Monday, March 30, 2009
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.
Tuesday, March 17, 2009
Week 10 - Preview
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
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
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
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
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
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
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
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)