July 5 – If you come to class, then you’ll be alone. It’s our Fourth of July holiday. If you don’t want to do extended picnics, vacations, and fireworks, then you can work ahead on my assignments. One way or another, your essay is in at the beginning of class on Tuesday.
July 6 – Collect your essays as soon as class begins. If it’s not in today, you have until Monday the 12th to turn it in at the beginning of class or you will not pass this class. When we are done, we will do the in class Longwood Gardens Creative Assignment. I will collect this at the end of the class. You are assigned to begin to look over the APA material for tomorrow. You need to have a topic that is persuasive and that fits with my essay writing requirements for tomorrow.
July 7-12 – Research, Persuasion, APA, and all things essay writing with citations will be discussed for 3 days. I do APA before MLA because that’s what you need most in your classes. This is my attempt to be proactive for your other summer classes. If you need MLA guidelines for papers prior to us doing that, just ask. I need you to have a typed first paragraph, 2 printed out websites (not just the URLS), and a typed outline (handwritten is the same as not done – you can e-mail this to me) for the beginning of class on the 14th. For the 12th, we will do the in-class group discussion for the grizzly bear. If you’re not prepared, you’re marked absent.
July 13 – Pat Tillman Midterms will be given for the first 45 minutes. When this is over, I will call you each into the room 1 on 1 to discuss your essay with you. I will then let you know where you stand with regards to passing or failing the class. This allows you to choose to take a W in the class or fight for the A that I know that you’re capable of. In the end, it’s your choice. I just provide the objective facts of where your grade is at the given moment and why.
July 14 - We will assist you with your essays in class. Any time left will be devoted to your friend grammar. Isn’t that how it always is?!!
July 15 – Grammar the 7-headed monster from the netherworld is back, but don’t worry since you will completely slay him. Questions on your persuasive essay, which is due a week from Monday (I’ve given you an extra week; however, there are 2 big assignments in class, so don’t get behind since all of the next week’s stuff leads perfectly into researching MLA style).
Wednesday, June 30, 2010
Thursday, June 17, 2010
Week 2+3 Schedule
June 21+22 – Begin grammar. Discuss the Karate Kid handout. Discuss the Grammar Terms PPT. Begin to discuss What’s Wrong With this Sentence PPT.
June 23+24 – Introduction to essay writing and concepts associated with The Blindside essay. All info will be gone over and everything will be set up (to include The Blindside journals that will go with the essay).
June 28 – Discuss prewriting. Do the in class outline assignment with National Parks of the Colorado Plateau video. This is worth 50 points, so you will need to be here. This is due by your Wednesday at the start of class. In addition, you need to work on the outline of your essay at this point. Outline sheets are available online as well.
June 29 – Continue grammar. I’m going to say this a lot. This is because grammar is everything to your ability to write well.
June 30 – Collect National Parks Outline Assignments. Go over good essay (Shoes) and bad essay (Judging Individuals by Their Music). Discuss final issues to be concerned with for the first essay due on Monday. All essays must be turned in on Monday to redo if you get less than a 90. If you do not turn in during our class on Monday (all excuses are equal), then you will not get a redo. If you do not turn this essay in by the following Monday, you cannot pass the class as the rules for my class specify doing all 3 essays at a minimum to pass the class. You will be advised to drop the class or face failure at a D minimum (most likely an F). Students will also be assigned to create a topic for their research essay, which will be due (typed) on Monday with a brief summary of what they hope to prove in research as opposed to just telling me straight up (report). For example, a biography of Lincoln is not acceptable, but a paper explaining how his leadership contributed to the North’s success in the Civil War would be acceptable.
July 1 – Final questions for the Blindside Essay, which is due on Tuesday. We will discuss the Cornell Method, and then, we will do the Civil War Assignment. You will do all of this in class.
June 23+24 – Introduction to essay writing and concepts associated with The Blindside essay. All info will be gone over and everything will be set up (to include The Blindside journals that will go with the essay).
June 28 – Discuss prewriting. Do the in class outline assignment with National Parks of the Colorado Plateau video. This is worth 50 points, so you will need to be here. This is due by your Wednesday at the start of class. In addition, you need to work on the outline of your essay at this point. Outline sheets are available online as well.
June 29 – Continue grammar. I’m going to say this a lot. This is because grammar is everything to your ability to write well.
June 30 – Collect National Parks Outline Assignments. Go over good essay (Shoes) and bad essay (Judging Individuals by Their Music). Discuss final issues to be concerned with for the first essay due on Monday. All essays must be turned in on Monday to redo if you get less than a 90. If you do not turn in during our class on Monday (all excuses are equal), then you will not get a redo. If you do not turn this essay in by the following Monday, you cannot pass the class as the rules for my class specify doing all 3 essays at a minimum to pass the class. You will be advised to drop the class or face failure at a D minimum (most likely an F). Students will also be assigned to create a topic for their research essay, which will be due (typed) on Monday with a brief summary of what they hope to prove in research as opposed to just telling me straight up (report). For example, a biography of Lincoln is not acceptable, but a paper explaining how his leadership contributed to the North’s success in the Civil War would be acceptable.
July 1 – Final questions for the Blindside Essay, which is due on Tuesday. We will discuss the Cornell Method, and then, we will do the Civil War Assignment. You will do all of this in class.
Friday, June 11, 2010
Week 1 Schedule
Week 1 of class – I meet you! We go over the Bad Letter handouts and I explain to you why you need to do well in English (If I can’t tell you this, then the class has no foundation). I tell you to access Angel Online so that you can see the Can You Pass My Class handout with all assignments and rationales on it, the philosophy of education paper (optional), the RACC rules for students (as does every other teacher that you have), and the journals paper (not optional). You will read through the entire journals handout (not optional). I explain to you the syllabus and you will read the To My Students letter (you will sign off on having read this), the Plagiarism explanations, and the Sid Stocker Memorial Assignment Book Page (to be honest, everything you need to prepare yourself for the first week stretch is listed on there). Here you get the link and handout to get into the Angel site for access to my class. Since this class was MARKED AS WEB-ENHANCED, YOU MUST BE ABLE TO GET INTO THIS VERY IMPORTANT INTERNET LOCATION. Not having a computer is not an excuse. If it is, you may want to switch to a class that isn’t web-enhanced since you pay a technology fee to the school, AND you are now accountable to being able to access the vast quantity of items that I have created for this class. If there be any issue, you can use RACC’s computers if necessary (they’re not just for Facebook). I also tell you that you should get a USB drive to store all of my attachments on (trees don’t have to die for ALL of the handouts that I give to you (and I give you a lot of handouts and PowerPoints to help improve your chances of success)). We go over the introduction to this class Power Point (also available on Angel, which I’m reiterating you must visit). From there, you must send me an e-mail (the only one that you’ll ever send from the Angel site) to prove that you were there and read the RACC Rules for Students), and you will watch the introduction to my class video. I also assign you to go online and see the class website (www.onlymypride.blogspot.com) and then you send me something from the first entry so that I know that you know where the website is and so that I know what your RACC e-mail is (by your final class of the week – no personal e-mails – just RACC e-mail via SCHOOL POLICY).
I give you the assignment to read Death of an Innocent and take notes for an in-class quiz on Wednesday. (http://outside.away.com/outside/features/1993/1993_into_the_wild_1.html ) On Wednesday, you take the Death of an Innocent quiz. If you aren’t prepared, you lose your first points because I don’t do makeup tests for any reason EVER (since there are extra points built into the system). If you are prepared, you can inflate your grade since I have bonus points on this test. I’m just saying that you might want to read. On Thursday, we go over the Death of an Innocent quiz and watch a bonus features video from the movie. This allows me to see that we’re all on the same page when it comes to knowing how to answer questions on the “COLLEGE LEVEL.”
For the 2nd class of the week, you go online and print out the Right Word handout and the Issues in Your Paper handout. By the end of the week, we will go over this. I CONTINUE TO STRESS the idea of completing your journals early. If you do them, you get full credit. If you procrastinate, you may lose out on “free points” or you will find yourself bogged down when essays are due. I warn you that while you are very smart and capable, equally smart and capable students have failed this class because they procrastinated doing their journals (and other assignments).
We discuss the concept of journals as a whole. We discuss appropriate college writing.
We take a grammar test so that I can see what you know and to see how you improve by the end of the semester. While it does not count towards your final grade, it can be worth points to you if you are the high grade in the room. Otherwise, it is solely for my “learning” purposes regarding what I teach you and to see how much you improve by first unit’s end. Thus, I can focus on teaching you things that are important to your learning (that’s what it’s all about).
That more than covers everything that we will have time for. What we don’t do, we will continue with next week.
For next week, I tell you to go online and start looking over the Karate Kid Method of Learning Grammar handout since we begin grammar next week. You will have the choice to print this out and bring it to class or to take your own notes. It’s up to you. I suggest printing it out since I know what makes people pass and fail this class.
If you feel like you have extra time (you probably won’t since the summer term is rushed), you can always look at stuff like the Image Handout and 15 Rules for Class and Life if you want to figure yourself out and learn how to be better at school and life. They’re not required, but they’re there to help you (if not now, then maybe later).
ASAP, I want you to take the opinion quiz on Survey Monkey Dot Com. Your name is not attached to it, so don’t worry about being “connected” to your opinions. We will use the data from this at a later date. http://www.surveymonkey.com/s/VMFLLNX This may take a while. Give yourself some time to make it happen (30 minutes).
I give you the assignment to read Death of an Innocent and take notes for an in-class quiz on Wednesday. (http://outside.away.com/outside/features/1993/1993_into_the_wild_1.html ) On Wednesday, you take the Death of an Innocent quiz. If you aren’t prepared, you lose your first points because I don’t do makeup tests for any reason EVER (since there are extra points built into the system). If you are prepared, you can inflate your grade since I have bonus points on this test. I’m just saying that you might want to read. On Thursday, we go over the Death of an Innocent quiz and watch a bonus features video from the movie. This allows me to see that we’re all on the same page when it comes to knowing how to answer questions on the “COLLEGE LEVEL.”
For the 2nd class of the week, you go online and print out the Right Word handout and the Issues in Your Paper handout. By the end of the week, we will go over this. I CONTINUE TO STRESS the idea of completing your journals early. If you do them, you get full credit. If you procrastinate, you may lose out on “free points” or you will find yourself bogged down when essays are due. I warn you that while you are very smart and capable, equally smart and capable students have failed this class because they procrastinated doing their journals (and other assignments).
We discuss the concept of journals as a whole. We discuss appropriate college writing.
We take a grammar test so that I can see what you know and to see how you improve by the end of the semester. While it does not count towards your final grade, it can be worth points to you if you are the high grade in the room. Otherwise, it is solely for my “learning” purposes regarding what I teach you and to see how much you improve by first unit’s end. Thus, I can focus on teaching you things that are important to your learning (that’s what it’s all about).
That more than covers everything that we will have time for. What we don’t do, we will continue with next week.
For next week, I tell you to go online and start looking over the Karate Kid Method of Learning Grammar handout since we begin grammar next week. You will have the choice to print this out and bring it to class or to take your own notes. It’s up to you. I suggest printing it out since I know what makes people pass and fail this class.
If you feel like you have extra time (you probably won’t since the summer term is rushed), you can always look at stuff like the Image Handout and 15 Rules for Class and Life if you want to figure yourself out and learn how to be better at school and life. They’re not required, but they’re there to help you (if not now, then maybe later).
ASAP, I want you to take the opinion quiz on Survey Monkey Dot Com. Your name is not attached to it, so don’t worry about being “connected” to your opinions. We will use the data from this at a later date. http://www.surveymonkey.com/s/VMFLLNX This may take a while. Give yourself some time to make it happen (30 minutes).
Friday, May 14, 2010
Someone who impresses me.
Blindness no barrier to degree for Alvernia University student
Grad school ahead for Luis Fontanez Jr. after graduation from Alvernia University with psychology degree
By Greta Cuyler
Luis M. Fontanez Jr. of Muhlenberg Township will graduate from Alvernia University on Saturday.
Seven years after Luis M. Fontanez Jr. went completely blind, he's set to graduate magna cum laude from Alvernia University on Saturday.
It's been a tough but triumphant road for Luis, 26.
The son of Anna E. and Luis M. Fontanez Sr. of Muhlenberg Township, Luis was 4 years old when he lost vision in his left eye to congenital glaucoma.
And as a junior at Reading High School in the fall of 2000, he was hit in the right eye during an impromptu game of dodgeball.
A few months later he was diagnosed with a detached retina, likely caused by a miniscule tear when the ball hit his eye.
Despite six surgeries over nearly two years, doctors could not save Luis' sight.
"The vision loss was very rapid," Luis said. "Every day I woke up I was able to see less and less. It was as if the lights were being turned out one light bulb at a time."
Luis said he summoned inner strength when he lost his sight completely at age 19.
"I decided there was only one way for a blind, Hispanic man to make his way in life," he said. "And it wasn't sitting in my room feeling sorry for myself. It was going to be going to college and studying and doing something with my life."
Luis earned an associate degree in liberal arts from Reading Area Community College in 2006 and enrolled at Alvernia in 2008.
He earned a nearly straight-A average and will graduate with a bachelor's degree in psychology and a minor in history. Luis plans to attend graduate school and become a school counselor.
Before he lost his sight, Luis earned his high school diploma from Reading High in June 2002.
He got a mobility cane in January 2003, a month after his 19th birthday. Two months after that, he started classes at RACC.
A mobility specialist from the state Bureau of Blindness and Visual Services helped him get a feel for the layout of both the RACC and Alvernia campuses through guided tours, but Luis learned to expertly navigate on his own through trial and error, he said.
With accommodations provided under the Americans with Disabilities Act, Luis says he's been like any other college student.
He learns course material by attending class and tape-recording lectures. He listens to textbooks on compact disc. He uses a laptop computer that reads aloud each letter as he types. Test questions are read to him and he either responds orally or by typing on his laptop.
"Any blind student can be successful here as long as you're willing to work hard enough and have the drive and determination to be a successful college student," Luis said.
Grad school ahead for Luis Fontanez Jr. after graduation from Alvernia University with psychology degree
By Greta Cuyler
Luis M. Fontanez Jr. of Muhlenberg Township will graduate from Alvernia University on Saturday.
Seven years after Luis M. Fontanez Jr. went completely blind, he's set to graduate magna cum laude from Alvernia University on Saturday.
It's been a tough but triumphant road for Luis, 26.
The son of Anna E. and Luis M. Fontanez Sr. of Muhlenberg Township, Luis was 4 years old when he lost vision in his left eye to congenital glaucoma.
And as a junior at Reading High School in the fall of 2000, he was hit in the right eye during an impromptu game of dodgeball.
A few months later he was diagnosed with a detached retina, likely caused by a miniscule tear when the ball hit his eye.
Despite six surgeries over nearly two years, doctors could not save Luis' sight.
"The vision loss was very rapid," Luis said. "Every day I woke up I was able to see less and less. It was as if the lights were being turned out one light bulb at a time."
Luis said he summoned inner strength when he lost his sight completely at age 19.
"I decided there was only one way for a blind, Hispanic man to make his way in life," he said. "And it wasn't sitting in my room feeling sorry for myself. It was going to be going to college and studying and doing something with my life."
Luis earned an associate degree in liberal arts from Reading Area Community College in 2006 and enrolled at Alvernia in 2008.
He earned a nearly straight-A average and will graduate with a bachelor's degree in psychology and a minor in history. Luis plans to attend graduate school and become a school counselor.
Before he lost his sight, Luis earned his high school diploma from Reading High in June 2002.
He got a mobility cane in January 2003, a month after his 19th birthday. Two months after that, he started classes at RACC.
A mobility specialist from the state Bureau of Blindness and Visual Services helped him get a feel for the layout of both the RACC and Alvernia campuses through guided tours, but Luis learned to expertly navigate on his own through trial and error, he said.
With accommodations provided under the Americans with Disabilities Act, Luis says he's been like any other college student.
He learns course material by attending class and tape-recording lectures. He listens to textbooks on compact disc. He uses a laptop computer that reads aloud each letter as he types. Test questions are read to him and he either responds orally or by typing on his laptop.
"Any blind student can be successful here as long as you're willing to work hard enough and have the drive and determination to be a successful college student," Luis said.
Tuesday, May 11, 2010
Final procedures for the end of class.
This will happen Thursday or Friday (depending on when your class meets).
You must show up for your ACTUAL class.
The paper is due at the beginning of your ACTUAL class. You can come to an earlier class, but not a later class. If you want to begin early, you can come at 8am IF YOU CONTACT ME TO ENSURE THAT I WILL BE THERE. If nobody contacts me, I will get there when I get there.
IF YOU DO NOT HAVE A FINAL ESSAY WHEN YOU COME TO CLASS FOR THE LAST TIME THIS WEEK, YOU WILL NOT TAKE THE FINAL BECAUSE YOU WILL HAVE FAILED THE CLASS.
Final exam rules:
1) you can have A notecard for David Sedaris and A notecard for 1 (and only 1) of the following persuasive essays:
A) Phoebe Prince's bullying case - persuade me what we should do in punishment to her abusers.
B) The Gulf Coast oil spill - persuade me what we should do to fix the spill and the effects of it.
C) The immigration law in Arizona - is it right or wrong - and if so, how should we enforce it or change it.
D) The Times Square attempted bomber - how should we punish him (civil courts or military tribunals) and is he a terrorist / criminal.
E) Elena Kagan is Obama's pick for Supreme Court Justice. Acceptable or not?
The last 4 can be found extensively at www.cnn.com and www.foxnews.com since they're all ultra current events.
2) the persuasive essay must be done as a 7 paragraph absolute argument.
3) the David Sedaris essay is a standard 5 paragraph essay.
4) you must pass the final to pass the class.
5) if you bring in an essay from home, I will tear it up and you will start fresh.
6) you have Friday + 1 final period to finish 2 essays.
Tu,Th - B001 Tuesday at 8am until 10
MWF9am - 8-10 on Wednesday.
MFW10am - 1030-1230 on Monday.
7) If you're late, you lose the time.
8) If you're sick, you lose the time.
9) You can show up to your final time or a time that is earlier than that, but not 1 that is later than that. For example, if your final is Wednesday, you can come Monday (if you e-mail in advance). You can't come Wednesday for a Monday final.
10) If you're going to do that, you must contact me in advance.
11) Due to the length of time involved with the test, 50 minutes is not enough. If you finish 2 essays in 50 minutes, you are pretty much choosing to hand in whatever, which means that I'm going to be grade uncorrected essays. For this reason, you need to come to the 2 hour final IF ONLY to edit your essays for clarity and grammar (most likely to write 1 entire essay and make corrections). I will give you your final paper back at this session as well. If you are beneath passing, I will let you know so that you do not have to waste time taking the rest of the final (since the final is pass or fail, it can only hurt your % grade - not raise it). When you leave, you will know your grade.
You will need the following.
What your chosen group of people knows and needs to know about your topic (also, who is your chosen group of people).
a sufficient amount of notes - as long as it doesn't look skimpy and as long as your paper is long enough, it's ok.
a typed rough draft that is different than the final paper.
all of your URLs printed out.
the paper has
a title page
an abstract
an outline (typed)
4 pages+ of essay.
a references page.
It is set up in APA
You will have 5 sources bare minimum.
2 Internet or database
1 print
2 whatever.
standard checks to see if everything is there for grammar and APA just like you did with MLA.
Good luck.
There is a sample essay that is almost done (I'm finishing that now).
You must show up for your ACTUAL class.
The paper is due at the beginning of your ACTUAL class. You can come to an earlier class, but not a later class. If you want to begin early, you can come at 8am IF YOU CONTACT ME TO ENSURE THAT I WILL BE THERE. If nobody contacts me, I will get there when I get there.
IF YOU DO NOT HAVE A FINAL ESSAY WHEN YOU COME TO CLASS FOR THE LAST TIME THIS WEEK, YOU WILL NOT TAKE THE FINAL BECAUSE YOU WILL HAVE FAILED THE CLASS.
Final exam rules:
1) you can have A notecard for David Sedaris and A notecard for 1 (and only 1) of the following persuasive essays:
A) Phoebe Prince's bullying case - persuade me what we should do in punishment to her abusers.
B) The Gulf Coast oil spill - persuade me what we should do to fix the spill and the effects of it.
C) The immigration law in Arizona - is it right or wrong - and if so, how should we enforce it or change it.
D) The Times Square attempted bomber - how should we punish him (civil courts or military tribunals) and is he a terrorist / criminal.
E) Elena Kagan is Obama's pick for Supreme Court Justice. Acceptable or not?
The last 4 can be found extensively at www.cnn.com and www.foxnews.com since they're all ultra current events.
2) the persuasive essay must be done as a 7 paragraph absolute argument.
3) the David Sedaris essay is a standard 5 paragraph essay.
4) you must pass the final to pass the class.
5) if you bring in an essay from home, I will tear it up and you will start fresh.
6) you have Friday + 1 final period to finish 2 essays.
Tu,Th - B001 Tuesday at 8am until 10
MWF9am - 8-10 on Wednesday.
MFW10am - 1030-1230 on Monday.
7) If you're late, you lose the time.
8) If you're sick, you lose the time.
9) You can show up to your final time or a time that is earlier than that, but not 1 that is later than that. For example, if your final is Wednesday, you can come Monday (if you e-mail in advance). You can't come Wednesday for a Monday final.
10) If you're going to do that, you must contact me in advance.
11) Due to the length of time involved with the test, 50 minutes is not enough. If you finish 2 essays in 50 minutes, you are pretty much choosing to hand in whatever, which means that I'm going to be grade uncorrected essays. For this reason, you need to come to the 2 hour final IF ONLY to edit your essays for clarity and grammar (most likely to write 1 entire essay and make corrections). I will give you your final paper back at this session as well. If you are beneath passing, I will let you know so that you do not have to waste time taking the rest of the final (since the final is pass or fail, it can only hurt your % grade - not raise it). When you leave, you will know your grade.
You will need the following.
What your chosen group of people knows and needs to know about your topic (also, who is your chosen group of people).
a sufficient amount of notes - as long as it doesn't look skimpy and as long as your paper is long enough, it's ok.
a typed rough draft that is different than the final paper.
all of your URLs printed out.
the paper has
a title page
an abstract
an outline (typed)
4 pages+ of essay.
a references page.
It is set up in APA
You will have 5 sources bare minimum.
2 Internet or database
1 print
2 whatever.
standard checks to see if everything is there for grammar and APA just like you did with MLA.
Good luck.
There is a sample essay that is almost done (I'm finishing that now).
Monday, April 26, 2010
Maxwell Assignment
First, the purpose of this isn’t to depress you, but since disasters are real and you are now familiar with 2 of John Maxwell’s Laws of Leadership, you will have the skills to confer with the President of the United States on what he should do to aid in the situation based on what a good leader should do in the event of tragedy.
Your job will be to look at possible deaths, injuries, and needs of the survivors. You will have 30 minutes to work in your group to contemplate a rationalized persuasive argument. Remember, you are brilliant, but if you’re not sure, you can do an Internet search to figure out what to do.
Your first job is to exchange e-mails and confer on how you will search and brainstorm. When you come in to your next class, you and your partner will both have a full page journal and a discussion web completed. If you both do them, then you get 25 points. If only you come in prepared (one or the other), you get 12 points. However, if you don’t want to work in a group, you must do both parts.
This will help teach you:
1. How to persuade.
2. How to apply leadership knowledge.
3. How to use the Internet for SCHOLARLY research.
4. How to predict possible consequences based on facts.
Your job will be to look at possible deaths, injuries, and needs of the survivors. You will have 30 minutes to work in your group to contemplate a rationalized persuasive argument. Remember, you are brilliant, but if you’re not sure, you can do an Internet search to figure out what to do.
Your first job is to exchange e-mails and confer on how you will search and brainstorm. When you come in to your next class, you and your partner will both have a full page journal and a discussion web completed. If you both do them, then you get 25 points. If only you come in prepared (one or the other), you get 12 points. However, if you don’t want to work in a group, you must do both parts.
This will help teach you:
1. How to persuade.
2. How to apply leadership knowledge.
3. How to use the Internet for SCHOLARLY research.
4. How to predict possible consequences based on facts.
Saturday, April 10, 2010
Checklist for Essay 2
STILL NEED A HERO? How about this guy?
1. Do you have all of the pre-writing?
What do you know? What do you want to know (questions)? A sufficient amount of notes (if your paper isn't 4 pages, you don't have a sufficient amount of notes). A TYPED rough draft. Printed URLs (all that you use in your paper).
2. Do you have 6 total sources to include 1 print, 2 Internet, and 1 primary source for each person and heroic trait site? These must MATCH for in text citations and works cited citations.
3. Have you followed the rules from Purdue OWL? If it's on there, I'll let it go. Be careful with changes from the book!
4. Did you make sure you didn't write a bio (instead explaining how the heroic trait is exhibited by an action or event from said person's life)?
5. Is your paper at least 4 pages (not including works cited page)?
6. Did you make sure that there are no quotes over 1 sentence long and if there are quotes, they need to be there in that person's voice?
7. Are you sure that you're paraphrasing in your own words?
8. Did you spell and grammar check?
9. Is there 1 idea fully explained per paragraph? FACT / DETAILS / AND SO... (please don't use those words - vary transition).
10. Transition is your friend. Use it!
11. Does your MLA heading look like my sample essay MLA heading?
12. If you're using the header information, is it in the header and not on the first line of the essay? If you don't know how to do this, don't have a header - just have the heading (your name, my name, class, date THEN a title centered (all double spaced).
13. Are you being extra obsessive with MLA format? That's why I gave you my ppt. Trust me; I just finished a 12+ page paper, and I was overly meticulous and I STILL went back to fix more. This isn't easy - even when you do this for a living.
14. Did you ask the ol' man any questions that you might have (that's what I get paid for)?
Library time Monday 11-2
Time after class in the library on Tuesday 930-11
You should all have the handouts for the rest of the way through. If not, please e-mail and I'll bring them. Otherwise, I'll be filing them away until next semester.
I'll explain all of the Friedman / Internet assignments during class 1 this week. Don't sweat it until then.
Presidential scavenger hunt is due the last day of clas with the final essay, which is your ticket to the final exam.
Have a great weekend.
1. Do you have all of the pre-writing?
What do you know? What do you want to know (questions)? A sufficient amount of notes (if your paper isn't 4 pages, you don't have a sufficient amount of notes). A TYPED rough draft. Printed URLs (all that you use in your paper).
2. Do you have 6 total sources to include 1 print, 2 Internet, and 1 primary source for each person and heroic trait site? These must MATCH for in text citations and works cited citations.
3. Have you followed the rules from Purdue OWL? If it's on there, I'll let it go. Be careful with changes from the book!
4. Did you make sure you didn't write a bio (instead explaining how the heroic trait is exhibited by an action or event from said person's life)?
5. Is your paper at least 4 pages (not including works cited page)?
6. Did you make sure that there are no quotes over 1 sentence long and if there are quotes, they need to be there in that person's voice?
7. Are you sure that you're paraphrasing in your own words?
8. Did you spell and grammar check?
9. Is there 1 idea fully explained per paragraph? FACT / DETAILS / AND SO... (please don't use those words - vary transition).
10. Transition is your friend. Use it!
11. Does your MLA heading look like my sample essay MLA heading?
12. If you're using the header information, is it in the header and not on the first line of the essay? If you don't know how to do this, don't have a header - just have the heading (your name, my name, class, date THEN a title centered (all double spaced).
13. Are you being extra obsessive with MLA format? That's why I gave you my ppt. Trust me; I just finished a 12+ page paper, and I was overly meticulous and I STILL went back to fix more. This isn't easy - even when you do this for a living.
14. Did you ask the ol' man any questions that you might have (that's what I get paid for)?
Library time Monday 11-2
Time after class in the library on Tuesday 930-11
You should all have the handouts for the rest of the way through. If not, please e-mail and I'll bring them. Otherwise, I'll be filing them away until next semester.
I'll explain all of the Friedman / Internet assignments during class 1 this week. Don't sweat it until then.
Presidential scavenger hunt is due the last day of clas with the final essay, which is your ticket to the final exam.
Have a great weekend.
Tuesday, March 30, 2010
Some new stuff for you.
After spending EXTENSIVE TIME comparing the textbook to the Purdue OWL (the definitive source for all citation information and CHANGES with MLA and APA), it seems that there are significant differences between some of what is posted and some of what is in the book.
As a result, the actual due date for paper 2 will now be on April 14th (Wednesday instead of Monday the 12th) OR April 15th (Thursday, instead of Tuesday the 13th).
Please note the ONLY DIFFERENCE BETWEEN the Purdue Owl and what I want is that if you are using Internet sources, you MUST HAVE AN ACTUAL URL with your citation so that I can make sure that you didn't plagiarize.
This means that I will have to update the SQ3R / Researching ppt and go over this stuff with you when you come back. I will go over this essay when you return as well.
GLOBAL WARMING IS STILL DUE ON MONDAY WHEN YOU COME BACK (IT MUST BE FINISHED BY 10PM SUNDAY NIGHT).
Also, you may not use either of the names in this sample essay (Elie Wiesel and Victor Frankl) for this paper.
+++++
Academy of Achievement. If you don't have heroes, check this out.
You can end a sentence with a preposition!
The state of Pennsylvania education "success."
For Monday (or Tuesday), I want you to look at where RACC, Kutztown, Alvernia, Albright, Penn State Berks, University of Penn, and Penn State Main Campus stand. All you need to do is print this out and circle the numbers OR just list the numbers with the schools. Other than that, just start thinking why we're doing so good or bad.
An article that talks about why this is would be here.
Another article would be here.
And still another one would be here.
This is the best way to lead in to Thomas Friedman EVER.
If you have any questions, please e-mail me ASAP.
As a result, the actual due date for paper 2 will now be on April 14th (Wednesday instead of Monday the 12th) OR April 15th (Thursday, instead of Tuesday the 13th).
Please note the ONLY DIFFERENCE BETWEEN the Purdue Owl and what I want is that if you are using Internet sources, you MUST HAVE AN ACTUAL URL with your citation so that I can make sure that you didn't plagiarize.
This means that I will have to update the SQ3R / Researching ppt and go over this stuff with you when you come back. I will go over this essay when you return as well.
GLOBAL WARMING IS STILL DUE ON MONDAY WHEN YOU COME BACK (IT MUST BE FINISHED BY 10PM SUNDAY NIGHT).
Also, you may not use either of the names in this sample essay (Elie Wiesel and Victor Frankl) for this paper.
+++++
Academy of Achievement. If you don't have heroes, check this out.
You can end a sentence with a preposition!
The state of Pennsylvania education "success."
For Monday (or Tuesday), I want you to look at where RACC, Kutztown, Alvernia, Albright, Penn State Berks, University of Penn, and Penn State Main Campus stand. All you need to do is print this out and circle the numbers OR just list the numbers with the schools. Other than that, just start thinking why we're doing so good or bad.
An article that talks about why this is would be here.
Another article would be here.
And still another one would be here.
This is the best way to lead in to Thomas Friedman EVER.
If you have any questions, please e-mail me ASAP.
Thursday, March 18, 2010
RICKETTS GLEN JOURNAL OPTION
Last year, a young girl (aged 18) was in a hiking accident at Ricketts Glen State Park in northern PA. You can read about that here. You can see pictures of what it would have looked like here or you can watch the videos below. The pictures and video are mine. I was not with the girl. I do not know the girl, but...Your OPTIONAL journal assignment is to consider the following questions?
A) is it fair that they may charge her with a crime?
A) is it fair that they may charge her with a crime?
B) is it not her right to go into land that she technically owns (since it is funded with tax dollars)?
C) what should the responsibility of rescue workers and state parks be to those who tread foolishly and unprepared into places that they aren't prepared for?
Technically, you need crampons, an ice ax, and a rope at the minimum to go in.
These are pictured below.
The final picture is close to the area she fell into. The video is right before where she fell. She was coming in from the top, so she didn't get to this section. Had she tried this area, she could have been drowned or dead from hypothermia (had she fallen into the water).
Granted, she had her accident in late March and these pictures were in January, but still...
Also, park maps are located here. Check out the first one - between the Delaware and the Seneca on the upper left hand side is where she went in.
More videos are here and on the other pages of my videos.
Friday, March 12, 2010
Aron Ralston video on Monday
You can look up a lot of information on him, but a good start would be here, here, here, and here.You don't have to do anything with it, but we'll be doing note taking the first hour and 15 minutes you're in class next week.
Then, we'll move to phase 2 of the project. It might help to know whose story we're watching.
+++++
I added 11 slides to the 150 slide presentation (now 161). It's in grammar stuff in materials on Angel.
+++++
Also, I'm out of touch this weekend and won't be available until Monday at 8am.
Thursday, March 11, 2010
Marcus Luttrell Rubric and Sample Essay.
Marcus Luttrell Rubric and Sample Essay.
25 Perfectly flowing and constructed 5-paragraph article critique that answers author’s intent, how he shows it, and whether it works.
20 Minor flaws should have been seen, but as a whole, your article critique was sound.
15 Excessive flaws should have been seen, and minor issues existed with your article critique.
10 Excessive structural flaws, you didn’t answer what I was looking for, you didn’t have enough details, and other related issues.
5 Your wrote a biography
0 There was no evidence that you read the story or you just didn’t comprehend it AND / OR you wrote something that wasn’t even close to what I need from an article critique.
Marcus Luttrell wrote Lone Survivor about his time spent in a Navy training session, which was known as Hell Week. Here, he was forced to confront the toughest challenges that could have possibly been presented to him in an effort to weed out those who didn’t have what it took to be a Navy Seal from those people that did. In writing this story, he wanted people to see that the only option for a person is to give his or her all to be the best that he or she can be because this will show that the meaning of life is pride in accomplishment and not quitting on the opportunity for excellence.
The first thing that Luttrell wanted the reader to see is that he was training with some of the hardest and toughest guys around. These were guys who were being trained to be Special Forces commandos. They had trained for this moment for their entire lives, and now, the things that were happening in their minds were either going to keep them moving or allow them to ring the bell and quit. Luttrell describes various men who just gave up after repetitious cold water training, log carrying, boat rowing, pushups, runs, and other mental intimidations. In this, he shows that while they could physically do this, their minds kept focusing on tasks that hadn’t happened yet, and as a result, these men gave up on themselves. Luttrell and the other Navy Seals that had made it through this training would know forever that they did what they had to do and can wear the pride of accomplishment as an eternal badge of success while those men that had quit will always wonder “what if?”
In addition, Luttrell looks at the mental preparation that goes into creating a warrior that will be forced to endure some of the toughest terrains and environments known to man while he is being sent to destroy evil and to avoid being killed by it. To this, Luttrell reasons that a person who can’t perform in sub 60 degree water in San Diego would never survive if he was surrounded by the assault rifles of the Taliban. In the end, Luttrell wears a badge of pride that says he has completed the same training as his heroes, and while some of these people were viciously killed in foreign lands, he takes pride in knowing that they gave all to be the best of the best and to protect America with what made them stand out from those who weren’t quite as exceptional as they were.
Finally, Luttrell wants people to understand that life is about how we bear up under challenges. There is a universal in a group of tired and weary sailors holding a log above their heads for excessive amounts of time and that is to do what one needs to do to succeed. Failure is not an option. In this, completing homework assignments and essays is not any different than succeeding at Coronado. There will be long nights without sleep. There will be sacrifice. There will be blood, sweat, and tears, but when a weary body marches to the finish line and says, “I did this,” then it’s all worthwhile.
As a result, Luttrell succeeds in showing what it takes to be great. In this, the confidence course that is Navy Hell Week serves as the birthplace of the American hero that Luttrell truly has become. More importantly, the lessons learn transcend the military and provide examples of leadership and self determination that can apply to any challenge that comes before people in life.
25 Perfectly flowing and constructed 5-paragraph article critique that answers author’s intent, how he shows it, and whether it works.
20 Minor flaws should have been seen, but as a whole, your article critique was sound.
15 Excessive flaws should have been seen, and minor issues existed with your article critique.
10 Excessive structural flaws, you didn’t answer what I was looking for, you didn’t have enough details, and other related issues.
5 Your wrote a biography
0 There was no evidence that you read the story or you just didn’t comprehend it AND / OR you wrote something that wasn’t even close to what I need from an article critique.
Marcus Luttrell wrote Lone Survivor about his time spent in a Navy training session, which was known as Hell Week. Here, he was forced to confront the toughest challenges that could have possibly been presented to him in an effort to weed out those who didn’t have what it took to be a Navy Seal from those people that did. In writing this story, he wanted people to see that the only option for a person is to give his or her all to be the best that he or she can be because this will show that the meaning of life is pride in accomplishment and not quitting on the opportunity for excellence.
The first thing that Luttrell wanted the reader to see is that he was training with some of the hardest and toughest guys around. These were guys who were being trained to be Special Forces commandos. They had trained for this moment for their entire lives, and now, the things that were happening in their minds were either going to keep them moving or allow them to ring the bell and quit. Luttrell describes various men who just gave up after repetitious cold water training, log carrying, boat rowing, pushups, runs, and other mental intimidations. In this, he shows that while they could physically do this, their minds kept focusing on tasks that hadn’t happened yet, and as a result, these men gave up on themselves. Luttrell and the other Navy Seals that had made it through this training would know forever that they did what they had to do and can wear the pride of accomplishment as an eternal badge of success while those men that had quit will always wonder “what if?”
In addition, Luttrell looks at the mental preparation that goes into creating a warrior that will be forced to endure some of the toughest terrains and environments known to man while he is being sent to destroy evil and to avoid being killed by it. To this, Luttrell reasons that a person who can’t perform in sub 60 degree water in San Diego would never survive if he was surrounded by the assault rifles of the Taliban. In the end, Luttrell wears a badge of pride that says he has completed the same training as his heroes, and while some of these people were viciously killed in foreign lands, he takes pride in knowing that they gave all to be the best of the best and to protect America with what made them stand out from those who weren’t quite as exceptional as they were.
Finally, Luttrell wants people to understand that life is about how we bear up under challenges. There is a universal in a group of tired and weary sailors holding a log above their heads for excessive amounts of time and that is to do what one needs to do to succeed. Failure is not an option. In this, completing homework assignments and essays is not any different than succeeding at Coronado. There will be long nights without sleep. There will be sacrifice. There will be blood, sweat, and tears, but when a weary body marches to the finish line and says, “I did this,” then it’s all worthwhile.
As a result, Luttrell succeeds in showing what it takes to be great. In this, the confidence course that is Navy Hell Week serves as the birthplace of the American hero that Luttrell truly has become. More importantly, the lessons learn transcend the military and provide examples of leadership and self determination that can apply to any challenge that comes before people in life.
Wednesday, March 3, 2010
Civil War Note Taking Assignment
This is the Cornell Method of Note Taking.
You need to fill it out to get credit for the assignment.
Thus, here are the steps.
1. List what you know about the causes of the Civil War. Not writing anything = no credit. Some people just don't know and that's why we do this assignment.
2. List 10 questions that you want your notes to answer. Not writing 10=partial credit. I asked you to think about this. Use your "W" words (Who, What, Where, When, Why, hoW). You're in college now. Challenge yourself and impress me. It's all about the hoops.
3. Finish the out of class sections at home after finishing the in class note taking section.
4. Finally, finish the whole thing with a TYPED (if it's not typed, it's not done - really) journal on how your notes are different from the ones that you used to take (such as the ones in your National Parks Outline - I'm looking for focus in that for points).
If you need it, you can look at the following links:
Cal Poly Note Taking Systems - this will help with this assignment and the first steps of the research paper.
Bloom's Taxonomy - Higher Level Thinking Questioning, which will help with the essay completion and my goals for you to achieve. See analysis, synthesis, evaluation.
You need to fill it out to get credit for the assignment.
Thus, here are the steps.
1. List what you know about the causes of the Civil War. Not writing anything = no credit. Some people just don't know and that's why we do this assignment.
2. List 10 questions that you want your notes to answer. Not writing 10=partial credit. I asked you to think about this. Use your "W" words (Who, What, Where, When, Why, hoW). You're in college now. Challenge yourself and impress me. It's all about the hoops.
3. Finish the out of class sections at home after finishing the in class note taking section.
4. Finally, finish the whole thing with a TYPED (if it's not typed, it's not done - really) journal on how your notes are different from the ones that you used to take (such as the ones in your National Parks Outline - I'm looking for focus in that for points).
If you need it, you can look at the following links:
Cal Poly Note Taking Systems - this will help with this assignment and the first steps of the research paper.
Bloom's Taxonomy - Higher Level Thinking Questioning, which will help with the essay completion and my goals for you to achieve. See analysis, synthesis, evaluation.
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