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ENGLISH120COURSE
DESCRIPTION: Continued practice
of college-level writing process
and strategies, building on skills
learned in English 110. This course
refines critical reading, writing,
thinking, and research skills.
Students will practice summary
and analysis of texts, as well as
synthesizing information from
primary and secondary sources.
Writing assignments will
emphasize logical argument,
persuasion, and collaboration.
Major assignments will require
proper crediting of source material
and research. Prerequisite: English
110.
ENGLISH120LEARNING
OUTCOMES:
Upon completion of this course, the
student will be able to:
- Apply critical thinking to the
research and writing process.
- Focus, organize, and develop a
longer piece of writing effectively.
- Demonstrate understanding of
argumentation/persuasion
strategies and the use of evidence.
- Properly use and cite sources in
written work.
- Assemble materials from a variety
of sources.
- Evaluate the validity and reliability
of source material.
- Demonstrate effective word
choice.
- Produce an orderly, well-
documented, researched paper
with minimal documentation flaws.
- Show an understanding of written
genres through oral and written
communications.
SYBIL’SBIGFATNO-NOS:
Any of the following results in
a student receiving 50-100%
deduction on a paper,
assignment, project, Class
Weblog, etc.:
1. Lateness. Even an hour late
is still late. If a paper is due at
midnight on a Saturday, and
you think you may have to
work late or you may be out of
town, upload the paper early.
2. Length. If the paper
requires over 1000 words, a
paper containing less than
1000 words will be considered
incomplete.
3. Lack of parenthetical
citations and/or lack of a
Works Cited page when it's
obvious a source(s) has been
used.
*Absolutely no late work will
be accepted.
ENGLISH120GENERAL
EDUCATION
LEARNINGOUTCOMES:
1. Written and oral
communications
ENGLISH120TIETO
PROGRAMASSESSMENT
OUTCOMES:
This course contributes most
directly to the Liberal Arts Program
outcome involving communication.
Reading and writing exercises will
be completed to assess student
ability in those areas.
ENGLISH120COURSEGOAL:
By thinking and writing globally,
students will develop the ability
to do researched writing with a
persuasive focus. In addition,
students will learn to avoid
plagiarism and properly use and
cite source material.
English 120: INSTRUCTORCONTACTINFORMATION:
CALL ME SYBIL: Sybil Priebe, Asst. Prof. of English &
Humanities
OFFICE LOCATION: Haverty 223
PHONE: 671-2346 or 1-800-342-4325, ext. 3-2346
*EMAIL: [email protected]
*BLOG: www.xanga.com/teacher47
OFFICE HOURS: TBA & by appointment. *Sometimes, bonus opportunities will be placed on the blog or
emailed out.
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CODEOFCONDUCT:
Students will come to class on-time and prepared
for discussion. All students will be respectful of
others’ ideas and opinions. Participation in class is
expected. Cell phones, pagers, and MP3 players
will be turned off when you enter the classroom.
No tobacco products are allowed in NDSCS
buildings, and, when you’re outside - in designated
areas only.
DISABILITIESSPECIALNEEDS:
If you have emergency medical information to
share, need special arrangements in case the
building must be evacuated, or you have a
documented disability for which you are, or may
be requesting an accommodation, please make an
appointment. If you plan to request disability
accommodations, you are expected to register
with the Disability Support Services (DSS) Office,
Room 215, Mildred Johnson Library, 701-671-2623,
PLAGIARISM:
Integrity is an NDSCS core value and there is an
expectation that all students, as members of the
college community, adhere to the highest levels
of academic integrity. Dishonesty in class,
laboratory, shop work or tests is regarded as a
serious offense and is subject to disciplinary
action by the instructor and dean of the
respective division. For more information, refer
to the NDSCS Student Planner or College Catalog
under College Policies and Basic Regulations of
Conduct.
Essentially, if any amount of plagiarism is found
in a student’s paper (copying from the internet
without quotations or parenthetical citations,
copying parts or whole pages from another
student, or any other sign of plagiarism), that
student will be subject to disciplinary action
which could result in no credit for the paper or a
complete revision of the paper with a large
reduction in points. If a student repeatedly
plagiarizes, more severe actions will take place.
ENGLISH120ITEMSNEEDEDTOSUCCEED:
> everything's an argument by Lunsford,
etc.; Bedford St. Martin's, 4th
Edition
> Sex, Drugs, and Cocoa Puffs by Chuck
Klosterman
ENGLISH120BREAKDOWNOFPOINTS:
> P1 [Are You A Stereotype?]. 100pts.
> P2 [Definition of a Controversial Word].
100pts.
> P3 [Visual Argument.] 50pts.
> P4 [Global Blog Project]. 150pts.
> P5 [Chuck Argument]. 50pts.
> P6 [Collaborative Shortfolio]. 100pts.
> Class Blog and other activities: 200-300pts?
> Mini-Arguments. 25pts x 6 = 150pts.
> Peer Review. 70pts?
> Quizzes. About 100pts?
> The My Words Activity: 100pts.
About 1000-1500 points = Total for
Semester.
ENGLISH120GRADESCALE:
90 - 100 = A /// 80 - 89 = B /// 70 - 79 = C ///
60 - 69 = D /// 59 and below = F
ENGLISH120STUDENTQUOTE:
“At first I thought what the hell kind of English class
is this? I was thinking this was going to be the most
pointless English class I have ever taken. I thought I
was going to learn nothing and that the teacher was
nuts. Well I thought the class went very very well.
And yes, the teacher is still nuts but in a good way I
assure you :o). I managed to write and learn how to
write better. Being able to even argue with a
powerpoint was interesting to do and see. I don't
think that there wasn't much that didn't go well.
Overall, a very organized class that taught me a lot
and I learned a lot. Arguing can be very effective and
now that I know different ways I will actually use
this.”
– Jeremy Becker, Fall ’09, Online English 120
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ENGLISH120NOTES:
= No late work is accepted.
= Not ALL assignments will be completed /
introduced on eCompanion.
= Students will not be allowed to use computer
problems as an excuse as to why their work is
late. They are responsible for backing up their
work.
= Regular attendance and completion of all
assignments, on time and as scheduled, is
important to your success in this course.
= Papers, usually, will be graded within 2 weeks
of their due date.
=Please use Microsoft Word to complete
papers. If you only have WordPerfect or
Microsoft Works, you should definitely SAVE AS
.rtf (Rich Text Format).
= Emails to the instructor must be error-free ( I
am an English teacher, afterall) & will be
responded to within 24 hours Monday-Friday.
= If a flood or other major disaster occurs during
this semester, the instructor will communicate
with the class via email as so what to do to
continue the course along. Please have an
updated email in eCompanion/eCollege!
=Chapters that may not be assigned: Chapters 2,
3, and 4. Chapters 7, 9, 10, and 11. Chapter 13.
Chapters 23 and 24. And about half of Chuck
Klosterman’s essays.
ENGLISH120ATTENDANCEPOLICY:
Regular and punctual attendance is an integral part of the
learning process. Poor attendance is likely to affect students’
quality of work and overall success in the course.
In order to support a positive and comfortable learning
environment for students and fair practice in our English and
Humanities Department courses, the following policies have
been adopted:
1) Since coursework can be both individual and collaborative,
regular attendance is vital. If students have five unexcused
absences, it will be considered excessive and may result in
their withdrawal from the course.
2) Excused absences: a) Students are permitted to make up
daily coursework, quizzes, and tests due to documented*
illnesses, mandatory military duty or religious obligations,
recognized college-sponsored activities, or funerals. b)
Students must be aware that merely notifying the appropriate
Division Dean’s office or their instructor of their absence does
not equate an excused absence.
3) Unexcused absences: All other reasons for absences.
ENGLISH120LATENESSPOLICY:
No late work will be accepted without an
excused absence & proof (doc’s note, military,
funeral, school-related activity). Calling
instructor or dean’s office does not constitute
an excused absence.
*To document your excused absence(s), you
must email the instructor with two items: 1)
the missed homework attached (within a week
of last excused class date), and 2) proof – doc’s
note, email from coach, phone number, link to
funeral announcement, etc.
ENGLISH120COLLEGEEXPECTATION
OFATTENDANCE:
Regular attendance, promptness,
and participation in classes is
expected of each student. A student
missing three consecutive or five
non-consecutive classes will be
referred to the Division Academic
Counselor.
Email messages are not text messages. Please
punctuate and capitalize and use an opening
and closing. Your message should utilize
punctuation and capitalization. Also, placing
your name at the end (after a closing) would be
most helpful; we can’t always recognize you by
your email address.
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ENGLISH120RUBYRUBRIC:
READ EVERYTHING THOROUGHLY AND THEN READ IT AGAIN. THEN READ IT TO YOUR DOG. Ruby Rubric will be used
for Papers 1 and 2.
It’s an all or nothing type of assessment. Please read this entire handout before you start to draft/write/argue.
a) First, some big questions: Did you hand it in on time? No = 0pts. Late work is not accepted.
Do you have the correct word count? No = 50% off.
Do you have the correct amount of sources? No = 50% off.
Do you have proper in-text citations? No = 50% off.
Everyone is Capable of Rock Star Status. b) Second, some categories: Yes. ☺
Rock Star Status.
Take A Bow.
Maybe?
Lucky Duck.
No. ����
You Should Expect More
From Yourself. Write That
Down.
Focus & Development.
Essay is focused on backing
up the thesis throughout.
Three (3) awesome
examples illustrate the main
argument.
Yes. +2pts. Focus wavers just a wee bit. Or
maybe you have 2 semi-
awesome examples. You may
earn +1.5pts.
No. 0pts.
Organization. Ideas flow
from one paragraph to the
next; transitions were used
throughout.
Yes. +2pts. Half of paper is organized. You
may get lucky and earn 1pt?
No. 0pts.
Style. Argument does not
use “You,” slang, or texting
language.
Yes. +2pts. “You”/slang/texting is used
less than 5 times. Maybe you’ll
earn +1.5pt.
No. 0pts.
Sources & Works Cited
Page. Entries are complete
and correct and not just
URLs.
Yes. +1pt. No. 0pts.
Introduction is interesting
and states argument
concisely. *Does not say, “In
this paper…”
Yes. +1pt. Intro is somewhat interesting,
but reader wants more oompf.
Maybe you’ll earn +.5pt.
No. 0pts.
Title is intriguing and
original. It’s funny and
makes reader want to
devour the paper.
Yes. +1pt. It’s kind of awesome. You
could earn +.5pt.
No. 0pts.
Mechanics. Less than 10
errors total (punctuation,
spelling, grammar, etc).
Yes. +1pt. No. 0pts.
Total:
10pts x 10 = 100pts*
Somewhere between 100-0.
0pts x 10 = 0pts.
c) Lastly, please note the following: If the paper isn’t an argument at all (meaning it’s informative), then it may not be
assessed at all. And that’s bad news, bears!
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ENGLISH120SCHEDULE:
Not every single daily activity is listed, obviously. And some of these things will change and/or be deleted/added to. Stay tuned!
Week Unit Dates/Readings For This Week: Activities To Do This Week:
January
11-14
1 -Syllabus
-READ ME FIRST folder in Doc Sharing
-Student Lounge.
-Book Quiz & Syllabus Quiz.
-CB: How are you controversial?
January
17-21
1 -Chpt 1 and 5: Thinking Rhetorically -CB: Everyday arguments.
-M-A: First one. Five (5) options.
MLKJr. Day
on Monday.
January
24-28
2 -Chpt 20: Sources & Chpt 22: Media
-Chuck #16
-My Words.
-Take Rubric Quiz.
-Peer Review of P1.
January
31-
February
4
2 -Chpt 6 & 12: Structure and Style
-Chuck #8
-CB: Flickr/Pixlr w/Chuck/slogans.
-Mini-Argument assigned.
-Citation/WC Quiz.
February
7-11
2 -Chpt 16: Evidence; Chpt
18:Plagiarism; Chpt 19: Evaluating
Sources
-My Words: C and W.
-CB: Reliable Web
site/Book/Person.
-P1 DUE
[100pts].
February
14-18
3 -Chpt 8: Definition, Intro to P2
-Chuck #6
-CB: Fact/Opinion worksheet.
-My Words: 5 letters or less.
-Mini-Argument assigned.
February
21-25
3 -Chpt 17: Fallacies of Argument
-Chuck #13
-CB: Commercial.
-Peer Review of P2.
Prez Day on
Monday.
February
28-March
4
4 -Chpt 25: Language and Identity
-Chuck #1
-CB: 5x2 Quotes.
-My Words: Conversation.
-Mini-Argument assigned.
March 7-
11
4 -Chpt 21: Body Image
-Chuck #7
-CB: Flickr/Pixlr w/Chpt 21. -P2 DUE
[100pts].
Mar 14-18 SPRING BREAK!!! SPRING BREAK!!!
March 21-
25
5 -Chpt 14, Intro to P3/Chuck #10 -CB: Bonus. -P3: DUE
[50pts].
March 28-
April 1
6 -Intro to GBP and Chuck #12 -CB: GBP comments.
-M-A assigned.
Instructor
at UND conf
W-F?
April 4-8 6 -Chpt 28: Love Us? Us? (9/11, etc.) -CB: Guide/Top Ten List.
-PR of P4.
April 11-
15
6 -Chpt 27 & Chuck #14 -CB: Chuck Quiz creation.
-P4: GBP
DUE
[150pts].
April 18-
22
7 -Chuck #4 and/or #2 -My Words: Slang & Foreign.
-M-A: Added option.
-PR of P5.
Easter
Friday and
Monday.
April 25-
29
7 -Chapter 26: Religion & Public Life
-Chuck #18
-CB: Phrase that offends.
-P5: DUE
[50pts].
May 2-6 F -Chapter 15: Presenting Arguments
-Final Test directions: Options.
-CB: Bonus.
May 9-13 F -P6: Shortfolio DUE -CB: Class Evaluation.
-FINAL TEST DUE [50pts].
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ENGLISH120REMINDERS:
1 ---- the gradebook:
+In the Gradebook, you can click on the grade itself and see if the instructor has left any comments. Typically, I, the
instructor, will leave comments on papers and projects but not smaller assignments. If you see a deduction in points,
check the assignment’s description before emailing the instructor. If the assignment was uploaded late, it will receive a
deduction. With mini-arguments, if the source cited at the end is missing or if the citation is lacking in detail, that Mini-
Argument grade will incur a deduction of five (5) points (20/25).
2 --- email
+Email messages are not text messages. Please punctuate and capitalize and use an opening and closing.
[When emailing any instructor, it is wise to take into account the fact that you want to come across as an intelligent
individual. We know you ARE, but you should DEMONSTRATE IT. HOW? By addressing the email to us with our names
capitalized and spelled correctly. Your message should utilize punctuation and capitalization. Also, placing your name at
the end (after a closing) would be most helpful; we can’t always recognize you by your email address. In some cases, if
the email message is too abstract or filled with errors, I may just delete it.]
+Emails to the instructor that ask questions answered in the syllabus may not be responded to. Read the syllabus
thoroughly at the beginning of the semester. Then read it again as questions arise.
3 --- the dropbox
+If you write, “Please let me know if you got this,” in the Dropbox, it won’t alert me of that message. Once you’ve
uploaded something to the Dropbox, it should show up in your OUTBOX area. And, please please please use Microsoft
Word! If you don’t have Word, you must SAVE AS .rtf (Rich Text Format).
+The Dropbox is for FINAL drafts only.
+Please do NOT ATTACH documents for the My Words, Class Blog, or Mini-Argument activities. It takes the instructor a
longer time to assess if he/she has to download every single document; it also allows all students to SEE your arguments
and words automatically.
+Final drafts of papers and projects should be in .rtf (Rich Text Format) or .doc (Microsoft Word) format; all others
(.wps or .wpd for instance) will not be able to be opened. In some cases, no points will be awarded to these formats; if
they can't be opened, they can't be graded.
5 --- arguments, in general
+Instructor’s definition of argument = a claim someone could disagree with.
1. My outsides may give others the allusion that I am high-maintenence, but I’ll argue with anyone that I’m
not.
2. The most basic definition of a “slut” is someone who displays herself inappropriately (by showing too
much skin on top AND/OR bottom when she goes “out” for a night on the town). Once she begins to act
inappropriately, she moves into the arena of being defined a “whore.”
3. A “retard” is no longer someone who is born mentally different.
Not arguments:
1. Beauty is in the eye of the beholder. (How can you disagree with that?)
2. In this paper, I’ll explain how the definition of “geek” has changed. (Sounds informative, doesn’t it? – So,
it’s not an argument! And please don’t start out with, “In this paper” – that’s SO boring! Be creative &
spicy & different!)
6 --- goofy stuff
+Feel very free to use any font other than Times New Roman. It's an ugly font.
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ENGLISH120 FORADVICE CLASS: THIS
[parts have been borrowed from a very cool online teacher named Carrie]
REGARDING ASSIGNMENTS:
• Turn in your assignments on time. Tardiness flatters no one, and late work will not be accepted.
• Turn in assignments you would be proud to show your mother. Or your father. Or your grandmother. Or your favorite high
school or college teacher ever. Or that snotty kid down the block who thinks he’s so smart. If it’s not something you are
proud of, let’s figures out a way to make it super cool.
• Before you begin anything for this class, ask yourself the following questions: “Did I read the directions? And did I really
read the directions carefully?” I write out lots of information for you to help you understand the assignments we do in this
class. I don’t write these things out because I find them to be therapeutic, relaxing, or even thrilling. I write them out
because we all learn differently. Some of us learn by reading books written by Smarty McSmartersons. Others learn by
physically doing something or by practicing. Still others learn by listening to the melodic and peaceful sound of a teacher’s
voice. I write handouts and pages on our course eCollege site to help you learn. Therefore, it may help to read what is
written on the page.
• Proofread everything you write. Proofread your papers. Proofread your class blog posts. Proofread your emails to me.
Please proofread. Messages and papers without errors says, “Hey, check me out; I know what I’m doing,” and obviously
teachers like that. Don’t YOU like that when people take extra time to communicate properly to YOU?
REGARDING QUESTIONS:
• If I am not making sense, if an assignment is confusing, if you think you are misunderstanding something I am writing, ask.
Ask questions. Ask me to rephrase or reword something. Ask me to define something. Ask me for an example. ASK.
REGARDING TECHNOLOGY:
• If you don’t know how to use a computer or if you aren’t all that confident in your computer skills, get some help.
• Do you have a back-up if your computer gets a virus or your roommate decides to delete all of your work of her computer?
Consider saving all documents you write for this course in a safe place like your file space eCollege and a flash drive.
Consider drafting your initial discussion posts in a Word document so that you have a copy of what you’ve written
somewhere. Strange things can happen when technology is involved. Be prepared.
REGARDING YOU:
• You are different from every student I have ever taught. You write your own way. You communicate your own way. You
see things your own way. You have a unique approach to topics. You’re life experiences are something new to me and to
those around you. Bring that uniqueness, creativity, and perspective to your writing and to class discussion. And respect
the different opinions and experiences of those around you.
• You are a busy person. You have a life. I understand and respect the fact that you have lots of stuff going on right now,
this week, or this month. Remember, you selected this course at this time in your life. You chose to take this course
during the time it is offered. We are happy to have you here among us, and we know that we are probably not your first
priority in life. Just remember that the effort you put into this class is reflected in the final grade. You earn a grade – you
don’t receive one.
REGARDING ME:
• Call me Sybil. Don’t call me Mrs. Priebe (that’s my mom). I don’t care what you call me behind my back, but call me Sybil
when you email me, when we chat, or when we converse on the class blogs. And please spell it correctly and use
capitalization.
• Calling someone or something “gay” is disrespectful and inappropriate. Please consider your audience before you speak
or write.
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10 spelling mistakes that make you look stupid
http://www.bspcn.com/2007/05/16/10-grammar-mistakes-that-make-you-look-stupid/
These days, we tend to communicate via the keyboard as much as we do verbally. […]
In general, we can slip up in a verbal conversation and get away with it. A colleague may be thinking, Did she just say
“irregardless”?, but the words flow on, and our worst transgressions are carried away and with luck, forgotten.
That’s not the case with written communications. When we commit a grammatical crime in e-mails, discussion posts,
reports, memos, and other professional documents, there’s no going back. We’ve just officially gone on record as being
careless or clueless. […]
Here’s a quick review of some of the big ones:
1. Loose for lose
No: I always loose the product key.
Yes: I always lose the product key.
2. It’s for its (or god forbid, its’)
No: Download the HTA, along with it’s readme file.
Yes: Download the HTA, along with its readme file.
No: The laptop is overheating and its making that funny noise
again.
Yes: The laptop is overheating and it’s making that funny
noise again.
3. They’re for their for there
No: The managers are in they’re weekly planning meeting.
Yes: The managers are in their weekly planning meeting.
No: The techs have to check there cell phones at the door,
and their not happy about it.
Yes: The techs have to check their cell phones at the door,
and they’re not happy about it.
4. i.e. for e.g.
No: Use an anti-spyware program (i.e., AdAware).
Yes: Use an anti-spyware program (e.g., AdAware).
Note: The term i.e. means “that is”; e.g. means “for
example.” And a comma follows both of them.
5. Effect for affect
No: The outage shouldn’t effect any users during work hours.
Yes: The outage shouldn’t affect any users during work hours.
Yes: The outage shouldn’t have any effect on users.
Yes: We will effect several changes during the downtime.
Note: Impact is not a verb. Purists, at least, beg you to use
affect instead:
No: The outage shouldn’t impact any users during work
hours.
Yes: The outage shouldn’t affect any users during work hours.
Yes: The outage should have no impact on users during work
hours.
6. You’re for your
No: Remember to defrag you’re machine on a regular basis.
Yes: Remember to defrag your machine on a regular basis.
No: Your right about the changes.
Yes: You’re right about the changes.
7. Different than for different from
No: This setup is different than the one at the main office.
Yes: This setup is different from the one at the main office.
Yes: This setup is better than the one at the main office.
8. Lay for lie
No: I got dizzy and had to lay down.
Yes: I got dizzy and had to lie down.
Yes: Just lay those books over there.
9. Then for than
No: The accounting department had more problems then we
did.
Yes: The accounting department had more problems than we
did.
Note: Here’s a sub-peeve. When a sentence construction
begins with If, you don’t need a then. Then is implicit, so it’s
superfluous and wordy:
No: If you can’t get Windows to boot, then you’ll need to call
Ted.
Yes: If you can’t get Windows to boot, you’ll need to call Ted.
10. Could of, would of for could have, would have
No: I could of installed that app by mistake.
Yes: I could have installed that app by mistake.
No: I would of sent you a meeting notice, but you were out of
town.
Yes: I would have sent you a meeting notice, but you were
out of town.
Page 9
Six Common Punctuation Errors that Tork Off Bloggers
by Daniel Scocco
Proofreading your text for misspelled words and grammatical mistakes is essential. What about the punctuation,
though?
Despite being more subtle, these errors can equally hurt your credibility. I’m going to point out six common punctuation
errors that you shouldn’t be making, and give you examples so you’re sure about the right way to handle these
situations.
Ready? Let’s go.
1. Apostrophe for Plurals
This mistake is particularly common among foreigners who are learning English as a second language. After all, you would expect
native English speaks to know how to form plurals (right?). The apostrophe is used to form contractions (e.g., It’s time to go) and to
indicate possession (e.g., Mary’s car is blue), but never to form plurals.
Wrong: The boy’s will go to the school tomorrow.
Right: The boys will go to the school tomorrow.
2. The Comma Splice
When the comma is used to separate independent clauses, there must be a conjunction connecting them. If the conjunction is not
there, we have a comma splice. You can fix this mistake by using a period instead of the comma, or by adding a coordinating
conjunction.
Wrong: The car costs $10000, I am going to buy it.
Right. The car costs $10000. I am going to buy it.
Right: The car costs $10000, and I am going to buy it.
3. Quotation Marks for Emphasis
Quotation marks are mainly used to quote speech, sentences or words. They can also be used to denote irony. They can’t be used,
however, to add emphasis to a word or sentence. It is not rare to find advertisements or promotional flyers carrying this error. If you
want to add emphasis to a word, use the boldface type and not the quotation marks.
Wrong: This gift is “free”!
Right: This gift is free!
4. Multiple Punctuation Marks
Unless you want to sound like an overly emotional teenager writing on MySpace, you should limit yourself to one exclamation point,
regardless of how excited you might be when writing that sentence. The same applies to question marks and to the ellipsis (which
should have only three dots). Also, keep in mind that exclamation points are not used that frequently in business and formal writing.
If your text is loaded with them, you probably should review it.
Wrong: This is amazing!!!!
Wrong: The man was silent……
Right: This is amazing!
Right: The man was silent…
5. Punctuation Outside the Quotation Marks
If you are writing in American English, other punctuation should go inside the quotation marks, even if it is not part of the quotation
itself. British English, on the other hand, places punctuation that is not part of the quoted sentence outside of the quotation marks.
Wrong in American English: Uncle John said, “My car is blue”.
Right in American English: Uncle John said, “My car is blue.”
6. The Missing Comma After Introductory Elements
Sometimes you want to give an introduction or provide a background to a certain sentence. That is fine, but do not forget to place a
comma after that introductory element. Notice that an introductory element can be a sentence (like in the example below) or a
single word (e.g., however, moreover and so on).
Wrong: Before going to the school Joe stopped at my house.
Right: Before going to the school, Joe stopped at my house.
What other punctuation mishaps do you make, or what drives you crazy when others fracture the rules?
Page 10
Daily English Classroom Activities That are Good for You
Students should be given the time to write and or read daily, working through their ideas and developing their Time:
abilities by working as writers.
Choosing their subject and what to say about it engages writers; they feel a sense of ownership. Choice:
Responding to students’ writing throughout the composing process signals that people—students, teachers, Response:
other readers—take them and their ideas seriously. Students need to hear how others, beyond the teacher, to what
they are writing and how they are writing.
The teacher will demonstrate via samples how to write well, how projects in the past have been Demonstration:
completed, etc. The teacher may also demonstrate through his/her own writing how writers write.
Students are expected to try. Students are smarter than they think, and the teacher knows this. If students Expectation:
are smart enough to make up excuses, they are expected to be smart enough to complete all tasks in the class. The
classroom must be a place where students and teachers continually revise and raise their expectations of each other and
themselves.
Students need to know what to expect so they know how to—and then they can—work on their piece Room structure:
of writing. He describes this as making the room “predictable” for productive work.
Students should self-evaluate at mid-term and at the end. What did they learn? How did they learn? Why? Evaluation:
The 5 Features of a Great Education
Students learn skills and knowledge in multiple lesson types. Feature 1:
Teachers make connections across instruction, curriculum, grades, and life. Feature 2:
Students learn strategies for doing the work. [Problem-solving!] Feature 3:
Feature 4: Students are expected to be generative thinkers. [“Gen·er·a·tive” = adjective = capable of producing or
creating.]
Classrooms foster cognitive collaboration. Feature 5:
How I am Controversial:
a) I am a teacher who doesn't spend every night grading papers; I like to go out with my friends just like you do. And
someone has to watch The Office or the dumb Housewives! I am also a teacher who will say she doesn't know
something if she doesn't know it. (Blasphemous! An English teacher who doesn't know everything about punctuation!
Oh my!) So, basically, no, I don’t read the dictionary every night. Sorry to disappoint you.
b) I used to tan a lot; now I freak out on people who are fried or look way too dark for ND.
c) I detest derogatory words like the n-word, but I use the word “retard” and throw around f-bombs in my non-
professional life.
d) I like to argue that the Bible is just a book with stories in it; it shouldn't be the only thing people use for research.
e) I’m unsure about how important marriage is, but I do think I’d like to have kids.
ENGLISH PRACTICE: We’ll be reading and writing daily if not weekly in this class. Sometimes, a reading activity will be 120
assigned with a reading from the book(s).
Sometimes, there will be mini-arguments, for the writing side of practicing, or a cool composition-based activity.
Reading Activities and the layout for Mini-Arguments follow.
Page 11
1
Flickr.com
Pixlr.com
READING ACTIVITY: F/P Image Creation
Idea: This activity visualizes the reading.
Students will find an image that connects
to the quote/statement they find most
interesting. Using the Creative Commons
area of Flickr, they save the image and add
text (or a quote) by using Pixlr.com. From
there, they could upload the image to
eCollege or Insert it into a document to be
handed in.
2
Pen/Pencil or
MS Word
READING ACTIVITY: Facebook Status(es)
Idea: Students will create a Facebook
status of the topic or person in the
reading. Perhaps there will be comments
to that status by other people in the
reading.
3
Handout
Pen/Pencil
READING ACTIVITY: Self-Exam & T/F
Idea: The instructor will create a small self-
exam for the students to take pre-reading.
This will prepare students for the reading
as well as see where they stand before
they read. True/False questions are best,
but the self-exam could include short-
answer.
4
Handout
Pen/Pencil
READING ACTIVITY: Passport!
Idea: No matter the pre-reading or reading
activity, the students must come to the
next class prepared. This means whatever
they needed to answer or create needs to
be ON THEM PHYSICALLY THE MINUTE
they enter the classroom. They will need a
Passport to enter the Country of Further
Learning. Without a passport, they can’t
participate. �
5
Handout
Pen/Pencil
READING ACTIVITY: Tweet from Your Seat
Idea: Bring the crazy brevity of Twitter into the
classroom by having students, in 140 characters
or less, sum up what they read. *This activity
would be conducted after they’ve read or,
maybe, while they are reading (?).
6
Pen/Pencil or
MS Word
READING ACTIVITY: Text Type-Up
Idea: Some students learn through repetition, and
some also don’t like to mark up their textbooks. So,
this activity asks students to type (or write) up a piece
of the reading they’d like to respond to. After typing
or writing up the piece, they can then circle things
they don’t get or really find interesting. Instructors
should specify word count and amount of questions
to circle, etc.
7
Animoto.com
READING ACTIVITY: Animoto Video Trailer
Idea: Just like how movies have previews, maybe
discussions should too? This activity asks students
to create a trailer or preview of the upcoming
discussion by reading and then putting related
images and text into Animoto.com. Their 30-
second videos are free and easy to use. From
there, they could upload the URL to eCollege to be
viewed in class.
8
Prezi.com or
PPT
READING ACTIVITY: Prezi/PPT
Idea: In order for the students to prep for the
upcoming discussion of the reading, have them create
parts of the possible discussion by putting together a
piece such as a PowerPoint slide (or slides) or Prezi
presentation. They could upload those Prezis/PPTs to
a specific area in eCollege in order for the instructor
to pop them up on the big screen in class.
9
MS PPT
Flickr Images
READING ACTIVITY: Visual Definition
Idea: Students naturally increase their vocabulary
by reading, so this activity asks them to pick a
specific amount of words to create visual
definitions of. Each slide = new word made visual
with images, stories, quotes from the reading,
definitions, etc.
10
MS Word
READING ACTIVITY: Create a Quiz
Idea: In order to create a quality quiz, you need to
know the material. (A Spanish teacher I met has
students who miss his tests create the test, and they
rarely miss now because putting together a Spanish
test is harder than just taking one.) This could be done
in many different courses. The instructor could ask for
a few levels of difficulty as well.
Page 12
11
Comp Lab
MS Word
READING ACTIVITY: Speed Dating
Idea: *This activity needs to be completed in a
computer lab. Essentially, on each computer
screen, a question would be displayed. Each
student would type in their response. Each student
would be asked to respond differently than the
student before him/her. This activity would be
timed as well using http://www.online-
stopwatch.com/.
12
Web Access
MS Word
READING ACTIVITY: Welcome to the Buffet
Idea: Students could get a few different options as to
what to do while reading. Maybe they can create: a) a
Timeline, b) a Chart, or c) Tweet from their Seat.
13
Pen/Pencil
MS Word
READING ACTIVITY: “How To…” Guide
Idea: After students have read, ask them to
become an expert on something in the reading
material. From there, they would create a step-by-
step guide on the topic. If they read something
about Buddhism, perhaps they would have to write
a guide on how to be a good Buddhist follower, for
example.
14
Pen/Pencil
MS Word
READING ACTIVITY: (Fake) Interview
Idea: Students could either be required to interview
someone about what they’ve read or they could
create a document which shows a fake interview with
the author about the piece.
15
Pen/Pencil
MS Word
READING ACTIVITY: Survey the Masses
Idea: After students read, they would conduct a
survey of those around them (f2f or email or
Facebook) about the topic(s) covered in the piece.
They would report their findings at the next class
time.
16
Pen/Pencil
MS Word
READING ACTIVITY: Reconstruction!
Idea: After reading, have the students reconstruct
parts of the text into chunks. Calling them stanzas
may scare them, but basically that’s what they are.
Slices of the text, fragments, put into poetic bite size
bits.
17
Pen/Pencil
MS Word
READING ACTIVITY: Dear Some Dude/Advice
Idea: Have the students write a letter to the author
of the piece.
OR mimic a “Dear Abby” column that is related to
the piece read.
18
Pen/Pencil
READING ACTIVITY: Scavenger Hunt
Idea: If the instructor wants students to find certain
ideas or topics in the piece, ask them to do so
before they read. Have them keep a list of quotes,
perhaps, that give details of the topic, etc.
19
Pen/Pencil
MS Word
READING ACTIVITY: Jeopardy
Idea: While reading, have students create Jeopardy
questions or maybe a whole game with points
assigned (200 level questions versus 400 level
questions). What would be the question that
players would bet $$$ on? These could be placed
on the board in class & used for discussion?
20
Pen/Pencil
MS Word
READING ACTIVITY: Do you know your ABCs?
Idea: Students will create a table in MS Word and
place all 26 letters down the far left column. From
there, they have to find things in the reading that
pertain to each letter. For instance, while reading
about Buddhism, they would talk about the
Afterlife in the corresponding A row.
Page 13
21
Pen/Pencil or
MS Word
READING ACTIVITY: Reality Show Vote-Off
Idea: This activity asks students to take the reading
and create a Reality Show out of it. They will, then,
present the idea to the class. The class acts as
entertainment producers – Who’s show will get
voted off? Which show will air?
22
Pen/Pencil or
MS Word
READING ACTIVITY: Mad Libs
Idea: Students will create a mad lib, or a few, (tell
them to Google that term if they’ve never used a
Mad Lib before) based on the reading. Then, in
class, the students could get into small groups and
“take/complete” each others’ mad lib(s).
23
Email/LMS
READING ACTIVITY: Email/Discussion Board
Idea: If instructors really want to know what
students are thinking (or what problems they are
having) when it comes to the reading, they could be
required to read and email the instructor before
class time. This way, the instructor can print off the
problems and questions and use them in class.
Same goes for discussion boards.
24
Pen/Pencil or
MS Word
READING ACTIVITY: Vanna White on Steriods
Idea: While students are reading, they will take out
quotes/statements they like. In class, they will get
into groups and present 1-2 statements on the
board, using the Wheel of Fortune as their format.
The group who wins the most could get a treat or
bonus points. This takes up more class time than
“Diet Vanna.”
25
Pen/Pencil or
MS Word
READING ACTIVITY: Diet Vanna White
Idea: While students are reading, they will take out
quotes/statements they like. Before class, they’ll
turn those statements into the Wheel of Fortune
format and then in groups exchange statements
with one another. This could lead into a larger group
discussion.
26
Pen/Pencil or
MS Word
and Library
READING ACTIVITY: Mini-Book Report
Idea: While students are reading, instructors could
have them seek out a topic they want to learn more
about. From there, they should head to the library
and research a book on that topic. Then, in class,
orally or on paper, they would talk about what the
book contained.
27
Google or
Bing or the
Library
READING ACTIVITY: Factoid/Something Cool
Idea: Ask the students to search the text for
someone or something. From there, they should
find something cool or some factoid about that
topic. Ex: If they are reading about World War II,
they could look online for something interesting to
them about the fashions of the time or what people
drove (if they are into fashion/cars, for example).
28
Pen/Pencil or
MS Word
READING ACTIVITY: Pictionary or Art
Idea: This activity would ask students to draw out
what happened in the reading. It could lead into a
game of Pictionary lead by the students in class as
well?
29
MS Word
and Web
access
READING ACTIVITY: Multi-Genre
Idea: This activity asks students to find multiple
genres that connect to the topic(s)/theme(s) in the
reading. Ex: Finding a cartoon, a non-Wikipedia
article, and a chart based on Buddhism/WWII/STDs,
etc.
30
Pen/Pencil or
MS Word or
Web access
READING ACTIVITY: The Comic Strip
Idea: Using www.makebeliefscomix.com (or paper &
pen/MS Word?) have students create a comic strip
based on a theme or some dialogue that occurs in
the reading. This could add a bit of humor to any
subject.
Page 14
ENGLISH MINI-ARGUMENTS: 120
First, you will need to read a few things in Doc Sharing:
a. “The Basics on How To Write An Argument.”
b. Mini-Argument Sample.
c. Cat/Dog argument.
Then, there are five (5) options:
1) Pick a question (from the list below – the complete list of 130 is online!) below to answer.
2) Pick a question posed in any chapter of everything’s an argument.
3) Pick a question posed in Sex, Drugs, and Cocoa Puffs.
4) Pick something that has been in the news lately.
5) Pick anything you have been thinking about. Open topic, essentially.
From there:
a) Find & use at least 1 source. Cite it at the end properly for full credit.
b) Do not go over 500 words!
c) Highlight the thesis statement or put it in color.
d) Copy & Paste your argument into the correct spot in eCollege/eCompanion before the due date (or bring it to class typed if
that’s what the instructor requires).
NOTE: Each Mini-Argument is worth 25 pts total (20pts for a brief, quality argument; 5pts for a correct citation of an integrated
source).
Why are we doing these mini-exercises? Practice makes perfect.
1) If you were asked to make a fair evaluation of your
teachers, what criteria would you use for the evaluation?
2) Has college made you less sure about what is right and
what is wrong?
3) How has your attitude toward your home (either town or
family) changed between the time you entered college and
now?
7) How does your public image differ from your private self?
9) Is college a good place to find out who you really are? Why
or why not?
16) What vice (gambling, alcohol, shopping, tanning, etc.) do
you find most offensive? Why?
17) Is there any job that you would absolutely refuse to take?
Why?
20) Apart from chronological age, what are some major
differences between an adolescent and an adult? .
21) If you could ban anything in the world, what would it be
and why?
22) Should prison inmates be allowed to take college
courses? Why or why not.
24) Do you think that you have the qualifications of a good
parent? Why or why not?
25) What do you consider the most important event of the
past decade? Why?
28) Is anger ever beneficial?
31) Is it better for a political leader to be feared instead of
loved? Why or why not?
32) What specific sacrifice or sacrifices would you endure as a
partial solution to our country's economic problem?
33) Most people consider themselves part of a particular
generation. Discuss what you consider the most important
values of your generation.
35) Is an academically competitive atmosphere helpful or
harmful to you as a student?
36) Should the government do more to discourage cigarette
smoking? Why or why not?
37) "Manners belong to a bygone age; they are no longer
relevant." Attack, defend, or modify.
38) In your view, what would most impress (favorably or
unfavorably) a foreign student spending his or her first
weekend in an American home?
39) At a scientific conference, Russia's chief space scientist,
Leonid I. Sedov, taunted a U.S. colleague: "You Americans
have a better standard of living than we have. But the
American loves his car, his refrigerator, his house. He does
not, as we Russians do, love his country." If you had to
answer Mr. Sedov, what would be your reply?
40) Argue the advantages and/or disadvantages of nuclear
power as a source of energy.
41) In what areas should all college graduates be required to
have some competence? Why?
46) Given all the evidence that cigarette smoking is harmful,
why do people continue to smoke cigarettes?
47) If the average life span were increased to 150 years, what
major changes in society would you expect?
48) What would cause you to end a friendship?
49) Do you believe that banning certain books from public
and school libraries is justified?
50) Do high schools put too much emphasis on athletics?
51) What would you place in a time-capsule to allow people
opening the capsule 1,000 years from now to understand life
today? .
52) "Self-discipline is the most important ingredient for
success." Agree or disagree.
Page 15
54) Does our public educational system promote mediocrity?
58) Beauty contests, despite some criticism, are still very
popular. In your opinion, what are the chief reasons for their
popularity?
59) What are the chief causes of shoplifting?
62) Should public agencies be required to inform parents if
their minor children (those under 17) seek birth control?
63) If you could pass one law, what would it be? Why?
64) What do you consider to be your duties as a citizen?
69) The changes brought on by the women's movement are
typically seen as benefitting women. Do men also benefit
from the women's movement?
70) According to studies, the average American watches
television as much as six hours a day. Why do Americans
watch so much television?
75) Is the person without knowledge of computers
handicapped?
79) Do you favor or oppose a rule that would prohibit
professional teams from recruiting college student athletes
until their college sports eligibility is over? Why?
80) Whether we want them or not, many of us get tagged
with one or more nicknames during our lives. Discuss the
positive and/or negative aspects of the practice of
nicknaming.
81) Whom would you identify as a truly wise person? What
makes him or her seem wise to you?
82) What steps should be taken to improve the quality of
education in our public schools?
83) Athletic programs at some colleges are big business.
Discuss the advantages and/or disadvantages of this
situation.
84) Partners in marriage often write their own detailed
marriage contracts, covering such matters as the number of
children they wish to have and the management of money.
Would you write such a contract? why or why not.
88) What steps would you recommend be taken to make
health care in America more available to everyone?
89) Is it better to know a little about many subjects than to
know a lot about one subject?
93) What steps should be taken to reduce the number of
drunk drivers?
95) Though a favorite sport of many, boxing is a dangerous
sport that leaves many boxers suffering from eye and/or
brain damage. Should the sport of boxing be outlawed?
96) What do you think are the best methods of disciplining
children?
97) Is it the responsibility of the United States to share its
food supplies with the hungry people of the world?
98) The United States has never had a female president. To
what do you attribute this?
99) What type of music do you prefer? Why?
100) If you were among the first colonizers of a new planet in
the twenty-first century, what would you not want your
fellow colonists to transport from the planet Earth?
101) Americans generally condemn daydreaming as a waste
of time. Do you agree with this view, or do you see some
benefits of daydreaming?
102) When you are approached for a charitable contribution,
do you generally contribute? Why or why not?
103) Publishers report that horoscope columns are among
the most widely read features in newspapers. Do you check
your astrological forecast from time to time? Why or why
not?
104) The evidence shows that for many reasons the family-
owned and family-run small farm is a vanishing American
institution. Should this situation cause concern in American
society? Why or why not?
105) Do you read the newspaper every day? Why or why not?
106) The "Living Will" directs a person's family and physicians
not to keep that person alive by artificial means if that person
were to suffer a totally incapacitating disease or illness.
Would you consider signing such a document and giving it to
your own family? Why or why not?
107) Is noise pollution becoming a serious threat to the
welfare of Americans?
108) Do you favor or oppose the use of animal organs (such
as hearts or kidneys) as transplants in humans when human
organs are not available?
113) If you were placed in a position to reduce the national
debt, what area would you cut? Why?
116) Nearly all students have had classmates who they
wished were anywhere else but in that particular class. What
kinds of students do you find most annoying?
117) Is there anything that teachers can learn from students?
119) With the widespread availability of calculators, is it
necessary for students to learn arithmetic?
120) What are the advantages and/or disadvantages of being
single?
121) What single experience do you believe every human
being should have, one without which human life, in your
opinion, would not be complete?
122) Do you agree that children diagnosed as having AIDS
should be permitted to attend public schools? Discuss why or
why not.
125) Optimists are people who always expect the best;
pessimists always expect the worst. Which kind of person is it
better to be?
126) If it were possible to be reincarnated, would you want to
come back as a person of the other sex?
127) How has your birth order (eldest, middle, youngest, or
only child) affected your personality development?
128) If you were guaranteed honest responses to any three
questions, whom would you question, and what would you
ask?
129) Are there situations in which lying is appropriate?
130) Argue the advantages or disadvantages of marrying
someone significantly older or younger than yourself.
+These mini-arguments were found at:
http://www2.gsu.edu/~wwwrtp/topics.htm
Page 16
Is Everything an Argument?
Is Everything Controversial?
I’d say it can be.
In this course, you’ll argue logically and
illogically; you’ll figure out how to argue well
on paper; you’ll probably see or hear points of
view you haven’t seen or heard before.
Good Luck and
Have Fun!
Student P. Sample
English 120
Mini-Argument #1
06 Sept 08
Question Chosen: #120
What are the advantages and/or disadvantages of being single?
Who would really want to take a 50/50 bet on something? “The Americans for Divorce Reform estimates that ‘Probably, 40
or possibly even 50 percent of marriages will end in divorce if current trends continue’” (divorcerate.org). So, why get married?
The 50/50 statistic is only the top of the pile of reasons why people should stay single. Not only should everyone rethink
marriage, but my argument focuses mainly on why singlehood is an advantage for women, and not to men.
I wasn’t so opposed to marriage until I realized a few key social issues that are connected to marriage.
First of all, when the couple is united in a ceremony, typically the pastor or priest or whoever will say, “I now pronounce
you man and wife.” This is just the start of things to come for the female in the relationship. Carol L. Rhodes and Norman S. Goldner
write in their book, Why Women & Men Don’t Get Along, about how things don’t change for a man when he gets married. He still
works and pretty much does what he did when he was single. For a woman in a marriage, she suddenly acquires the “keeping of the
house” and the “rearing of the children.” Her single-gal habits are supposed to be deleted. Now, I argue these generalizations
because on average, most people would agree with me. If one goes to someone’s house and it’s messy, the gossip will conclude that
it’s the woman’s fault the house wasn’t clean. Right?
Secondly, marriage benefits men, not women, when it comes to the death rate. Married men live longer than single men;
on the other side of that coin, single women live longer than married women. One could assume from that general knowledge that
single women aren’t as stressed as married women. Also, married men have it better health-wise than single men (due to being
pampered?)!
My last piece looks into the future, to the possibility that divorce may occur and that there are children involved. Single
mothers are typically frowned upon more so than single fathers. Just thinking of the dating scene alone, it’s not a dealbreaker if a
man has a child. Women will look past that; men will not. Again, I know these are generalizations, but they are true for the most
part.
Finally, based on my own experiences, I don’t have many friends who are married who seem truly happy. And the ones who
are, are the ones who keep to themselves. The ones who aren’t are the ones asking me when I will tie the knot – misery loves
company?
[433 words]
Works Cited:
+Divorcerate.org. www.divorcerate.org. 11 Aug 08.
+Rhodes, Carol L & Norman S. Goldner.
Why Women & Men Don’t Get Along.
Somerset Publishing: Troy, M.I., 1992.