Please post your full schedule to Topics and Choices in the discussion board. In your schedule, indicate a one to two hour block between 8:00am and 6:00pm during which we could meet as a class Monday through Thursday. Also, please indicate when you absolutely cannot meet and provide the reason.
I am using this schedule to create my own office hours, Class Collaborate weekly meeting, and groups. Remember that the schedule that I create will only last five weeks. Thus, a generous schedule supplied on your part would be appreciated.
Create Wiki Page
Please create a wiki page to introduce yourself to the class. Click link "Create Wiki" or the button "Class Wiki Page" in our course menu to get to the class wiki. Then click "view" and then click "add new page."
Directed Self-Placement Survey
Directed Self-Placement Survey is a survey of students in ENGL 0399 and ENGL 1301 about their experience with Directed Self-Placement at UTPB. To enter the survey click on the title "Directed Self-Placement Survey."
Important: If you did not participate in Directed Self-Placement, please only answer question #1. If you did participate in Directed Self-Placement, answer all of the questions.
Blocking Questionnaire.pdf(670.727 KB)
Before we begin writing this semester, it is important to first address preconceived notions about writing. The following Blocking Survey exercise will help you to identify your personal attitude about writing. Please take the Blocking Survey found on the New Forums website.
1. Go to this website: http://newforumsnet.ning.com.
2. Click on the box on the right side of the page that asks you to "Sign Up." Give an email address and a password that you choose; you'll then be asked to put your name and zip code. (They don't spam you, by the way.)
3. Once you gain access and sign in, go to the Scholarly Writing Group (http://newforumsnet.ning.com/group/scholarlywriting). Under "Discussion Forum," click on "The Blocking Questionnaire."
4. At the bottom of that post, you'll find a .pdf file with the Blocking Survey attached.
Sorry about the assiduous nature of these instructions, but this is the only way we could gain access. Let me know if you have any problems finding or downloading the survey.
Link to the DB: Blocking Survey
After taking the Blocking Survey, post your personal response to your results from the survey in the forum entitled Discussion on Blocking Survey. Make sure you do the math correctly or your score will be meaningless. You are not required to list all your individual scores, but you can if you wish. You should complete all parts of the test and thoughtfully consider what it means to you as a writer. Then post your reflections on the results and also provide your plan to work on whatever issues or challenges you have identified. Your response should be a minimum of 250 words and should adhere to grammatical standards.
If you want to know more about the Blocking Survey, please see Professors as Writers by Robert Boice. I know it says professors, but it is good for everyone.
Link to the DB: "On Entering a New Place"
After reading the piece by Barry Lopez below, consider the theme of preconceptions. What do you think the author is trying to convey? In other words, what message is Lopez trying to get across to his audience? Finally, how does Lopez's message relate, first, to first your initial perception of college and, second, to the study of composition. Your response should be at least 300 words.
Once you have posted your initial reflection, respond to at least five classmates whose responses have no posts. Your response to your classmates needs to be insightful and relevant to the topic of the reading. Simple agreement/disagreement statements will not receive credit. Remember, these discussions need to replicate in class discussion. Be as thorough as possible in your answers.
“On Entering a New Place,” from Introduction to Desert Notes Barry Holstun Lopez
1 The land does not give easily. The desert is like a boulder; you expect to wait. You expect night to come. Morning. Winter to set in. But you expect sometime it will loosen into pieces to be examined.
2 When it doesn’t, you weary. You are no longer afraid of its secrets, cowed by its silence. You break away, angry, a little chagrined. You will tell anyone the story; so much time spent for nothing. In the retelling you sense another way inside; you return immediately to the desert. The opening evaporates, like a vision through a picket railing.
3 You can’t get at it this way. You must come with no intentions of discovery. You must overhear things, as though you’d come into a small and desolate town and paused by an open window. You can’t learn anything from the saguaro cactus, from ocotillo. They are just passing through; their roots, their much heralded dormancy in the dry season, these are only illusions of permanence. They know even less than you do.
4 You have to proceed almost by accident. I learned about a motor vehicle this way.
5 I was crossing the desert. Smooth. Wind rippling at the window. There was no road, only the alkaline plain. There was no reason for me to be steering; I let go of the wheel. There was no reason to sit where I was; I moved to the opposite seat. I stared at the empty driver’s seat. I could see the sheen where I’d sat for years. We continued to move across the desert.
6 I moved to the back of the vehicle—a large van with windows all around—and sat by the rear doors. I could hear the crushing of earth beneath the wheels. I opened the doors wide and leaned out. I saw the white alkaline surface of the desert slowly emerging from under the sill, as though the van were fixed in space and the earth turning beneath us.
7 I opened all the doors. The wind blew through.
8 I stepped out; ran away. When I stopped and turned around the vehicle was moving east. I ran back to it and jumped in. Out the driver’s door; in through the back. I got out again, this time with my bicycle, and rode north furiously until the vehicle was only a speck moving on the horizon behind me. I curved back and crossed slowly in front of it. I could hear the earth crumbling under the crush of my rubber tires and the clicketing of my derailleur gears. I lay the bike down and jogged alongside the vehicle, the padding of my sneakers next to the hiss of the rolling tire. I shifted it into neutral through the open door and turned the key off. I sat in until it came to rest. I walked back for the bicycle.
9 Until then I did not understand how easily the vehicle’s tendencies of direction and movement could be abandoned, together with its systems of roads, road signs, and stop lights. By a series of strippings such as this one enters the desert.
This quiz is only to be deployed if a student is unable to show an ID at a Collaborate session.
Please look over the Handbook, especially the parts about works cited entries. You should carefully read all of chapter 25 and take good notes.
Watch Video and turn up speakers.
Everyone must watch the following video on MLA style. It will open in a new window: http://polaris.umuc.edu/ewc/web/mla7.html.
c. Word 2007 Formatting
Please click the title "Word 2007 Formatting" to access lectures and videos on formatting Word documents.
From the MLA Handbook for Writers of Research Papers, 7th edition. New York: MLA, 2009. 7.5 Publishers’ Names In the list of works cited, shortened forms of publishers’ names immediately follow the cities of publication, enabling the reader to locate books or to acquire more information about them. Since publications like Books in Print, Literary Market Place, and International Literary Market Place list publishers’ addresses, you need give only enough information so that your reader can look up the publishers in one of these sources. It is usually sufficient, for example, to give “Harcourt Brace” or one of the other earlier names of that firm (Harcourt, Brace; Harcourt, Brace, and World; Harcourt Brace Jovanovich). If you are preparing a bibliographic study, however, or if publication history is important to your paper, give the publisher’s name in full. In shortening publishers’ names, keep in mind the following points: Omit articles (A, An, The), business abbreviations (Co., Corp., Inc., Ltd.), and descriptive words (Books, House, Press, Publishers). When citing a university press, however, always add the abbreviation P (Ohio State UP) because the university itself may publish independently of its press (Ohio State U). If the publisher’s name includes the name of one person (Harry N. Abrams, W.W. Norton, John Wiley), cite the surname alone (Abrams, Norton, Wiley). If the publisher’s name includes the name of more than one person, cite only the first of the surnames (Bobbs, Dodd, Faber, Farrar, Funk, Grosset, Harcourt, Harper, Houghton, McGraw, Prentice, Simon). Use standard abbreviations whenever possible (Acad., Assn., Soc., UP; see 7.4). If the publisher’s name is commonly abbreviated with capital initial letters and if the abbreviation is likely to be familiar to your audience, use the abbreviation as the publisher’s name (GPO, MLA, UMI). If your readers are not likely to know the abbreviation, shorten the name according to the general guidelines given above (Mod. Lang. Assn.). Following are examples of how various types of publishers’ names are shortened: Acad. For Educ. Dev. Academy for Educational Development, Inc. ACLS American Council of Learned Societies ALA American Library Association Basic Basic Books CAL Center for Applied Linguistics Cambridge UP Cambridge University Press Eastgate Eastgate Systems Einaudi Giulio Einaudi Editore ERIC Educational Resources Information Center Farrar Farrar, Straus and Giroux, Inc. Feminist The feminist Press at the City University of New York Gale Gale Research, Inc. Gerig Gerig Verlag GPO Government Printing Office Harper Harper and Row, Publishers, Inc.; HarperCollins Publishers, Inc. Harvard Law Rev. Assn. Harvard Law Review Association HMSO Her (His) Majesty’s Stationery Office Hougton Houghton Mifflin Co. Knopf Alfred A. Knopf, Inc. Larousse Librairie Larousse Little Little, Brown and Company, Inc. Macmillan Macmillan Publishing Co., Inc. McGraw McGraw-Hill, Inc. MIT P The MIT Press MLA The Modern Language Association of America NCTE The National Council of Teachers of English NEA The national Education Association Norton W.W. Norton and Co., Inc. Planeta Editorial Planeta Mexicana PUF Presses Universitaires de France Random Random House, Inc. Scribner’s Charles Scribner’s Sons Simon Simon and Schuster, Inc. SIRS Social Issues Resources Series State U of New York P State University of New York Press St. Martin’s St. Martin’s Press, Inc. UMI University of Microfilms International U of Chicago P University of Chicago Press UP of Mississippi University Press of Mississippi.