Lorenzo's classroom when she is fiften minutes late - as long as you are listed on a sign-in sheet identifying your attendance. The sign in sheet is left in Ms. Lorenzo's 337 Wesley office or will be placed in the her Humanities mail box, located on the second floor of Wesley Hall.
2. Supplies - Journal, text, dictionary and writing utensil are mandatory for each students daily and long term success in the classroom.
3. Blog - The 1102 Blog is KING of this course! This will be a paperless classroom. Students must read the blog daily. The blog will host the course syllabus, written assignment directives, out of class activities, snow days/delays, exams, course schedule, etc...etc...etc...
4. Sign In - Each student is responsible to sign in each and every day. Lorenzo will not administer the student's attendance record accuracy!
5. Electronic Equipment - Emails/Text messages/Personal online activity, Phone calls....you know what I'm saying - are prohibited in the classroom.
Professor's Contact Information:
Title: Ms. Lorenzo
Office: 337 Wesley Hall
Phone: Extension 6271
Cell: 937-776-6410 - text messaging
Email Address:
Alorenzo1@aol.comAlorenzo@centralstate.edu
Blog: Lorenzo1102-Section Number-Time of class
- Address to be announced
NOTE: A faculty facebook wall may be added to this course.
Ms. Annette Lorenzo
alorenzo1@aol.com
alorenzo@centralstate.edu
Cell - 937-776-6641
CSU Extension - 6271
Office -337 Wesley Hall
Office Hours: 10:00 - 12:00 - M/TH
4:00 - 5:00 - M/TH
01/11/10
Sign In: Last name first. Do you have texts -Journal - Pen - Computer? Who was your 1100 Professor?Book Store: Students released from class early to visit the bookstore and obtain text and or to secure that text is available.
Course Journal:
1. Daily copy everything that is on the Chalk Board. Various Levels: Housekeeping/Content = Lectures/Group Exercises/Assignment Directives/Handouts.
2. Weekly Text book entry: Assignments provided on Monday of each week. Student provides standard analytical/critical thinking content review of each article within chapters.
Course Syllabus: Posted on course blog. Each of Lorenz's English1102 courses will have its own blog address.
Course Blog: Students are responsible for daily review of blog content and flowing the written directives.
Week One Assignments:
1. Text - Chapters 1/2 - Homework (read for class discussion and provide review in journal)
2. Journal Essay #1 - 45 minute writing exercise - Lorenzo approves prior to student leaving class - no essay = student is marked absent for the day - In Class Individual Exercise
3. Text Chapter 1/2 - Outline - In class Group Exercise
Daily Agreements:
1. 5 minute rule - Lorenzo has the right not to invite you into the class when your arrival time is 5 minutes pass the hour.
You have the right to leave Lorenzo's classroom when she is fiften minutes late - as long as you are listed on a sign-in sheet identifying your attendance. The sign in sheet is left in Ms. Lorenzo's 337 Wesley office or will be placed in the her Humanities mail box, located on the second floor of Wesley Hall.
2. Supplies - Journal, text, dictionary and writing utensil are mandatory for each students daily and long term success in the classroom.
3. Blog - The 1102 Blog is KING of this course! This will be a paperless classroom. Students must read the blog daily. The blog will host the course syllabus, written assignment directives, out of class activities, snow days/delays, exams, course schedule, etc...etc...etc...
4. Sign In - Each student is responsible to sign in each and every day. Lorenzo will not administer the student's attendance record accuracy!
5. Electronic Equipment - Emails/Text messages/Personal online activity, Phone calls....you know what I'm saying - are prohibited in the classroom.
Professor's Contact Information:
Title: Ms. Lorenzo
Office: 337 Wesley Hall
Phone: Extension 6271
Cell: 937-776-6410 - text messaging
Email Address:
Alorenzo1@aol.comAlorenzo@centralstate.edu
Blog: Lorenzo1102-Section Number-Time of class
- Address to be announced
NOTE: A faculty facebook wall may be added to this course.
Ms. Annette Lorenzo
alorenzo1@aol.com
alorenzo@centralstate.edu
Cell - 937-776-6641
CSU Extension - 6271
Office -337 Wesley Hall
Office Hours: 10:00 - 12:00 - M/TH
4:00 - 5:00 - M/TH
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