NO CLASS TODAY

We are in a winter storm warning until Wednesday sometime.  I have been monitoring road conditions and I35 is closed in both directions right by where I live and is keeping me from even getting to campus right now.  It's icy and is only supposed to get worse as the day continues.

I know some of you drive a longer distance, so I've decided to cancel class this afternoon.  Fortunately, our class hasn't been affected by any of the other snow days this semester, so it will be no problem to absorb the plans for today's 50 minutes into the next week.

As always, let me know if you have any questions.  While I'm pretty incredible, I'm unable to read minds (I'm working on this).  I'm happy to help, but don't know you need something if you don't ask.

Please be safe and continue to monitor announcements for campus closures over the next few days.

Friday 1/28 Class

Discussion: What did you learn in your exploration on finding your ideal workspace and being productive?  What are some things you will try to implement this semester to help you be more productive?  Where have you struggled in the past? 

Lecture on Chapter 1, pages 11-17--using prewriting, have a topic and some direction

Writing process= rough outline--->drafting--->revising.  This may look different for everyone.  Some people prefer to work with notes, while others are better at sitting down to type right off the bat.  Get to know your strengths and weaknesses and look for ways to build on what you do well!  Some believe that if you emphasize and focus on the good, the "bad" will gradually start to drift away.  I think there's some truth to that.

FOR MONDAY: Bring 200 words typed, telling me about your ideal workspace and what helps you be productive.  Read the rest of chapter one in your textbook.  (I'm still trying to get a sense of where everyone is, so do your best, don't panic...)

**Extra credit opportunity: Monday, 1/31 (THIS Monday) from 1:00-1:50 in COM 319, "Basics For Success" is a workshop that is being offered.  If you attend this workshop, type a 200 word reaction and turn it into me on Wednesday for a possible 50 points.  Don't worry, there will be other ways for extra credit this semester.  But I strongly encourage you to attend if you're able.  I will be there, so let me know if you have any questions.**

**Mark your calendar on Wednesday 2/2; we will be meeting at The Writing Center in LIB 308 for a "tour" and to take the grammar assessment test.  Go directly to LIB 308 instead of ATB 132; I will be there waiting for you.**

Wednesday's Class

**Today is the last day to drop a class and still get a 100% refund** (Actually this has been extended to Friday. Let me know if you  have any questions.)

Lecture from Chapter 1, pages 3-10, on writing process and prewriting
Apply these methods to figuring out your ideal workspace.

What prewriting did you use in your notes from Monday? 

For Friday: Try the other prewriting methods we talked about from Chapter 1 using this same topic (finding your ideal workspace/productivity).  Bring these on Friday.  Read pages 3-10 in your textbook.

**Mark your calendar on Wednesday 2/2; we will be meeting at The Writing Center in LIB 308 for a "tour" and to take the grammar assessment test.  Go directly to LIB 308 instead of ATB 132; I will be there waiting for you.**

Monday's Class

*Attendance

Ideal workspace and productivity "lecture"

What helps you be productive?  Think about your senses.
*Do you need it quiet in order to concentrate? Or do you prefer music or white noise in the background?
*Do you like to be seated at a desk or table and chair? or something more comfortable like the couch or recliner or your bed?
*Do you work better alone or with others working near you (think your kitchen table vs campus library)?
*Do you prefer working on a computer or with paper and pen/pencil?  Do you prefer pen or pencil?
*Is there a certain time of day that you are more productive?  Do you like to stay up late and work, so you can sleep in, or would your rather go to bed early and get up to work on things in the morning?

I struggled with this in college.  If I went home from campus without doing any of my homework, there was no chance anything school related was getting done once I walked in the door.  My roommate and I were best friends and nothing productive happened if we were both home at the same time.  We didn't have a table and chairs or any place to actually sit and do any homework.  My grades suffered as a result.

I learned that spreading out on a table in the library was the best place for me to get things accomplished.  It was quiet, but there were still people around, so I didn't feel isolated. 

Even as a teacher I have to figure out what helps me be productive when doing school business at home.
I can't work on school stuff if my home is messy.  I procrastinate homework by cleaning.  It's time to grade papers?  Wait! The ceiling fan in my dining room is dirty!

I don't like writing with pencils--they are too noisy for me.  I like writing on paper better than typing because technology has failed me one too many times.  I have fears of losing my work and writing.  If I am working at home, I prefer to have the television off, but the radio on, and spread out all of my work on the dining room table.  Before I start, I try to write a rough list of things that I need to accomplish, followed by a list of things that I'd like to accomplish--there's a difference. 

Then I set my kitchen timer for 30 minutes and work to accomplish as much as I can in that time.  When the timer goes off, I take a 10 minute break to get a drink and do something non-school related.  After the 10 minutes I consider how I'm feeling.  Can I stand another 30 minutes?  If so, I reset my timer and work again.  If not, can I do 15 minutes? Or do I just need to put things away for an hour or two and come back later?
It is MUCH harder for me to be productive at home.  If I can work at a coffee shop or library  I can work for longer without feeling like I'm bored or tired of what I'm working on.

Knowing these little things will help your productivity.  This will save you lots of time and frustration in the long run.

Make some notes, lists, diagrams, draw pictures about what you think might help you be productive?  What have you tried in the past?  What do you know keeps you from doing work?  (Bring these with you on Wednesday)

No homework for Wednesday.

Friday's Class

* Attendance

* Talked about common courtesies. (Don't interrupt--I can't stand it...etc.)

* Collected introduction essays

* Get to know each other activity: uncommon/commonalities

* Exchange contact into with each other

For Monday: Be thinking about your ideal workspace.  What helps you be productive?  Be prepared to write about and discuss this.

Computer Labs

Much of your work in the class (and future writing classes) will need to be typed and printed.  If you don't have a computer or printer, there are plenty of places available on campus for you to work.

Since I'd like you to become familiar with the Writing Center (Lib 308), my first suggestion is to work there and use their computers.  For a full list of where you can go on campus, click on this link.  If you need help locating any of these, please let me know.

If you do use a computer on campus, be sure to save your writing on a flash drive or email it to yourself (this is probably the most reliable).

I'll be doing an informal survey on your experience with computers and word processing to see if we should spend a class period on some basic skills in this (that's about all I'm capable of teaching in the area of computers!).

Just so we are clear, printer and computer problems are not acceptable excuses for failing to turn in your work.  PLAN AHEAD!!  ASK FOR HELP!!  I will not grant an extension if you come to class to tell me that your printer wasn't working or that you couldn't open your paper on the computer in the lab (unless I find out that the JCCC network is down, which has happened, and would prevent you from pulling up anything requiring internet).

Day One

Yesterday's class was cut short a bit by the snow.  I'm wondering if that's why people were absent and am hopeful to have everyone in attendance tomorrow.

We passed around the sign-in sheet and went over the course syllabus.

Homework for Friday:

*Send me an email (slillich@jccc.edu) from an email account that you check on a regular basis.  In the event that I need to cancel class, I would send out an email to notify you if I am able.  If you don't check your email daily and would prefer a phone call, please include a phone number in this email where I could call to notify of cancellation (again, if I am able).

*Introduce yourself to me.  Type a paper telling me about yourself (as much or as little information as you feel comfortable sharing) and your experience with writing.  Did you keep a diary when you were a teenager?  Do you like to write letters or send emails? Do you write song lyrics or poetry? Do you dislike writing?  Are there some parts that you enjoy and other parts you do not?
There is no required length for this paper.  Do your best, but don't stress out about grammar and spelling.  It's a pass or no pass assignment.  If you complete it, you get the points.  If you don't complete it, you don't get the points. 

Writing Strategies Syllabus

Instructor:  Stacey A. Lillich

Writing Strategies // ENGL 102
Phone: (913)469-8500 ext. 5418
E-mail: slillich@jccc.edu

**I check e-mail/voice mail each morning**    

**I don’t have regularly scheduled office hours, but am available for questions and appointments if you contact me via phone or email (email is the best way for me communicate outside of class).**

Required Texts:  Brannan, Robert. A Writer's Workshop: Crafting Sentences, Building Paragraphs. 1st ed. New York: MCG, 2010.

Recommended:  A good dictionary and thesaurus, folder  (A folder is recommended as a portfolio for you to keep all of your writing in over the semester.  I will collect them at mid-term and before finals week to review.  It is your responsibility to keep track of your assignments.)

Course Description: Writing Strategies gives the student a thorough review of basic English grammar, sentence structure and paragraph forms.  Engl 102 and 106 (Introduction to Writing) prepare the student for Composition I and II.

Course Format:  After I give lecture/demonstration of key points in the lesson, students often work in pairs or small groups to practice concepts, brainstorm ideas for writing, etc.  You will frequently use computer practices in the Writing Center and are encouraged to take advantage of the free tutoring offered there as well. 

Course Objectives :

            After successful completion of this course, the student should be able to:

    1.     Identify sentence types and their purposes.

    2.     Identify sentence formats.

    3.     Recognize and label the eight basic parts of speech.

    4.     Identify subjects in a sentence.

    5.     Identify verbs and verb phrases.

    6.     Identify independent clauses.

    7.     Identify dependent clauses.

    8.     Identify and construct simple sentences with single and compound subjects as well as with single and compound verbs.

    9.     Identify and construct compound sentences in which the clauses are separated with a comma and coordinating conjunction.

   10.     Identify and construct compound sentences in which the clauses are separated with a semicolon.

   11.     Identify and construct compound sentences in which the clauses are separated with  conjunctive adverbs.

   12.     Identify and construct complete sentences with the comma used after introductory adverb clauses.

   13.     Identify and construct various patterns of compound-complex sentences.

   14.     Identify and correct any error in written expression.

   15.     Compose a variety of sentence structures.

   16.     Apply editing and proofreading strategies to correct major sentence level errors.

   17.     Write sentences which provide information, create an image or clarify a problem.

   18.     Construct unified and coherent paragraphs.

Grading

Point value for assignments will vary.

90% and above = A (excellent)

80% and above = B (above average)

70% and above = C (average)

60% and above = D (below average)

·         I will take the grading scale seriously.  If you hand in poor work, expect a poor grade.

·         Assignments are to be done in the time and manner assigned—this should be a given, but often I have been surprised.  If I ask for a specific length, style of writing, or a true revision, I expect it.  You will be graded on the quality of work you hand in.

Late Papers

As a rule, I do not accept late assignments.  If extreme circumstances require you to turn in a paper late, you must receive my approval to do so—IN ADVANCE.  In all cases, late papers will be graded at my convenience. 

Plagiarism

Misrepresenting or copying another's work as your own is a serious offense and can result in failure of an assignment, failure of the course, or dismissal from the college.  The “Student Code of Conduct” in the college catalog has more details about plagiarism, cheating on tests, etc.

Attendance/Classroom Behavior

·         If you are going to be gone, I expect you to contact me (via phone or email) to let me know.  It is your responsibility to find out what you missed in class. 

·         Discussion and group work cannot be made up.  Failure to attend class (or to pay attention when in class) will have a negative effect on your grade in the long run. 

·         Coming to class late or leaving early, will result in a recorded absence (unless you have let me know in advance).

·         All phones should be turned off and stored away before the beginning of class, unless I give you express permission to keep yours out. 

·         While a ringing cell phone will annoy me and may result in a lowering of your participation grade, an answered cell phone (without prior consent) and/or text messaging will result in an absence. 

·         Our philosophy is mutual respect for each other and for the instruction presented in each class meeting.  Please be considerate of your fellow students and your professor by avoiding social chatter and any other activity that might detract from the learning environment. 

Student Access

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact the Student Access Office personnel in GEB 138.  They will recommend appropriate accommodations to me and my Director, and you will be notified when the accommodations are arranged.

I’m sure there are things I’ve not covered here; we’ll deal with them on a case-by-case basis.  It’s very important to me that you all succeed this semester.