Due Sunday, December 10

  1. Finalize ePortfolio. See link for requirements.

Due Thursday, December 7

  1. Share Big Data presentations.
  2. Print and submit framing statement for paper portfolio (4 parts).
  3. Submit completed paper portfolio in class.

Due Tuesday, December 5

  1. Big Data Presentation (post link in an ePortfolio post) (60-90 min)
  2. Print Showcase Peer Review sample with comments (download your partner’s paper to Word Document and print; alternative plan if it won’t print comments is to screen shot open Google Doc) (10 min)
  3. Complete end-of-term self-assessment and share via Google Docs (20 min)
  4. Complete paper copy of learning objectives self-assessment. (15 min)
  5. See link for requirements for portfolio project.

Thursday Class Work, November 30

  1. MLA citation review
  2. Highlighting revisions and annotating final draft of big data essay
  3. Project presentation video or audio expectations (iMovie)
  4. Distribution of Learning Objectives paper copy, peer review showcase sample, framing statement expectations

Due Thursday, November 30

  1. Continue revision (60-90 min.). Bring two copies of final draft and share via Google Docs.
  2. Bring Little Seagull to class on Thursday.

Tuesday Class Work, November 28

  1. Review midterm self-assessment and begin end-of-term self-assessment (shared via Google Docs).
  2. Discuss course surveys (# = claim; explanation = evidence). Be sure to review each course’s learning objectives (on the syllabus) before responding to course surveys.
  3. Source check and work time for developing draft

Due Tuesday, November 28

  1. Begin revision (30 min.)
  2. Read and annotate They  Say, I Say chapters 14 “What’s Motivating this Writer?” (p. 173-183) and chapter 17 “Writing in the Social Sciences” (p. 221-238) (45 min.)

No class November 23: Happy Thanksgiving! 

Due Wednesday, November 22

  1. Complete both peer reviews by noon (15-20 min.)

Tuesday Class Work, November 21

  1. Complete self-assessment of first draft and add revision plan to first draft (Google Doc)
  2. Peer review

Due Tuesday, November 21

  1. First draft with integration of at least two sources (about 3 pages + 1 page works cited) via Google Docs and two paper copies
  2. Bring your annotated sources to class.

Thursday Class Work, November 16

  1. Review working thesis statement. Post working thesis in your ePortfolio as well as listing sources (author, title, publication and source type, such as journal article, newspaper article, TED Talk, etc., and date of publication) and giving about a two-sentence overview of the source and the way in which you are likely to use it (support your main argument? naysayer? background information about big data and privacy? information specific to big data in a particular field?). Finally, explain your next steps. Are you ready to start drafting? Are you still in need of another source? Are you feeling clear about the direction of your essay? Do you need a naysayer source?
  2. Response to post: Peer feedback about working thesis and possible sources.
  3. Construct peer review sheet as a group.

Due Thursday, November 16

  1. Review the overview of the project. Look at the brainstorming questions and consider our discussion in class. What area most interests you? Narrow your focus to big data in a field of study or as a subtopic (such as use in social media). Read Little Seagull, section R-1 (Research), p. 90-100. Construct a tentative (working) thesis. Post it on ePortfolio. (30 min.)
  2. Using the library databases (preferably), locate and review an article or source that is related to the subtopic that you have selected. Print and annotate the source. (45-60 min.)
  3. Bring your annotated sources to class on Thursday.

Tuesday Class Work, November 14

  • Discuss Big Data project.
  • Discuss TED Talks and required readings.

Due Tuesday, November 14

  1. Print, read, and annotate “The Age of Big Data” Steve Lohr (NY Times 2012) http://www.nytimes.com/2012/02/12/sunday-review/big-datas-impact-in-the-world.html and “Congress Overturns Internet Privacy Regulation” Brian Naylor (National Public Radio, March 2017) 
    https://www.npr.org/2017/03/28/521831393/congress-overturns-internet-privacy-regulation     (30-45 min.)
  2. Read the overview of the Big Data Project. (10 min.)
  3. Review the Big Data Resources page. Consider your interest and try to determine your focus for the project. Choose a focus area to explore (ex. big data in medical field or big data and education). Review at least two sources. If you think they will be helpful to your project, print and annotate. If you don’t think they will be useful, try to find another one or two that will be. Bring at least one printed and annotated source to class on Tuesday. (90 minutes)

**Reminder: no class meeting on Thursday, November 9, in observance of Veterans Day**

Due Thursday, November 9 (by 5 p.m.)

  1. Framing statement for integration of sources; MLA and sentence-level due in ePort by Thursday 11/9. Each framing statement should include a reflection of your progress toward the learning goal, including specific examples. In other words, you are explaining the steps you took toward meeting each goal and then showing some evidence from your social media project. Evidence might include a paragraph that employs a template or writing formula from your final draft (on the Integrating Sources –>Social Media page) or an overview of the way you tried to build your knowledge and application of MLA style or the steps you took to address a surface-level issue, such as commas, sentences structure issues, etc. in this piece of writing (on the MLA/Conventions —> Social Media page). (45 min.)
  2. Watch both TED Talks https://www.ted.com/talks/kenneth_cukier_big_data_is_better_data?language=en (15 min.) and https://www.ted.com/talks/jennifer_golbeck_the_curly_fry_conundrum_why_social_media_likes_say_more_than_you_might_think (10 min.)
  3. In an ePortfolio post of about a paragraph, respond to the information given in both. Which did you like better? Why? What was interesting in each talk? What do you want to know more about? Post at least two questions that have right now about big data.

Class Work Tuesday, November 7

  1. Highlighting differences between first and final drafts of social media essay. Annotation of changes using the language of writers (signal phrasing, claims, evidence, framing, voice markers, etc.).
  2. Review and revision of surface-level and wording issues (introductory comma use, sentence structure problems like comma splices and run-on sentences and eliminating wordy structures).

Due Tuesday, November 7

  1. Final draft due two paper copies and updated Google Doc (use class file-naming system) in class.  (120-180 minutes)
    As you revise:
    — revisit first-draft peer comments
    — revisit sources (boyd, Greenfield, Turkle, Waldinger) to reconsider your use of source information (move beyond considering just the claims but also the evidence presented in these sources)
    — revisit They Say, I Say chapters & templates for integrating source information as well as adding meta-commentary, voice markers, framing
    — use Little Seagull as a reference for MLA citations (R 1-4 section), eliminating wordy constructions (L-6), sentence structure (S 1-3)
  • Polished final draft to be downloaded via Google Docs on Tuesday at nine pm 

Class work, Thursday, November 2

  1. TRIAC structured paragraphs
  2. They Say, I Say applying concepts from chapters 10 & 11
  3. Review of in-text citations following MLA style

Due Thursday, November 2

  1. Read and annotate They Say/I Say chapters 10 “But Don’t Get Me Wrong” The Art of Metacommentary & Ch. 11 “Using the Templates to Revise” and bring book to class on Tuesday (20-30 min.)
  2. Add page for MLA/Conventions to ePortfolio. Add Social Media Project page nested below Active Reading and Integrating Sources. On the Active Reading – Social Media page, upload (or link via Google Docs) at least two pictures of annotations of your sources and explain your annotation process.  (30 min)
    *NOTE: Any reading annotations that were incomplete on their due date must be presented in class by 11/3 to earn credit for annotation. Bring your boyd and Greenfield readings to class.
  3. Begin your global revision process. Write a post in your ePortfolio that explains how you spent at least 50  minutes revising. This may include revisiting source material or writing. (60 + 10 min. Writing post = 70 min.)

*Bring They Say, I Say and Little Seagull to class on Thursday

Campus Closed Due to Power Outage October 31 (No class)

Due Friday Oct. 27

  1. Complete both peer reviews by Friday at five pm ( @ 30-45 min)

Class work, Thursday, October 26

  1. Self-assessment of first draft. (Think “lasagna!”)
  2. Add revision plan to bottom of first draft.
  3. Make copy of first draft and rename as final draft.
  4. Peer review #1.

Due Thursday, October 26

  1. Two copies of first draft due in class and share via Google Docs. Use our file naming system. * Minimum of 4 pages = 3 pages of text, including source information from two sources + 1 page Works Cited
    ** Be sure to post your Barclay’s formula paragraph to your ePortfolio.**

Class work, Tuesday, October 24

  1. Response and discussion of hey Say, I Say chap. 7 & 8.
  2. Discussion of main argument and pre-writing activity.
  3. Drafting using Barclay’s formula.

Due Tuesday, October 24

  1. Read They Say, I Say chap. 7, “So What? Who Cares?”: Saying Why It Matters,  and chapter 8 “As a Result: Connecting the Parts” (20 min.)
  2. Create a main argument and at least two claims that support your stance (outline form). In outline format (via Google Docs) or sticky notes, identify passages from boyd and Greenfield that agree or disagree with your claims. Revised due dates: first draft Oct. 26.

**Bring boyd, Greenfield, They Say to class on Tuesday.

Class work, Thursday, October 19

  1. Response and discussion of Susan Greenfield’s Mind Change, chapter 10
  2. Pre-writing activities: deciding on your focus by brainstorming, connecting boyd and Greenfield

** REVISED due dates: first draft social media due Thursday, Oct. 26; “almost final draft” due Thursday, November 1; download final draft from Google Docs noon on Friday. 

Due Thursday, October 19

  1. Read and annotate Susan Greenfield’s Mind Change, chapter 10 “Social Networking and Identity” with emphasis on considering evidence and marking “They Say” vs. “I Say” of text. (90 min)

Class work, Tuesday, October 17

  1. Response and discussion of Susan Greenfield’s Mind Change, chapter 9 “The Something About Social Networking.”
  2. Midterm reflections
  3. Begin Greenfield’s chapter 10 “Social Networking and Identity.”

Due Tuesday, October 17

  1. Read and annotate Susan Greenfield’s Mind Change, chapter 9 “The Something About Social Networks” with emphasis on considering evidence and marking “They Say” vs. “I Say” of text. (90 min)
  2. Copy the file and complete the midterm self-reflection (linked below) and share with me via Google Docs before next class. (30-45 min.)

https://docs.google.com/a/une.edu/document/d/1qHlEdl4KEtZL82NV5EJ60ZCAuU9gFVrpV1CNdnHZ_RE/edit?usp=sharing

Due Friday, October 13 (at 3:00 p.m.): Complete Framing Literacy Narrative reflections. (30-45 min. )https://docs.google.com/a/une.edu/document/d/1IK21jq1svhiTp7PMOz3ujxHKFGC3-yl2aYDB07TZTR0/edit?usp=sharing

Due Thursday, October 12

  1. Finish in-class assignment response to TED Talk and response to a classmates’ post (see picture in posts section for guidance) I*Mostly completed in class in 20-30 min.
  2. Read and annotate They Say, I Say chapters 5 & 6. Bring book to class (30-45 min.)
  3. Write a post in response to a boyd chapter 1. Take a position (chap. 4), incorporate a key quote (chap. 3) from boyd using framing (chap. p. 44-48). (Same assignment as you did for TED Talk except you are doing it for boyd’s chapter 1 using your summary and annotation.)

Class Work Thursday, October 5

  1. Discuss TED Talk summaries.
  2. Apply concepts They Say, I Say chapters 3 and 4 in responses on ePortfolio.

Due Tuesday, October 10 

  1. Write a summary of boyd’s chapter 1 and share via Google Docs. (45-60 min.)
  2. Read and annotate They Say, I Say chapters 3 and 4 (p. 42-67). Bring this book to class on Tuesday. (30-45 min.)
  3. If necessary, continue to revise final draft and print new paper copy. (30-45 min.)

Class Work Thursday, October 5

  1. Revisit literacy narrative final draft.
  2. Discuss boyd’s “Identity” (chapter 1) and TED Talks in large and small group activities.
  3. Revisit summary expectations and TED Talk and social media selves posts.

Due Thursday, October 5 

  1. Read boyd summary (5 min.) https://docs.google.com/a/une.edu/document/d/1z9JQsSAeKsVUd9LvHVGtEaYrrKXF1Ngs88LNY-K2dKE/edit?usp=sharing
  2. Print boyd chap. 1 and annotate. Access the e-book or make copies of the actual book (available in the library). (60-90 min.)
    Boyd, Danah. It’s Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press. 2014. ISBN  978-0-300-16631-6.

Class Work Tuesday, October 3

  1. ePortfolio update: creating nesting menus for learning outcomes in ENG 110, discussing reflection statements
  2. Surface level error review
  3. Revision in your final draft of the literacy narrative
  4. Discussion of Turkle and Waldinger
  5. Examining your social media persona

Due Tuesday, October 3 

  1. Watch the following two TED Talks: Sherry Turkle’s “Connected, but Alone?” (19 min. TED Talk) http://www.ted.com/talks/sherry_turkle_alone_together and Robert Waldinger’s “What Makes a Good Life” Ted Talk (13 min.) https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness?language=en. In an ePortfolio post on your site, state the lecture and TED Talk name and summarize the main argument, claims, and evidence in a one paragraph response. Apply signal verbs and templates. (See TS, IS chapter 2). (60 min.)
  2. Final draft Google Doc by Tuesday before class starts  (60-90 min.)
  3. One printed copy of final draft (10 min.) *Try not to wait until the last minute to print at the library.*

Class Work Thursday, September 28

  1. Discussion They Say/ I Say chapters 1 & 2
  2. Sentence structure issues: fragments, fused sentences, comma splices (Little Seagull)
  3. “100 Days of Rejection” and midterm goals
  4. Eulogy Tweet

Due Thursday, September 28

** Literacy Snapshot Analysis due date changed to Tuesday, Oct. 3. **

  1. Make a copy, rename, and share with me the social media survey (20 min.): https://docs.google.com/a/une.edu/document/d/15kEllJ3b3VH72f6GfAU9vR1J2c8coSVetEtRHoz4hdo/edit?usp=sharing
  2. Read Chap. 1, 2 TS/IS. Active annotation: you choose the method you want to use (sticky notes, summary). (30 min.)
  3. Continued revision of literacy narrative. (30 min.)

*Bring Little Seagull and They Say, I Say to class on Thursday.

Class Work Thursday, September 28

  1. Follow up peer review conversations.
  2. Literacy Snapshot Analysis title and imagery
  3. Review MLA full citations and style expectations (Little Seagull)
  4. Sentence structure issues: fragments, fused sentences, comma splices (Little Seagull)
  5. Midterm goal setting

*Bring Little Seagull and They Say, I Say to class on Tuesday.

Due Friday, September 22 at 9 pm Peer reviews (@30-40 min).

Due Tuesday, September 26

  1. Read over peer review comments. Continue to develop your revision plan (bottom of first draft) with at least three bullet points (15 min.).
  2. Begin revision in Final Draft copy. (30 min.)
  3. Work on these ePortfolio assignments, if you haven’t yet:
    • In your ePortfolio, create a post of your pre-writing activities. Upload (or link to Google Docs, as demonstrated in class) pictures of your two pre-writing activities. Under each pre-writing activity picture, write at least two sentences reflecting on the usefulness (or uselessness) of the pre-writing. How did each one help you as you prepared to draft?  (20 min.)
    • In your ePortfolio, create a page for annotated texts. Choose two examples of annotations that represent active annotation for you. Under each picture, identify the text, explain the method you tried, and reflect on its effectiveness for your purpose. Identify other texts that lend themselves to these types of annotation (from other courses). (20 min.)

*Bring Little Seagull and They Say, I Say to class on Tuesday.

Due Thursday, September 21

  1. In your ePortfolio, create a post of your pre-writing activities. Upload (or link to Google Docs, as demonstrated in class) pictures of your two pre-writing activities. Under each pre-writing activity picture, write at least two sentences reflecting on the usefulness (or uselessness) of the pre-writing. How did each one help you as you prepared to draft?  (20 min.)
  2. In your ePortfolio, create a page for annotated texts. Choose two examples of annotations that represent active annotation for you. Under each picture, identify the text, explain the method you tried, and reflect on its effectiveness for your purpose. Identify other texts that lend themselves to these types of annotation (from other courses).
  3. Review the Literacy Analysis Project prompt. Begin your first draft after you read over your pre-writing activities. Remember that your first draft is a draft, so it does not need to be perfect. It should be at least two written pages and one page of works cited. Share your draft with me via Google Docs no later than 9 a.m. on Thursday. Be sure to use the file naming system: YourName_LitNar_1D (first draft). Bring two paper copies of your first draft to class. (60 min.)

Tuesday, September 19 Class Work

  • Freewriting with a focus on TTT connections
  • Continued discussion of “On Writing,” “Superman and Me,” “Freshman Fear of Failure,” and “Editor.”
  • Discuss prewriting strategies, first draft expectations
  • Set goal for midterm
  • ePortfolio updates: add ENG 110 page, nested Active Reading page; review linking pictures from Google Docs

Due Tuesday, September 19

  1. Pre-writing activities: Complete two of the pre-writing activities (could include the free write) https://docs.google.com/a/une.edu/document/d/1iS1otmFRZvqamE7da2rGweHDI6DI23fY9w04-ox4EXY/edit?usp=sharing (20 minutes each = 40 minutes)
  2. Print and read “Conquering the Freshman Fear of Failure” and annotate. Consider connections with other sources. Link is located on Literacy Analysis page .
    (20 min.)
  3. Revisit “The Editor” podcast. Consider listening again and adding to your annotated notes. Revisit “Superman and Me” and “On Writing.” Consider any text-to-self connections you are making to each text. How might you make stronger connections even if your experience seems vastly different from the authors’? (@ 60 min.)

Thursday, September 14 Class Work

  • View a classmate’s ePortfolio and discuss theme choices or content
  • Discuss They Say, I Say Preface p. 1-14  and sticky note annotation method
  • Begin discussion of Sherman Alexie’s “Superman and Me” by focusing on text-to-self connection and questions
  • Begin timeline brainstorm for Literacy Analysis Project

Due Thursday, September 14

  1. Using the library database Proquest Central, locate and print Sherman Alexie’s “Superman and Me” (published in the Los Angeles Times on April 19, 1998. Read and annotate ”Superman and Me.” Focus on connecting your own experience to Alexie’s and/or asking questions about his experience. Bring copy to class. (30 min.)
  2. Read and use sticky notes to note important ideas in They Say, I Say Preface p. 1-14 (20 min.)
  3. Read and use sticky notes to note important ideas Little Seagull W-10 p. 58-62 (10 m.)
  4. Revisit your ePortfolio for 15-20 min. (or watch a tutorial and try something new).

Tuesday, September 12 Class Work

  • Read King’s “On Writing” excerpt and consider connections to Dweck’s concept of growth mindset
  • Discuss “The Editor” podcast and review note-taking process
  • Introduction to Literacy Narrative essay
  • Discuss progress on ePortfolios

Due Tuesday, September 12

  1. Listen to “The Editor” podcast and take notes . http://thisiscriminal.com/episode-49-the-editor-8-26-2016/   (45-60 min.)
  2. Spend a half hour learning and customizing your ePortfolio using the tutorial link for help: http://uneportfolio.org/help/eportfolio/ (30 min.)
  3. Complete an “About Me” page of ePortfolio by adding your bio poem or a description of you and your interests. Add at least two pictures and descriptions from exploring campus spaces activity. (30 min.)

Thursday, September 7 Class Work

  • Share bio poem
  • Discuss Dweck’s concept of growth mindset
  • Discuss annotation practices
  • Create ePortfolios

Due Thursday, September 7

1. Complete revision of first-week writing sample in Google Docs and share it with me at jgennaco@une.edu (45-60 minutes). Remember to edit into the FINAL DRAFT Google Doc, and do NOT resolve peer comments. Bring one printed copy to class (5 min.).

2. Complete learning objectives self-assessment and share file with me  (10 min.).

https://docs.google.com/a/une.edu/document/d/1iBrRHuoIBMH02lmPzYnCPCndGWbngfo1n2xAsFT__JY/edit?usp=sharing

3. Exploring work spaces.

Part A. Spend 10 minutes looking at photos of some famous writers of the past (http://www.sfgate.com/books/article/The-beautiful-quirky-and-inspiring-workspaces-of-6908098.php#photo-9625884). Write a sentence or two of reaction to one or more of the pictures. Think about your work space.

Part B. Complete homework (for this class or another) in three different places around campus (library, Windward, SASC, outside). Spend at least 20 minutes in each place. Take a picture of each space and then reflect on positives and negatives about each space. In a Google Doc, insert each picture and a few sentences that describe the positives and negatives. (45 min.)

Tuesday, September 5 Class Work

  • Continued review of the syllabus
  • Peer review of first week writing assignment (via Google Docs)
  • File management in Google Docs and creation of final draft of first week writing assignment

Due Tuesday, September 5

1. Complete first-week writing sample in Google Docs and share it with me at jgennaco@une.edu (45 minutes). Bring one printed copy to class (5 min.).

2. Read Dweck transcript and annotate as you listen/watch the video once more. Take a picture of your annotation and email it me. Carol Dweck TED Talk: The Power of Believing That You Can Improve

(The transcript is also available on this page.) (20 min.: hybrid portion of the course)  https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve.

3. Compose a Bio Poem https://eng110h1-fall17.uneportfolio.org. Be ready to access via Google Docs or paper copy during class. (30 min.)

August 31 Class Work

  • Introduction to the course
  • Distribution of the syllabus
  • Introduction of Carol Dweck’s Growth Mindset concept
  • Introduction of first-week writing sample