English 111 Lectures and More

As you read in your Achievement Requirements and as we talked about throughout the semester, ENG 111 is a portfolio class.

This means that all the writing you’ve done this semester is collected into one document that will serve as your portfolio. It will showcase your writing over the course of the semester to demonstrate how you have improved as writer and critical thinker.

Before reading this lecture, you should have watched the GSW Portfolio Video that fully explains the portfolio process. After watching it you can see that our ONLINE portfolio submission is going to be much different.

Under the Portfolio Button on the sidebar of our Blackboard site, you will find some important portfolio documents under the link “Important Portfolio Documents.”

Portfolio Assessment: First Evaluator is the form the portfolio reader will fill out responding to your portfolio and the grade he/she sees it deserves. As your instructor, I am the one responsible for informing you that fulfill the criteria for going to portfolio and what your grade in the class is thus far. Think of the portfolio reader as quality control. If you’ve passed 2 or more essays, fulfilled the other criteria for passing this class, and have gotten word from me that you are going to portfolio and are ready for ENG 112, then you should not worry about the portfolio process. 9.5 times out of 10 the portfolio reader agrees with the instructor’s assessment. What you need to know, though, is that I will fill out the heading on this form. You don’t need to worry about it.

Portfolio Assessment: Instructor is the form that I will use to make my comment on your portfolio. Think of it as my argument for why your portfolio should pass and how you are ready for the challenge of ENG 112. Again, I’m responsible for filling out this form; you don’t need to worry about it.

Copy Permission for Student Portfolio is the form I must collect in order to be able to use your essays as samples in my future classes. Also, the department may choose to use your portfolio or essays to help train future instructors. You are NOT required by any means to fill out this permission slip. However, it would be very beneificial to myself and my department if you chose to do so. If you have already given me permission to use your essay in class or if I have asked you for a copy of your essay, you will need to fill out this slip.

Student’s Narrative Self Reflection Form is the one form you MUST fill out. The narrative is the last piece of writing you will do in ENG 111, and it’s a important piece of writing. It tells the portfolio reader what you learned and allows you round out your entire portfolio with some final thoughts about your essays and your writing process. The Narrative is due Wednesday of Week 16 by 11:59 p.m. Remember, without a Narrative, I cannot submit your portfolio. And if I don’t submit your portfolio, that means you will NOT pass the class and you must take it again.

There is a Sample Narrative for you to read and follow its layout. Usually Narratives are one page, single-spaced documents that answer the questions proved on the Narrative Self Reflection Form in short answer or essay form. The choice is up to you as a writer. It’s important that you complete this assignment; that’s what matters. I’m not commenting on these; I’m just collecting them for your portfolios. Therefore, you MUST be sure to proofread, edit, and revise your Narratives on your own–good practice for future writing, right?

By the Friday of the last day of the last week of the semester, I will upload your portfolios into the Digital Drop Box. The portfolio reader will access them from there.

Throughout this semester I have created and maintained an electronic folder for each of you. In that folder are all five essays including the rubric with the grade, the Student Process Analysis, the assignment sheet, the final draft, the rough with my comments, and the Values Exploration Sheet. I will add the necessary forms to each student’s folder, so that everything is in place for portfolio.

Once I get the portfolio reader’s comments I will let you know via email and Facebook, and I will email you your portfolio and make your portfolio available the Digital Dropbox.

Also, at that time I will post necessary information regarding grade appeals, but that information can also be found in your Achievement Requirements that you read at the beginning of the semester.

Please don’t hesitate to ask me any questions! I’m here to help you complete this last part of the semester.

It’s been a joy to have you all in our ONLINE class!

Best wishes for a great portfolio and finals week!

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Example: One drawback to the perfectness of Pizza Hut is it doesn’t offer other menu options. Even though Pizza Hut doesn’t offer other menu options, it is still an exceptional pizza parlor. People go to Pizza Hut, knowing it serves pizza. Therefore, Pizza Hut does not need to serve other items. People go to Pizza Hut craving pizza; if people wanted to eat lasagna, they would go to Biaggi’s.

Please let me know if you have any questions regarding Essay 5. I’m here to help. Remember you cannot revise this essay, and this is the type of essay you will write in your first essay of ENG 112. So it’s a big one, and I want to see you succeed on it and in the class.

 

 Lecture -- The Drawback [2:53m]: Play Now | Play in Popup | Download

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Criteria for a Pizza Parlor:

A clean environment. Fast and friendly service. Menu options other than pizza. Free refills. Little grease on the crust. Having my types of crusts. Having many topping choices. What else can you think of?

Let’s pretend we’re thinking of the same Pizza Hut, and it’s clean, it has fast and friendly service, no grease on the crust, many topping choices, and many types of crusts, but it doesn’t have other menu options. Because Pizza Hut fulfills the majority of the criteria we picked, we could argue Pizza Hut is a perfect pizza place.

Example thesis:

Pizza Hut is a perfect pizza parlor because of its clean environment, its fast and friendly service, and its ample topping choices.

We’re not evaluating pizza parlors, though; we’re evaluating blogs. What criteria could we use for blogs?

 

 Lecture -- Criteria [3:05m]: Play Now | Play in Popup | Download

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Links:

Wikipedia

Open Culture

Blogs In Education

Basic criteria for Blogs: utilize Web 2.0 technologies, have blogrolls, have specific agenda with posts that relate to that agenda, and are updated frequently.

As you search, you will find more criteria, which I expect you will share in our class wiki.

For more information on understanding what a blog is and how to properly cite a blog post, refer to pages 597 and 759 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Defining Blogs [1:48m]: Play Now | Play in Popup | Download

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Example 1: One flaw in the main cause that life-long players might find is that if one loses at Monopoly, he or she is not pretending to live the American Dream. However, losing is just as important to the American dream as winning…

Example 2: Some players of Monopoly may argue that living the American dream is not the best cause of Monopoly’s popularity; rather it is its ability to help teach counting and commerce to children. However, this is not the main cause because…

 

 Lecture -- Possible Counterarguments and Rebuttals for Essay 4 [1:57m]: Play Now | Play in Popup | Download

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For more information on audience, refer to page 493 in the St. Martin’s Guide to Writing.

 

 Lecture -- Audience in Essay 4 [1:58m]: Play Now | Play in Popup | Download

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For example, check out this very effective thesis:

Even though the game Monopoly is a social form of entertainment and the game keeps up with modern times, the most plausible cause of its popularity is Monopoly allows players to pretend to live the ultimate American dream.

 

 Lecture -- Thinking About A Thesis [1:53m]: Play Now | Play in Popup | Download

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For example, note the plausible causes in this thesis statement:
Even though the game Monopoly is a social form of entertainment and the game keeps up with modern times, the most plausible cause of its popularity is Monopoly allows players to pretend to live the ultimate American dream.

Monopoly as a form of social entertainment and the game’s ability to modernize itself are two plausible causes of the game’s popularity. Both of these causes are reasonable and realistic. A writer would be able to discuss both of those causes in-depth, and perhaps, find sources to support them.

For more information on plausible causes, refer to pages 464, 480, 482, & 504 in the St. Martin’s Guide to Writing.

 

 Lecture -- Possible Causes [2:41m]: Play Now | Play in Popup | Download

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1.) Before researching, generate a list of solutions from your own noggin.

2.) Local papers are a great source for community problems and solutions.

3.) If you use sources, only use 2.

4.) I strongly suggest avoiding block quotes.

5.) If you have sources, you will have a Works Cited page.

 

 Lecture -- Tips for Using Sources in Essay 3 [1:23m]: Play Now | Play in Popup | Download

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Examples:

1.) Some members of Alicia’s Voice might argue that there are more cases of domestic violence in the community than the university and a campus chapter would be take away from the community needs. However, the university is part of the community and campus members could provide more aid to the community…

2.) Some members of Alicia’ Voice have petitioned for stronger laws against violating restraining orders, and they have found the process to be a slow one. However, by adding more chapters, like one on campus, more word could be spread about how to handle domestic violence, which would save more lives…

3.) Some members of Alicia’s Voice may argue that the Wood County Sheriff’s Office must hire more domestic violence specialists. However, that would take more money and man power. By creating a campus chapter of Alicia’s Voice, you could save more lives and save the community money…

 

 Lecture -- Possible Counterarguments for Essay 3 [3:29m]: Play Now | Play in Popup | Download

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Steps for using “YOU” in Essay 3:

1.) Determine the audience–who can actually implement your best solution?

2.) Once you’ve determined your audience, then you may consider using the word “you” to address them and call them to action.

3.) The first time you use “you” it must be as an address to the audience. For example, “you, the Wood County Sheriff’s Office.”

4.) From thereon you may use “you” alone, but I ask you occasionally state the audience again, so readers are reminded of whom exactly you are addressing.

 

 Lecture -- Audience and "You" in Essay 3 [2:05m]: Play Now | Play in Popup | Download

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Examples:

A New Thesis: Even though hiring more female police officers and training hairstylists to handle domestic violence situations are possible solutions to the problem of domestic violence in Wood County, the best solution is creating a campus chapter of Alicia’s Voice.

The straight-up thesis: The best solution to problem of domestic violence in Wood County is creating a campus chapter of Alicia’s Voice.

The forecasting thesis with reasons for the best solution: The best solution to problem of domestic violence in Wood County is creating a campus chapter of Alicia’s Voice because it will empower more young women to avoid domestically violent relationships, campus members can give training seminars in the residence halls, and it would strengthen ties between the university and community.

 

 Lecture -- Alternative Solutions and "A New Kind of Thesis" [3:12m]: Play Now | Play in Popup | Download

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Here are a few examples of proper citations. Note where the punctuation goes!

Author’s last name, first name. Book Title. City of Publication: Publisher, Year of Publication.

Author’s last name, first name. “Article Title.” Magazine Title. Date: pages it appears on.

Author’s last name, first name. “Article Title.” Academic Journal Title. Volume.Issue (Year): Page Numbers.

Author’s last name, first name. “Article Title.” Website date published. Date you accessed site.

For more information on the Works Cited page, refer to pages 572-598 in your Simon and Schuster Handbook for Writers.

Note: Titles can be underlined or italicized; just be sure to be consistent with either one you choose.

 

 Lecture -- The Works Cited page [2:26m]: Play Now | Play in Popup | Download

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Hard copy example: In his article “Creating Common Ground: Common Reading and the First Year of College” Micheal Ferguson, AAC&U senior staff writer and associate editor of Peer Review, argues, “Common reading programs also supplement small-group discussions with other orientation activities. Campuses sometimes introduce new students to library research by showing them how to locate resources related to the common reading, its author, and the issues it raises” (9).

Online example: In his ONLINE article “Creating Common Ground: Common Reading and the First Year of College” Micheal Ferguson, AAC&U senior staff writer and associate editor of Peer Review, argues, “Common reading programs also supplement small-group discussions with other orientation activities. Campuses sometimes introduce new students to library research by showing them how to locate resources related to the common reading, its author, and the issues it raises.”

For more information on parenthetical citations (of hard sources and online sources), refer to pages 564-571 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Parenthetical Citations [4:39m]: Play Now | Play in Popup | Download

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Example of quotation marks around a direct quote: “Simon Cowell is the best judge on American Idol.”

Note the comma after “agrees”: Taylor Hicks, American Idol winner, agrees, “Soul Patrol loves Simon Cowell.”

Note how the period’s placement changes: Taylor Hicks, American Idol winner, agrees, “Soul Patrol loves Simon Cowell.”

Taylor Hicks, American Idol winner, agrees, “Soul Patrol loves Simon Cowell” (6).

For more information on direct quotations and punctuation, refer to pages 546-547 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Direct Quotations and Punctuation [3:50m]: Play Now | Play in Popup | Download

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Example: In his article “Creating Common Ground: Common Reading and the First Year of College” Micheal Ferguson, AAC&U senior staff writer and associate editor of Peer Review, argues…

For more information on source introductions, refer to pages 549-552 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Source Introductions [3:35m]: Play Now | Play in Popup | Download

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1.) Read the SUMMARY BOX 32.4 on page 531 and SUMMARY BOX 32.8 on page 537 in your Simon and Schuster Handbook for Writers. Both tell you exactly what to look for when evaluating sources.

2.) Search for sources using the Jerome Library.

3.) University sponsored sources are the most reliable.

4.) Check the credibility of the web site.

5.) Online news sites are often reliable.

6.) When in doubt, contact me.

For more information on evaluating credible sources, refer to pages 513-514 and 530-531 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Finding Credible Sources [2:42m]: Play Now | Play in Popup | Download

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A Passing (P) essay clearly passes all the categories on the rubric. It shows good control in all of the categories of the rubric. Although there may be a few minor problems, the entire essay is generally well-written and clearly and effectively communicates its ideas.

An Almost-Passing (AP) essay shows a combination of strengths and weaknesses on the rubric. There is room for improvement in some rubric categories of the essay and the essay does not consistently communicate its ideas clearly and effectively. An Almost-Pass means the essay is not passing, but it is getting close to being a passing essay. I strongly suggest revising an essay with an AP grade.

A No-Passing (NP) essay shows a serious weakness in at least one category of the rubric, and other categories may need attention, too. The overall quality of the essay is significantly hindered because of these weaknesses.

You cannot revise all the essays in this course; you may only revise 2 of them total. And in order to be eligible for revision the essay must have earned an AP or NP.

Revisions of essays are due one week after the GRADED final draft was handed back to you.

I will make revision due dates announcements in our blog and on our Blackboard site.

 

 Lecture -- ENG 111 Essay Grades and Revision Policies [3:16m]: Play Now | Play in Popup | Download

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One example of MetaD would be: “Therefore, the Common Reading Experience Program is benefiting first year students and should remain in place.”

Of course, MetaD can be longer than a sentence.

Want a list of ideas for transitional expressions? Check out Summary Box 3.5 on page 94 112 in your Simon and Schuster Handbook for Writers.

For more information on MetaD and transitions, refer to pages 88-89, 94, and 112 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- MetaD and Transitions [2:32m]: Play Now | Play in Popup | Download

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Begin CAs with key phrases like “Some _________ may argue…” The blank is where the opposition goes. For example, “Some skeptical professors may argue that the Common Reading Experience program is not beneficial. They may say…”

And always clarify you don’t mean “ALL” of the opposition. Only “SOME.”You don’t want to generalize the entire opposition because you may risk alienating your audience.

Begin Rs with key phrases like “However,” “But,” or “On the other hand.”

Rs can be in the same paragraph as the CA or a new paragraph all to itself. You have choices to make at the writer.

Want a challenge? How about starting your essay off with a counterargument and have each of your main points rebuttal the CA?

For more information on CAs and Rs, refer to pages 681-685 in The St. Martin’s Guide to Writing.

 

 Lecture -- CA and R [4:05m]: Play Now | Play in Popup | Download

Tip: For Essay 1, I’m asking you to use ONLY personal experience as support. LIMIT THE NARRATIVE. Remember, your essay is arguing a point, not telling your life story. Make sure that the personal experiences you use don’t overwhelm the essay and take away from the main argument.

For more information on main points, refer to pages 87-88, 91-93 and 154-156 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Main Point Paragraphs [2:30m]: Play Now | Play in Popup | Download

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The Big 3 Tips for Audience Awareness:

1.) Use appropriate tone in your essay.

2.) Use proper diction in your essay.

3.) Finally, do NOT use “you” as the audience.

Please know that you should NEVER consider me, your instructor, as the sole audience.

For more information on specialist audience and tone, refer to pages 14-16 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Audience Awareness [3:50m]: Play Now | Play in Popup | Download

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An example of a good thesis is: “The Common Reading Experience Program at BGSU is beneficial to first year students.”

An example of a good forecasting thesis is: “The Common Reading Experience Program is beneficial to first year students because it encourages reading, which leads to more developed critical thinking, it builds community, and it better prepares students for their classes.”

For more information on thesis statements, refer to pages 151-152 in your Simon and Schuster Handbook for Writers.

 

 Lecture -- Argumentative Thesis Statements [2:26m]: Play Now | Play in Popup | Download