A Little Lesson in Email

This will focus on communicating with professors, but some of the information would apply to other situations as well.  Upon completion of reading this, you should send me an email following the information outlined in this post, and tell me how you are feeling about the end of the semester.  My email is slillich@jccc.edu.

This is worth 50 points and should be completed by 1:00 pm Monday.  I will make a final check of my email at that time; if I have not received a message from you, you will receive zero points.  It should be noted that I WILL respond with confirmation of receipt of your message.  If you do not receive confirmation from me within a reasonable amount of time, SEND ANOTHER MESSAGE.

WRITE FROM YOUR SCHOOL ACCOUNT

Many professors will not read/respond to messages received from any account except those affiliated with the college.  Your email address is free through the school while you are a student and should be used for all school business.  Should you utilize a non-school account, like hotmail or yahoo or gmail, it is best to use your name as the username (stacey.lillich@gmail.com).  It my have been cute or funny when you were 13 years old to be supercute247@something.com, but in the academic and professional world, your credibility will be greatly compromised if you send messages using odd names.  The worst example I have seen of this was someone whose username was silvertongue69@something.com.  

SUBJECT

Write a detailed subject.  Believe it or not, you are not the only person sending emails to your professor.  Leaving the subject line blank, or putting things like "hello" or "class" are too vague.  If you are sending me a message to let me know you'll be absent on Friday, an appropriate subject might be "Writing Strategies Class on Friday."  Most professors teach more than one class and specifying what class you are writing about makes the process much easier.

BE POLITE AND COURTEOUS

Howtogeek.com covers the remaining sections perfectly below: 

Once you’ve used a good subject line, you need to make sure that your opening doesn’t prevent your professor from reading the full message. You don’t want to say “Hey” and then go on with your message. That sets an unprofessional tone that can be a barrier to effective communication. You want to err on the side of courtesy.

Write your message as politely and respectfully as you can.

(Stacey here. I recently had a student send me an email with the greeting "Hola lillich!"  First, we are not in Hawaii.  Save that greeting for your friends.  Second, ALWAYS follow the rules of capitalization when it comes to names!  Third, unless you are coaching an athletic team, don't refer to anyone by last name only.  I really had a difficult time not just deleting this message based solely on the greeting.)

Here are some other ways to keep your message courteous:

• Always sign off with your name — preferably first and last if there are a lot of students in the class.
• Close with a sentence or phrase that demonstrates your appreciation for their reading your message. It can be a sentence before signing your name, such as, “I appreciate your looking into this Professor John.” Or it can simply be a “Thank you,” followed by your name.
• Stay on topic; going on tangents indicates that you don’t really respect their time, as they probably have hundreds of other emails to get to.
• Don’t assume that they will do whatever it is you request. There are some things professors must do for students, such as giving you permission to enter a course if you meet the prerequisites. But even so, don’t assume that they will do whatever you ask. You don’t want to show disrespect or give them reason to reconsider how and if they want to help you out. So ask politely, indicating as few assumptions as possible. (Stacey here again.  In addition to this, you should actually ASK for what you need.  For example, don't just tell me "I need to know what I missed today."  Form it as a request, "Could you please send me a message, so I know what I missed in class today?")

KEEP IT SHORT

Keeping it short is similar to staying on point. Ideally, you don’t want more than three to four sentences in a paragraph. And you don’t want to stuff one message with too many paragraphs. Unless, that is, you’re sharing feedback or a personal story that will help your professor get to know you and better understand how they can help you out.

FOLLOW UP

Even if you successfully apply the above principles in emailing your professor, and you don’t get a timely response, it could be that your professor hasn’t yet gotten to your email or is currently unavailable for a time. Don’t worry about what the reasons are, simply follow up courteously if you haven’t heard back from them in over two days. Different campuses have different policies or cultures (even if unwritten) for what’s considered a timely response, so it may vary depending on your institution or the context.

Apply the sample principles listed above to your follow-up email. If for some reason you’re still not getting through, another follow-up email may be appropriate after another three to four days (again, depending on the situation). Or it may be time to talk to your professor in person. If that’s the case, make sure you find out from them how to best communicate via email.

Effectively communicating with your professor as needed greatly improves your chances for succeeding in a particular class. Keep that communication timely, smooth and productive so that you can stay focused on your work.

**Stacey's last addition: If you send your professor an email, LOOK FOR THE RESPONSE.  

Conversations like the one below drive me bonkers.

I received an email from a student two days ago and promptly responded.  We are now back in class and have this exchange:

Student: Did you get my email?

Me: Umm, could you be more specific? 

Student: I sent you an email a few days ago asking what we did in class last time.

Me: Yes, and I responded to it right away so you would have no excuse for showing up unprepared today.

Student: Oh. Well, I didn't check my email again.  Can you tell me what I missed?

Me: No.  Go check your email.

Persuasive Writing

I handed out the assignment sheet for your final paper.  Please read chapter 29 on persuasive writing for in depth examples on what we worked through on the board in class.  If you need another copy of the sheet or have questions, just let me know.

Please check back here on Friday for a lesson in email writing.

The End Is Near

Remember that we will meet in ATB MWF all week this week.  Next week we will meet Monday and Wednesday.

If you would like me to review your portfolio before the end of the semester, please bring it by Friday so I can return it to you next week.  Remember that having your portfolio reviewed can only help your final grade; you will not be penalized for not turning one in.

I read a piece by Susan Hauser on writing voice.  We will be doing some critical review of our writing over the next week, and it will be exciting to see what patterns have emerged from the work you've done in this class over the semester.

We listened to your advice pieces in class.  WOW!  There was incredible wisdom being shared in our group today!  I am humbled and honored that you chose to share your personal thoughts and feelings with me and the rest of the class.

Finally, we finished and reviewed the last sentence revision worksheet of the semester.  I think that's the fastest one you have ever completed.  This means you are fine-tuning your abilities!  Way to go!

For Wednesday: read up on chapter 16--punctuation.  There will be a timed worksheet to complete in class; you will be able to use your book, but if you haven't read the book or this blog, you may struggle to complete it in time and correctly.  READ YOUR BOOK!!!!  It would also benefit you to do some of the practice activities in areas where you might need clarification.  If you do some, let's go over them quickly before the worksheet, to make sure you have correct answers ready to review.

Peer Review

I was SO impressed today!  You all came prepared with your rough drafts and worked through our first attempt at peer review like troopers!

After this week, we only have two more weeks of classes before finals!  Time is flying!  Keep up the good work!

I collected your then/than sentences and then we did peer review.  I know it's a little scary at first to be having someone else read your writing.  You just completed a very brave task and you should be extremely proud of yourselves!

Friday will be used to clean up your rough drafts and push through the modules you have left at the Writing Center.  I'll collect your final drafts and all working documents on Monday.  Also don't forget the comma worksheets if you didn't turn those in today.

Let me know if you have ANY questions!  GREAT JOB TODAY!!!!!

Easter Monday

I think I overdosed on jelly beans this weekend.  I needed some extra coffee this afternoon.

I apologize for the confusion with the worksheets.  I realized that some of you didn't get the two-sided worksheets.  Everything should be ironed out now.  You may turn the new ones in this Wednesday, or I will allow until Monday to finish, since it was my mistake.

We went over then/than in class.  Your assignment is to write two sentences for each word, for a total of four sentences.

Then we did a seven minute focused free write with the topic "If there is one piece of advice you could give to your younger self, what would it be?" or "If I knew then...."
Marc and Dustyn shared their pieces with us.  Thanks, guys!

For Wednesday: develop and type this up.  Your end result should be half a page to a full page in length, typed.  Bring this Wednesday to work in a peer review session.  Friday will be spent doing a final revision so that Monday you should turn in your final draft, rough draft, and free write from today (I call these your WORKING DOCUMENTS).

At the end of class we started a sentences revision worksheet from our definition papers.

WOW!  You all accomplished SO much today!  Thanks for working hard and being focused!  Well done!

Please also start reading through chapter 16 in your book.  This talks about punctuation.  There is some really great information in here.  As always, let me know if you have any questions/concerns!

Commas!

Does anyone else have spring fever going on?  Apparently, we are in for rain for the rest of the week.  Hang in there!  The sun will come out tomorrow, or the next day, or the next!

I collected the sentences for suppose/supposed to.

We went over the sentence revision worksheet from your how-to papers.  WOW! I was impressed by the work you did!  Well done!

Then we went over commas a bit more.  I gave a handout out for you to have as a resource for some of the most common comma usage.  Keep in mind, it is NOT intended to replace your reading of the chapter in the book, or the website I asked you to take a look at. 

For next class, complete the comma worksheets I gave you at the end of today's class.  You should refer to the handout, website, and especially your book.  If you feel like you need more practice, the exercises in the book would be good.  As always, I am here for you as well.

Happy Day Before My Birthday!

Today I collected your revision papers.  Based on our discussion, it sounded like it was a good experience for everyone.  I look forward to reading them!  Thank you for your continued hard work here!

We went over the difference between suppose and supposed to.  This can be found on page 252 in your book.  There are sample sentences you can look at. 
For Wednesday: write two sentences using each word correctly, for a total of FOUR sentences.

The rest of class was spent finishing up the revision worksheet from our how-to papers.  We'll probably finish going over this on Wednesday.

Also for Wednesday, read chapter 15 and read THIS LINK on commas. 

 

Revision Plan

Monday I collected your definition pieces and reviewed their/they're/there.  I also discussed the importance of reading through the book and this website AGAIN.  We went over to/too/two and you were to write two sentences using each one correctly.

Today I collected the to/to/two sentences and then we covered a little bit of the revision process.  Some of this was introduced back in chapter one.  Now that we've been writing for a while, it is important to cover again.

Your assignment is to revise TWO of your pieces of writing from earlier in the semester.  There is a Revision Priority Checklist on page 16 that will be very helpful in coming up with your revision plan.
Look at the areas of content, organization, style, and mechanics. 

On Monday I will collect your revisions AND your original pieces. 

The last part of class was spent going over the sentence revision worksheet from the how-to papers.

Have a great weekend!

Friday's Questions

Remember that today is workshop day.  Do not report to ATB.  You are free to work where/when you choose today, as long as you have everything completed by 2:00 on Monday.  If this is your first time visiting this site, it would be a good idea to start at the beginning and work your way back.  It will be good review!  If you haven't already realized, it is impossible to cover everything in our 50 minutes of class.  That is why it is extremely important for you to be reading your text book and checking here for additional information.  I have posted links to websites and some of the notes from class that are important for you to remember.

The exercises from the chapters in your book will be very useful in helping you understand and put into practice what you are learning/reviewing.  You may also benefit from some one on one help in the Writing Center.  If you are confused or unhappy with the results you've been getting, try something different!

I also want to emphasize the importance of reading.  Reading ANYTHING will help your writing!  If you have not been reading your textbook, get busy.

On to the questions for your assignment.  There are five questions that are worth six points each (for a total of 30 points).  This will require you to read through past posts and probably click on some links for further reading to locate the answers. 

1. What are the four basic groups to which parts of speech belong, and what are the eight parts of speech?
2. What are seven easy steps to becoming a comma superhero? The next question is related to this one, so read on.
3. Write one sentence as an example for each of the steps mentioned above (for a total of seven sentences).  When you find the answers for number two, use the examples given to you as a models for the sentences you write.  Sometimes the best way to gain an understanding of something is to model it.  Example: If I wanted to model the sentence Jennifer wants to go to the store after school, but she has no money. I would keep the same structure, but maybe change the nouns and verbs.  The result could be: Dustyn wants to go to Barley's after school, but he has to work.  Make sense?
4. What is a phrase AND what are the nine types of phrases?
5. Tell me the three patterns in writing that use coordinating conjunctions AND write on sentence for each.  Again, use the examples given as models for your own sentences.

If you have any questions, let me know.  I have tested loading this site and everything I link to on multiple computers at various locations (two different computers at home, five different computers at the main campus and at WestPark, and my husband's computer at his office), so I'm not likely to believe any excuses that you couldn't get it to work.  I have been directing you to come here for months, and will offer NO extensions on this assignment for technical difficulties.

Remember that your definition piece is due Monday, along with your free write from Wednesday's class.  FYI, yesterday I was notified that a faculty member from the English department will be observing class on Monday.  I get an observation once a semester, so this is no cause for alarm or anything I'm worried about.  I just wanted you to know.

Have a wonderful weekend!  It's supposed to be warm and sunny!

Sunshine!

Is it just me or are our classes going by faster and faster every week? 
I have to say, I am so impressed with the thought and creativity you all have been showing the last couple weeks!  I know it's not always easy (or fun), but you won't regret the hard work you do in this class; I promise.

Today we did a free write based on chapter 28 (definition), where we chose something we knew well and tried to define it.  What does it mean?  What does it mean to YOU?  Read through the chapter in the text book as you write this piece.  Some things that may be helpful as you get started are to look up the definition in the dictionary, thinking about what your topic is NOT, and comparing it to something else.

Remember that Friday is workshop time.  You should use this time to work on this piece of writing, because a typed, polished piece is due on Monday.  Please also bring your free write from today and turn this in with your typed paper so you may receive credit for the work in class.

You should also read through this weblog before Monday.  On Friday I will post FIVE questions for you to answer, requiring you to go back through the weblog and read some posts.  Write these answers on a sheet of paper, put your name on it, and bring it to turn in on Monday.

We started another sentence revision worksheet at the end of class today, but didn't get too far.  Please keep these for working together on Monday.

Lastly, we're going to spend some time next week talking about revision.  Please bring copies of all of your typed pieces from this semester.  We'll be looking through them and choosing two to revise.  Remember that it doesn't have to be the exact copy that I graded (though that would be helpful for you).  If you lost the one I graded but have a copy saved on your computer, just print a new one up and bring that.

As always, after you read your book and the weblog, if you are ever confused or need help with ANYTHING, please let me know.  I'm more than willing to work with you one on one. 

Windy April Monday

I hope everyone had a great weekend! It was so nice to see the sun!

Today I collected your past/passed sentences.  We then went over their/there/they're.  For Wednesday, write two sentences correctly using each word.  This means you should come with a total of six sentences.

The rest of class was spent going over the worksheet on identifying fragment sentences.  I know this can be confusing and requires a lot of hard work.  You all did a great job!

Please spend some time going through the most recent posts and reading the necessary chapters in your book.  This will make our time in class more productive because everyone will be prepared with the background information.

FOR WEDNESDAY: In addition to writing the six sentences, read chapter 28 --starts on p.408.

As always, if you have any questions please ask.

Foggy Friday

I'm preparing this post before class so I can reference it when we are together today.
***We didn't get through as much as I had planned today, but I still want you to read through this post (and at some point the rest of the blog.***

Remember that we will meet in ATB 132 on Monday and Wednesday next week.  Friday is workshop day. 

Our commonly confused words lesson for this week is past vs passed.  For Monday, write THREE complete sentences using each word correctly.  This means write three sentences using PAST and another three using PASSED, for a total of SIX sentences.

We'll finish going over the sentence revision worksheet that you completed on Wednesday and spend some more time discussing editing and proofreading. 

Finally, we'll begin looking at chapters 9 & 10 on conjunctions and prepositions and phrases. 
These links may be helpful to review in clarifying the difference between coordinating and correlative conjunctions.
Here are some great exercises to test yourself on prepositions (once you click, scroll down a little).

Test yourself on conjunctions here. 

FOR MONDAY: read chapters 9 & 10.  You should also read through this post and spend time going through the links; it will reinforce what you've read in the book.  Don't forget to write your sentences for Monday as well.  For bonus points, on a piece of paper, tell me why proofreading is important.  Turn this in as soon as you come to class Monday for the extra points.

Time Flies When You're Having Fun

Wow!  Today's class went so fast; I'm sorry for rushing at the very end.

You did a great job working together on the revision worksheet.  We'll finish going over that on Friday, so don't forget to bring them so I can collect them and give you credit for completion.  Do you feel like doing those worksheets are helpful at all?  Sometimes it's beneficial to take sentences out of the larger piece and focus on what's correct and incorrect to get a better picture of what's going on.  Thank you for being cooperative and helpful with each other.

At the end of class I introduced you to chapter 25 (page 365), which is about explaining a process or telling someone how to do something.  Read through the chapter for some ideas and then for Friday bring a typed piece explaining how to do something.  This should be something you already know how to do.  It can be like the example we talked about in class: how to make a grilled cheese sandwich.  Or if there is something you do at work, like cleaning tables or running a mower, you could tell how to do that.

A good place to start may be making a list of the steps and then expanding that way.  Don't make this harder than it needs to be.  Marc mentioned that he may write about how to do a household task like mopping the floor.  That's a great idea!

Other topics students have written about in the past include: how to break up with a girlfriend, how to ask someone on a date, how to apply for a scholarship, how to find a good gym, how to put gas in your car, how to register for classes, how to bake a cake, how to install a car stereo, etc.

If you're struggling for ideas, don't hesitate to ask.  I love brainstorming with students!

To clarify: THIS FRIDAY WE MEET IN ATB 132.
Next week we will be focusing on our writing a bit more and shifting workshops to FRIDAY.  This means that you will need to do the Writing Center modules on your own time, since it closes at 2:00 Friday.  The workshop time will be for writing and you will have freedom to choose where you do this work.  We'll talk more about it in the near future; I just wanted you to be aware of the change.  Note that this was on the schedule I gave you back in February. 

If it ends up that Fridays don't work as well, we can always shift back to Monday.  We aren't married to this and I'm more than willing to work it any day.  This was just an attempt to meet the desires of everyone in class, having workshop on Monday for a while and then Friday.  Also remember that if you ever want help or have questions, I am willing to meet during this workshop time or another day/time.  You just need to ask.  I don't have a formal office to hold office hours, but am always available before and after class for at least 30 minutes.  However, I don't read minds and I never assume that because you aren't doing well in the class that you want me to help you. 

Just in case, here is my contact information: slillich@jccc.edu is my email and 913-469-8500 ext 5418 is my voicemail.

Adjectives and Adverbs

I realize this post is late.  Something unexpectedly came up right after class Friday that prevented me from posting before I left the room, which is what I usually try to do.

Remember that today is workshop in the Writing Center.  You should be getting ahead on those modules and using what you're learning as you do the writing assignments in class.  Once we cover something, you are held accountable for putting it into practice.  Carelessness and laziness are not excuses for repeating the same mistakes (over and over); if you need help or clarification, YOU have to ask.

On Friday we heard Jennifer and Dustyn's writing about their favorite people.  Thanks for sharing!  Reading our writing to each other is just another way that we absorb language.  It all helps to improve our writing abilities.

We then reviewed the parts of speech and discussed adjectives and adverbs. If you haven't, READ CHAPTER 8 from your text book!  There are practice exercises and samples that will review and perhaps clarify what we covered in class.

Remember that adjectives describe nouns and adverbs describe verbs.  You should still read chapter 8 THOROUGHLY!

On Wednesday, in COM 319, there is a creative writing reading event at 11:00.  Students and faculty are invited to read their writing.  You are welcome to join in the reading, or you may also attend to observe and enjoy the creativity.  As an extra credit opportunity, you can earn up to 25 points for attending and typing up a half-page reaction.  In order to receive the points, this must be turned in by this Friday, April 1.

I hope your week is off to a good start, despite the silly snow.  Browse through the site here for things you may have missed and to review important information.  More extra credit will be available soon.

I'll see you all on Wednesday!

Monday Workshop Day

I'll post from Friday's class soon, but in the meantime wanted to remind you that Monday is a workshop day.  Do not go to ATB for regular class; report to the Writing Center to make some progress on your modules.

Full Day

We covered a lot of material today; I hope you will take some time to read through this post to review and refresh what was discussed.

We first got caught up on our sound-alike words.  There is a section near the back of your text book that is devoted to common words that get confused because they sound alike.  Today we covered the following:

Affect Versus Effect

Already Versus All Ready

Are Versus Our

While it is a good idea to learn the difference between these words, it's even more important to be aware of which ones you struggle to differentiate and then know where to look to find the answers.  Simply guessing is not an option.  These are things that totally change the meaning of what you are trying to say; it's imperative that you use the correct word.

We then briefly covered some capitalization rules and number rules.  There are too many to remember, but, again, what's important is that you know where to look when you are writing, so that you may clarify and be certain that you are following the rules in these areas.  Even the most skilled writer does not have every grammar and punctuation rule memorized.  However, they do know where to go for the answers.

At the end of class we did a seven minute focused free-write about someone that is special to us.  This could be a friend, relative, spouse, mentor, etc.  The possibilities are really endless.

FOR FRIDAY: Type and polish this free-write.
It should be roughly half a page in length (it's ok if it's longer).
The format rules are the same: double-spaced, 12 point font, Times New Roman, 1" margins.  As I mentioned in class, I don't enforce these just because it's my preference to read papers in this format.  These requirements are the most basic guidelines when typing any paper.  This course is to prepare you for future classes where you will be required to write.  If you have questions or need help learning how to format, JUST ASK!  We can spend a few minutes familiarizing you with how to do these basic functions.

Warm Monday

It's the first day back after break and we had a hard-working group here today.

The group worked on a revision worksheet in class, and we went over it on the board at the end.  It was good to see the importance of taking the time to proofread and revise carefully before turning writing in to be graded.  Even little things, like typos and misspellings, can totally change the meaning of what we are trying to communicate to our readers.

At the end of class,  I handed out a worksheet on identifying fragment and complete sentences.  Chapter 14 in your book will be very helpful in completing this.  We'll also work with this more later in the week, but do your best to finish this worksheet on your own.  It will give you an idea of how much work you will need to put in on your own.

Think about the following statements:
A sentence is a group of words that communicates a complete thought.

The words in the sentence should be in an order that makes sense.

Begin every sentence with a capital letter, and end with the correct punctuation mark.

Beware of Facebook status sentences.  We have talked about this many times this semester.
Examples: Going to the store after school.  Headed to Barley's after work tonight.
These are both fragment sentences; they are missing the subject (answers the question: who or what is doing the action?). Though these are accepted sentences in conversation and on Facebook, and the subject is understood, they are not technically correct/complete sentences.
I'm going to the store after school.  We're headed to Barley's after work tonight.

Back to Reality

Happy Spring!
I hope everyone had a relaxing break; I know I didn't.

At our last Friday class before break, I collected your typed narrative assignments and gave a quiz.  If you were not in class, you missed out on 20 points.

Remember that we will meet in ATB 132 all week this week--NO WORKSHOP TIME. 
I look forward to seeing you all tomorrow and hearing about how you spent your week off!

Narrative Lesson

It's nearly break time! 

Today we learned about narrative writing (chapter 22--p. 321, YOU SHOULD READ THIS CHAPTER!).

A narrative tells (and shows) about events and usually about people.  They often involve conflict and suspense and answer the following questions:

WHO?

WHAT?

WHERE?

WHEN?

HOW?

WHAT WAS THE OUTCOME?

A narrative is essentially telling a story.  We tell stories for many reasons--to inform, entertain, persuade, vent.

Just like description is not just reciting a list of attributes about a person/place/thing, narrative is more than simply listing a series of events.  There should be a point or some significance to your story.  Maybe your behavior changed or your thinking or feeling about a certain subject.  Did it help you become who you are today? How so?

We read a sample narrative in class and went over possible topic ideas.  There was also time for free-write and planning at the end of class.

FOR FRIDAY WRITE A 200-300 WORD NARRATIVE. 

Class ended talking about some non-negotiable aspects of this and all future assignments:

-Your name must be typed on your paper

-Your paper must be typed

-It must be printed by the time we start class on Friday

-12 pt font

-double-spaced

If you need help with using Microsoft Word or any other area of writing, you have to ask.  I can't read your minds and I cannot do the work for you.

Commas Are Cool!

Before our next class, I'd like you to read through this page about commas (click on the link!).  We'll work on this more after our week off.  Study and enjoy because there may be a quiz!

Thank you, University of North Carolina at Chapel Hill, for this great compilation from The Writing Center!

Workshop Monday

It's the week before Spring Break!  Are you tired and worn out?  Hang in there!  In only a few more days you'll be able to shrug off academic stress for a week and bask in some mental freedom.

Remember that we will not meet in ATB 132 today.  We're working on the modules and tests at the Writing Center (LIB 308).  I was impressed with the progress some of you made last week in moving ahead on the lessons--keep up the great work!

Your homework from Friday was to read through this blog and catch yourself up on some things you may have missed, and also to review things we covered in class.  Let me know if you have any questions.

Extra Credit Opportunities

It's a dark and rainy day, so I'm in the mood to offer you some extra credit.

The first one is: The Career Development Center is offering a free 2-session strengths workshop with free assessment ($12.50 value) to interested JCCC Students.  For more information, call (913) 469-3870 or send an email to kfrankenfield@jccc.edu.  Do you know your strengths?  They are your greatest opportunities for success in college, career and your personal life.
If you complete this by Friday, March 11th, and show me the results, or show me that you have an appointment scheduled and then set a different due date, you can earn 50 points!  This is HUGE!

The second one is: I want to know that you have actually read or are reading this blog.  In the past I have made announcements about extra credit in class.  This time, I won't.  For those that see this post and want to earn 20 extra credit points, turn in a sheet of paper answering the two following questions to me on Wednesday, March 9th.
            1: According to the post from 2/23, what is Stacey going to do on payday?
            2: According to the post from 2/14, what are the four parts of speech categories?

Sleep Much?

Today was a sick and sleepy class, but you stuck with it! Go home and rest while you enjoy the KU game tonight. We only have one more week to get through before Spring Break--hang in there!

We talked about Schoolhouse Rock and I felt old. We enjoyed the verb video at the beginning of class and are officially closing the chapter on verbs.

I handed out a schedule for the rest of the semester.  Unfortunately, I'm composing this post at school and don't have digital copy of the handout to paste in here.  If you were absent, please see me for a copy when you return to class.

We discussed the freewrites from last week about our favorite place and related them to Chapter 21 in the text book on the topic of description.  Your assignment for Friday is to go through your freewrite and decide which details are really relevant to your favorite place and the impression you want to communicate, and then type this up.

I am not interested in reading a list of details that describe your favorite place, but details that would support your feelings about that place.

For example, Jennifer and Dustyn's favorite place was the lake.  Rather than say: There are trees and people fishing and sometimes the sun is shining and other times it rains, etc.  Focus on a specific location at the lake.  Dustyn could say: Sitting on the dock with a beer is the most relaxing place for me.  To be even more specific, he could tell what kind of beer. Bottle or can? Are you sitting on a towel or a chair? Is it sunny? Are you alone? Is it quiet or do you hear birds or boats?  Think of your physical senses.  At the end of reading your piece, I want the details to help me understand why this is your favorite place.  This is called creating a dominant impression.

While you should consider all of the senses, in such a short piece you will probably only focus on one or two.  This isn't an exhaustive essay, but something that could be developed into a paragraph and maybe later an essay in your next level writing class.

Try to have fun with this.  It's your favorite place!  Enjoy sharing it with us!

If you start working on this and need any help, don't hesitate to ask.
See you on Friday in ATB 132!

Nouns & Pronouns

Lesson on nouns and pronouns--chapter 3.

Nouns, along with verbs, form the core of our sentences.  They tell us who or what is doing the action.
Nouns name a person, place, thing, or idea.
Pronouns are words that stand in the place of nouns.

Commonly used pronouns include:
I     you     he     she     it     they     all     everyone     many      someone
who     this     that     my     your     his     hers     its     their

Proper nouns are the names of specific person, places, and things.  All other nouns are common nouns. 

Proper Nouns might include:

Lake Superior
Johnson County Community College
Stacey Lillich
Lincoln Memorial
Shawnee Mission Medical Center

Common Nouns
a lake
community college
my teacher
monument
hospital
(**note that you only capitalize when you are referring to a specific person, place, or thing***)

In looking at your freewrite, what are some nouns that you found? Verbs?

Insert a noun into each of the following sentences.

After I graduate from high school, I plan to attend _________________.

The shoplifter stole a __________________from the sports store.

I'm having my surgery done at ________________________.

_______________ threw the football to me.


Give the _____________________ to Jennifer.

What is the correct pronouns in the following sentences?

When Richard and (I/me) went to apply for jobs, we looked for (them/they) in the newspaper advertisements.

Cecilia said that she wanted to be a word processor, but (I/me) was more interested in jobs that might take (I/me) overseas.

(She/her) applied for a computer job when (I/me) found (it/them) in an advertisement.


Both Cecelia and (I/me) had excellent training in our business classes.
(Note, one way to test this is to cross out the other name and see how it sounds.  Can "me" have excellent training in our business classes? Try it in "She had a great time with Cecilia and I/me.") Also check out this link for a good explanation.

Nouns are often subjects in sentences.  After you have located the verb in a sentence, next look for the subject.  The subject either does the action or is linked by a verb to a describing word.

1. Subject with action verb: Mariano Rivera pitches for the Yankees.  (Who pitches?)
2. Subject with helping and linking verbs: Rivera may be the best closing pitcher in baseball. (Who may be the best pitcher?)
In most cases we can find the subject in a sentence by asking who or what is doing the action.

Subjects can be nouns or pronouns. Other possible subjects could be gerunds (verbs with an -ing on the end that act as a noun) and infinitives (verb forms that begin with to and can be nouns).
Examples:
Gerund subject: Laughing is good for the spirit. (What is good for the spirit?)
Infinitive subject: To succeed requires hard work. (What requires hard work?)

Writing Center Workshop

Remember that Monday was our time for working on the lessons at the Writing Center.  I'll be expecting verification of your completion of the master tests in each area starting NEXT WEEK.  That means you should be working on them LAST WEEK so that you can complete them all this semester.

See you on Wednesday!

NO CLASS TODAY

We will not have class today.

Please let me know if you have any questions/concerns.

Thank you.

Get Some Hump-day Action

Everyone was here today!  Let's try to set a record and do it again on Friday!

I collected your advice/advise sentences.

Remember our workshop days will be this Monday 2/28 and the following Monday 3/7.  Please be diligent in working on the lessons and tests for the assessment you took at the Writing Center.  If you ever have any questions, don't hesitate to ask!  I have many additional resources available and am happy to help in any way I can.
Spring break is the week of 3/14, so there is no class.
The following week, 3/21, COME TO ATB  FOR CLASS ON MONDAY!

I am working on a handout with our tentative agenda for the rest of the semester and hope to have copies for you on Friday.  Thank you, again, for your patience as we work through the kinks.

We did a seven minute free-write in class today about a place that we enjoy.  Thank you to those of you that shared!  It was great to hear about the lake and the art store and being with friends!  We'll be working with this particular free-write again in the near future, so stay tuned!

Finally, we ended the class by reviewing verbs, linking and helping, and learned about compound verbs.
Do you remember?
DJ is going to rap AND dance at the club this weekend.
Harmon is going to cook AND clean in the kitchen tonight.
Marc is going to paint AND draw when he returns from the art store.
Dustyn is going to eat AND drink at Barley's after class.
Jennifer is going to swim AND ski at the lake this summer.
Stacey is going to skip AND hop to the bank on pay day.

See you all on Friday!

Just Another Manic Monday

Glossary of Usage lesson: advice and advise
Remember when we talked about words that sound similar but mean different things? This is the most common error that occurs in writing. Spell check will not help you, so it's important that you become aware of some of the more commonly confused or otherwise problematic words and phrases.

Advice is a noun that means "opinion" or "suggestion"; advise is a verb that means "to counsel or to offer advice."

We discussed how Friday's workshop went. As we discovered, the Writing Center closes at 2:00 on Friday. This may pose a problem for some of you. Let's try to come up with a solution so that you can still have it as a workshop time, but perhaps another day? I'm open to your ideas and suggestions before making a final decision.

We reviewed the parts of speech categories and went over more of the verb exercises from Chapter 3.



FOR WEDNESDAY: Write THREE sentences using the word advice properly and write THREE more using the word advise properly.  This can be typed or handwritten.

Workshop Day

Happy Friday, everyone!

Remember that today is a workshop day! Do not report to ATB 132. You should go to The Writing Center (LIB 308) to begin your first lesson in the assessment series. Your verification of successful completion of this first module is due 2/28. Please let me know if you have any questions about how this will work.

On a totally unrelated note, someone from Production Services will be videotaping our class on Monday. I am participating in a program through JCCC that requires me to have one of my classes recorded and then viewed/critiqued by a faculty member in the speech department. This will not change how we operate class, it'll be business as usual. Also know that this will not be broadcast anywhere; it's strictly for my performance as your teacher. If you have any questions or concerns, let me know.

Have a great weekend!

Foggy Wednesday

We started to go over exercises 3.1-3.6 as a class.  We only got through 3.1 and will continue on Monday. Each activity was worth five points, for a total of 30 points.

I talked about how we will proceed with the results of the grammar assessment that everyone completed at the Writing Center.

For each area that you scored 70% and below, you will be required to complete the module and mastery test at the Writing Center (LIB 308).  We used class today to come up with a plan for how this will be completed.
Each person had me approve their plan before leaving.

Friday is going to be your first day as a work day where I want you to use the class period to begin your first module.  If after getting there a different plan is recommended for completing the modules and test, please follow what the faculty at the center advise.
NOTE: your first mastery test score will be due Monday 2/28 (and every Monday after, until all have been completed).

DO NOT report to ATB 132 on Friday.  I will not be there.  I expect you to work independently on Friday.  (If you have other free time before Friday and are able to work at the Writing Center, feel free to do that.  I'm not locking you into that specific time period if you can handle the freedom at another time and still accomplish what needs to be done.)

Happy Valentine's Day

Freewrite for 10 minutes--open topic.  I collected for points (this cannot be made up if you were absent).

Lecture
What is a sentence? and What is a paragraph?

A sentence is a group of words that expresses a complete thought.  All written language is based on the sentence.  In the age of texting and instant messaging, true sentence form has gotten lost by some people.  I strongly encourage you to carefully write in complete sentences, even outside of school.  This will be a huge help in developing your writing habits if you are doing this at all times.  It may seem formal to write that way in an email to your friends or in your Facebook status update, but for the sake of improvement, try to be aware of how you write everything from here on out.

A paragraph is a collection of clearly related sentences that make a point.

Sentences make up paragraphs; paragraphs make up an essay.

I started a lesson on parts of speech.

There are FOUR basic groups to which parts of speech belong and then EIGHT traditional categories/parts of speech:

. NAMING ACTING (helping/being) DESCRIBING CONNECTING . nouns verbs adjectives prepositions . pronouns adverbs conjunctions . (((((CORE OF THE SENTENCE))))))) interjections

VERB: action or state of being
NOUN/PRONOUN: doers of the action or focus of the being verb

Try not to get overwhelmed by the terminology and ask questions as needed.
****We spent some time going through our freewrite to see if we could pick out any words that fit into the naming and acting categories.

Focusing on VERBS: 

1.      Action verb—shows something happening (physically, mentally, emotionally)
                        Think: WHAT ARE THEY DOING???
Stacey is cleaning her kitchen. (action verb)
**look through your sentences and underline the action verbs***

      2.      Being/linking verb—tell about a state of being (the verb BE is the most common) its other forms are (am are, is, was, were, been, being) 
          Stacey is a clean person. (being/linking verb) or if you look back at the prev IS is linking.
         **look through your sentences and underline any action verbs**

3.      Helping verbs—help the main verb of a sentence express meaning, when combined they make a verb phrase (more than 1 word)
Common: be, have, do, may, might, must, can, should, would

Stacey should be cleaning every week.  OR  Stacey must clean every week. 

**look through your sentences and underline any helping verbs, circle verb phrases, or rewrite to include a being/linking verb AND helping verbs.  

FOR WEDNESDAY: READ PAGES 38-44 (top half of page 44) and COMPLETE ACTIVITY 3.1-3.6 (So this means COMPLETE activity 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 BEFORE class on Wednesday).

Friday's Class

Today you should have turned in your yellow score sheets from the assessment test you took at the Writing Center.  This is worth 50 points.  You'll get all of the points if you complete it on time and zero points if you have not completed it by class today.  You cannot proceed in the class without completing this test.  Let me know if you have questions about this.

I also collected the reaction essays about the Basics for Success workshop that we attended on Monday.

I introduced the extra credit opportunities that are listed in the previous post.  READ THEM!

Lecture on chapter two--reading and how it helps your writing.

Become an active reader.  Write WHILE you read.  Keep a pen in your hand and a notebook at your side and jot down thoughts, reactions, questions, words that may need clarifying etc.  You can also write in your books; you own them!  Use the margins; highlight; if a certain paragraph elicits a strong response in you, make a big exclamation point next to it.  KEEP YOURSELF ENGAGED.

Pre-reading AND pre-writing.  Before you start reading, skim through the pages you will read. Pay attention to headings and margin material.  Prepare yourself for what you are about to read.  Consider pre-writing everything you already know about the topic before you start.  What questions do you have?  What do you hope the material will cover?

When you are finished, complete a post-read. Look through your notes, flip back through the pages one last time for a final skim.

On a somewhat unrelated note, I have seen firsthand that people who read regularly are better writers.  It doesn't have to be academic material, but find something to read DAILY.  If you say you don't like reading, you haven't been reading the right things.
What interests you? fitness? finance? travel? cars? music? Have you thought about taking a trip or trying a new hobby?  FIND SOMETHING WRITTEN about something that interests you and start reading it. Perhaps you may benefit from setting a reading goal.  Pick up a magazine or book or find a website with articles that you can commit to reading every day.

As you read, start to pay attention to punctuation, how sentences are written, arranged, begin/end.  You will eventually begin to model what you see done correctly-- I PROMISE.

We did a freewrite at the end of class for 10 points.

HOMEWORK: Read chapter 2

Extra Credit Opportunities

There are some great events taking place on campus this semester!  You may attend any of the following events and turn in a typed 200 word reaction at the following class period for a possible 25 points of extra credit.

Things you should include on your reaction are the following: the name of the event, the date you attended, and the location.  This does NOT count toward your 200 words.  Your reaction should be specific and complete.  Do not assume that you will receive the full 25 points when you turn it in.  I will score it like any other paper.

REMEMBER, THE REACTION IS TO BE TURNED IN AT THE NEXT CLASS PERIOD AFTER THE EVENT YOU ATTEND!  Example: If you attend an event on Monday, you must turn in your reaction on Wednesday. 

NO EXCEPTIONS.

Career Pathways is offering events this semester to help students explore careers.

     Career Pathways, a program for career preparation and workforce development at Johnson County Community College, is planning several events this semester to encourage students to examine careers and undertake a plan of study that will lead to the career of their choice.

•        Health Careers Fair, 10 a.m.-2 p.m. Friday, Feb. 18, RC 101. More than 25 representatives from the medical community seeking future employees will be on hand. This is geared for JCCC students as well as students from local high schools.

•        JCCC’s Career and Tech Expo, 11 a.m.-12:45 p.m., Saturday, April 30, Carlsen Center lobby. Representatives from more than 50 career and technical preparation programs at JCCC will be available to share information with parents and students on programs ranging from automotive technology to veterinary technology. The wide array of new and exciting options for 21st-century career information such as job outlook, potential salaries, as well as training and educational requirements will be available.

     For more information, contact Minnie Adams, director, Career Pathways and Cooperative Programs, madams52@jccc.edu  at ext. 4710.

There are also three more options that you have through Career Services.  All of the following events will take place at the Campus Center in COM 319.  Pizza or a snack will be provided.

10 Most Wanted Careers

What careers will be in demand in the next 5 years?  What level of education do jobs require? What salary can you expect?

Thursday 2/17 2-3pm (There is a limit of 10 people for this one, so get there early! Unfortunately, you cannot sign up in advance--I checked.)

Tapping Into Your Interests

Choosing a career path or major can be confusing and overwhelming.  One way to help narrow the choices is to find the right fit between your interests and the environment of a particular career path.

Wednesday 2/16 1-2pm

or

Thursday 2/17 1-2pm 

Deciding on a Major?

This session will be an informal discussion about choosing majors and how this process is different from choosing a career.

Thursday 2/24 1-2pm

 

Wednesday 2/9

Remember that today's class will be meeting at The Writing Center in LIB 308.  You will be given a tour of the area and take the assessment test at this time.

Unfortunately, my daughter is sick and I will be unable to attend.  Proceed as scheduled!!  This will not affect class today!

Upon completion of your test, you will be given a yellow score sheet.  This should be turned in to me on Friday in order for you to receive the 50 points for attending the tour and taking the test.  If you are unable to attend during class today, you MUST do this before class on Friday or you will not be able to proceed.  I will explain more on Friday.

If you have any questions, please let me know.

Freezing Monday

Today our class attended the Basics For Success workshop in COM 319.  The Academic Achievement Center is an excellent resource on campus, located in LIB 227.

There was some useful information given on time management and organization that I, even as the teacher, benefited from.

Remember that your 200 word typed reaction is due this Friday.

Don't forget that Wednesday's class will take place at The Writing Center in LIB 308.

Let me know if you have any questions.

Friday's Class

Welcome back!  Is anyone getting tired of this weather?

Lecture on editing/proofreading, page 19.

Talked about peer review, what it is, why it's useful, etc.

Peer review is simply having a peer (fellow student) review/read your writing.  This is commonly done in writing classes in the rough draft stage of production.  Often when we are very familiar with a piece, we can miss or overlook errors or areas that might be confusing or need clarification.  If we are struggling with the introduction or conclusion, a peer may be able to offer some fresh insight.
Both the writer and the reviewer benefit from this process.  It's always good to receive feedback on our writing.  This helps us improve and communicate more clearly.  When you critically review someone's work, it helps you develop your own revision skills.  Maybe you will see a strategy that you haven't tried before.  Perhaps you will see something that you want to steer clear of doing in your own writing.

We are not simply looking for what's "wrong" in a piece of work, but also what is done well!  We all have strengths and weaknesses; learning to identify them will help us to become more successful.

We traded papers with someone and did a basic peer review session.

I collected the productivity papers and working documents.

Read page 19 for more details on editing/proofreading.

** Monday 2/7 we will be attending the Basics for Success workshop during class.  Please meet at COM 319 instead of ATB 132; I will be there waiting for you.  DUE FRIDAY: Type a 200 word reaction.  This was previously an extra credit option, but will now be required.  Let me know if you have any questions.** 

Also looking ahead: on Wednesday 2/9 we will be having our visit to The Writing Center (LIB 308) during class.  

CAMPUS CLOSED

I hope you're all safe and warm today.

In case you haven't heard, campus is closed again today.  Hopefully I'll see you all on Friday.

We'll be working with and collecting your 200 word piece about productivity and your ideal workspace.

Campus Is Closed

Just in case you live in a cave and are coming here for your news: CAMPUS IS CLOSED TODAY (Tuesday 2/1).  I know we don't meet, but thought you might be using your time wisely today to get some school work accomplished.

Check here again tomorrow for weather-related announcements.  I'm guessing campus will be closed again, but in the event that it IS open, I will likely cancel class anyway.  This is not an official notice saying so, so double check tomorrow.

IF we don't meet tomorrow, I'll see you Friday in ATB 132.  Our visit to the Writing Center will need to be rescheduled. 

Also, the Basics for Success workshop that was to take place Monday was rescheduled for THIS Monday at 2:00.  I'll talk more about this on Friday, but we'll be attending this as a class.  I believe it will be a great event from which we will learn a lot!

Be safe and warm!

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.