Practice Final Exam #1 - Article A1 and Reminders

Hello All,

I hope that you each had a wonderful Thanksgiving holiday. In case you need a copy, here you can find a PDF of the Kohn article, "No Contest: Play, Fun, and Competition." This is the first article for Practice Exam #1.

Be sure that you have thoroughly read and annotated this article for Tuesday's class. Upon entering the classroom you will receive a copy of the second article for the Practice Exam. You will then compose a five-paragraph essay (intro, body, conclusion) that compares and/or contrasts these two pieces. You may devote one paragraph to your opinion (this may also be simply included in the conclusion), but be sure that it appears at the end of your essay and that it is connected in some way to the readings!

Therefore, to take this exam you will need the following:

1. about five sheets of loose leaf paper (I do not want paper ripped from spiral notebooks)
2. two writing implements (preferably pencil so that you can neatly correct mistakes)
3. a fed body and an alert mind

I ask that you double-space your documents so that I can easily provide comments to you directly. You will be given the entire period to complete this in-class assignment, a total of nearly 110 minutes. Be on time so that you can utilize every second! Remember the breakdown: 15 minutes to read, 80 minutes to write, 15 minutes to proofread and revise. The Final Exam period is 120 minutes long, giving you an extra 10 minutes to compose your essay.

I plan on copying your pieces in pairs so that we can perform a peer-edit on Thursday. Furthermore, you will be called up to my desk to speak with me where we will go over your essay one-on-one.

Should you have any questions I encourage you to email me. I will get back to you as soon as I possibly can. Enjoy the rest of your holiday weekend everyone.

Best,
s.

IMPORTANT MESSAGE FOR THURSDAY'S CLASS

Hello All,

I am writing to you now to inform you of two important things.

First, at the end of class yesterday I wrongly stated that the essay is due Tuesday. According to our schedule the essay was scheduled for this Thursday. Nevertheless, the slip-up is my mistake and therefore you are granted this one... meaning essay #3 and revision #2 are due this Tuesday (11/23).

The second important thing is that for Thursday's class you must bring all written work that you have completed for the class thus far! This means bring all previous essays, revisions, and drafts that you have in your possession. I will be holding short one-on-one meetings with each of you to discuss not only your writing but also your general "status" in the class. As we are entering the final three weeks of class, it is important for you gain some constructive criticism from me so that you may double your efforts in this final stretch. Once again, you must bring all written work that you have completed for the class thus far on Thursday! If you do not you will be asked to leave and marked absent!!!

Email me with questions should you have any concerning this change in the schedule.

See you all Thursday,
s.

Recent Articles on Facebook (Sample Secondary Sources) and a Reminder

Here are links to two New York Times articles that you may sample for the upcoming essay. The first concerns the freedom of speech in the workplace regarding an employee's Facebook status posting. The second discusses potential changes in online privacy.

As a reminder for our next class meeting, I would like you to bring all three texts from this segment of the course; i.e., Braden, Hempel with Lehman, and Westlake.

Essay #3 Topic Ideas (and Theses) for 11/11

Hello everyone. Again I hope that you found today's "field trip" to be beneficial and informative. Scott is certainly an energetic gentleman and you can be sure to find him in the Library most days. Just visit the Reference Desk!

Below I would like everyone to post a topic idea for Thursday. This should be a topic that you plan on pursuing in your upcoming paper, due one week from this Thursday!

Also post a potential thesis statement that you plan on arguing in your essay.

Remember to get these in by Thursday's class meeting (in truth, it shouldn't take you more than a few minutes at most to compile and post this assignment). Having all these ideas presented online should help everyone formulate stronger and more focused theses when the time comes to begin writing.

Slight Change in the Schedule

Hello all. Please make note of the following small changes to the schedule.

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T 11/9:

~ Field Trip: Using the Library the Internet: Vital Academic and Scholarly Resources (Meeting Room CL205) 
~ Discussion of Braden’s essay

~ Handout – Proper Citation in a Works Cited Page and Annotated Bibliography

Reading – BH, p.379-387, 392-400

Th 11/11:

~ Proper usage of the semi-colon, colon, and quotation marks

~ Continuation of discussions on Westlake and Braden's texts 
~Review of e-journal #10

T 11/16:

~ Review of Braden, Hempel with Lehman, and Westlake
~ In-class activity: selections from BH, p.382ff, Ex. 34-1 & 34-2; p.386f, Ex. 35-1; p.398ff, Ex. 37-1 & 37-2
No additional reading or writing assignments… work on your paper and revision!

Th 11/18:

Essay #3 Due – bring two extra copies of your document to class to perform a peer-edit!
Revision #2 Due – be sure to staple the original draft copy behind the revision copy in order to receive credit!

Library "Field Trip"

Hello all,

For our class "field trip" tomorrow (11/9), please report to CL205 at 2:00pm sharp. We will be directed by Scott Scheidlower during this important informational session on how to research secondary source material. Again, our "field trip" begins tomorrow at 2:00 o'clock sharp

Hw #10 for 11/9

Below find the prompt for e-journal #10, due Tuesday 11/9.

After reading Braden, consider any lines of thought presented in the following prompt when responding: Many would argue that the Internet is merely another window through which the public may be spied upon by “big government” or by secret agencies. Do you feel that Braden and Westlake share a similar argument regarding this issue? According to these authors, and in your opinion, what are the weakest points (literally, sites) of the Internet? What are some potential results of the Internet’s ability to replicate and publish information? Do you feel that you participate in citizen-surveillance? Do you contribute to content on the web? If so, what kind? What of the Internet are you most wary about? Use at least two, properly cited textual examples in your response.

Essay #3 Rubric; Westlake, Braden, and Bedford Handbook Readings

This post contains the next round of readings for the upcoming few class periods. So be sure to download and print any relevant materials that you do not yet have in your possession.

But before beginning these readings you should first view the Rubric for Essay #3. You will receive a copy of this document as a handout in class, so there is no need to print a copy unless you lose your original. Remember that it is here for reference.

Here is the link for the Westlake article, to be read for Thursday 11/4. VIP -- Read only the following sections, indicated by a bold type heading: News Feed, Understanding Facebook, The Performativity of Social Networking {only pages 25-27 (stop after reading the second-to-last paragraph on p.27), 30f}, Performative Surveillance, Epilogue). This article can be dense at times with its mentioning of philosophy and social theory. Absorb this information through a surface-level reading. I do not expect everyone to understand all the contents of this piece; however, I encourage you to look up information and terms that are foreign to you so that you may better comprehend this text. Our in-class discussion will undoubtedly shed some light as to the meaning and argumentative purpose of Westlake's article.

Here is the link for Braden's essay. Have this read for Tuesday 11/9.

Lastly, here you can find a link for the in-class reading of Hacker's text: BH - p.482-487. Be sure to bring this for Tuesday 11/9 also.

Vote!

Remember to vote today (11/2) if you are properly registered. The right to vote is indeed one of the greatest expressions of freedom we are granted as American citizens. The results of this midterm election could very well shape the political landscape of our country for years to come. Therefore, exercise this Constitutional right and make your views count.

Hw #9 for 11/2

Here is the prompt for e-journal #9. Also, do not forget your reading in The Bedford Handbook (p.462-475) as well as the Hempel with Lehman article titled, “The Myspace Generation.” It can be found in the Mercury Reader (p.12-22) and posted on the blog.

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Spend the weekend being a bit more aware about your social internet usage, via your computer, your phone, or otherwise. Describe in detail what you are typically doing when you visit one of these sites. How many hours a day do you spend on social sites? Are you a multi-tasker too? Do you feel that face-to-face interaction is at risk of becoming obsolete, or do you believe that social ties are becoming stronger via new, electronic mediums?

Upcoming Readings and Schedule Updates

Hello Everyone,

Be sure to double check the schedule of readings and written assignments, as there are many specific readings in The Bedford Handbook which we will encounter during this third segment of the course that you need to be aware of so that you can plan ahead accordingly. As I mentioned in class today, we are but seven short weeks away from finals and these seven weeks are going to go by quickly. Therefore, stay on top of your game and keep a close watch on your time management, balancing your coursework accordingly, as this semester begins its final descent. 

Here you can find the upcoming in-class reading from Hacker's text for Thursday, p.486f, 442-458. Please preview these pages, printing them if necessary, so that you are adequately prepared for class. The subsequent reading, p.462-475, can be found here as well, come early Tuesday afternoon.

Also, here is the Hempel with Lehman article, titled, "The MySpace Generation." You are to have this article read for Tues, 11/2. This text is also found in the Mercury Reader on pages 12-22.

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The major change to the schedule that I need to mention concerns one date:

1. Tuesday, November 9th -- This day is our tentative field trip, hooray! I will let you know how we will proceed closer to the date, but in the meantime please keep your ears open for the meeting room and time.

Quotation and Citation Handout

Here you can find the In-Text Quotation and Parenthetical Citation handout distributed last week. Use this sheet as a quick reference guide when writing your formal essays. Remember that you should also consult The Bedford Handbook, pages 517-572; this section provides the proper formatting of 2009 MLA style in detail! In order for you to receive full credit in your papers and, vitally, to avoid any form of plagiarism you must abide by these MLA mandates henceforth.

Subsequent Update to Schedule, Reading, and e-Journal #8

Immediately below you will see the updates and changes I have made for next week.

For the 19th and 21th, be sure to bring all the articles we have read thus far in the second segment of the course so that we can discuss potential paper topics throughout the week's meetings.

I have yet to scan Thursday's reading (p.35-51 from the Hacker text) as I do not have access to the proper technology over the weekend. Therefore, early Monday morning (roughly 11am) I will have this reading appear as an added link to this very posting... thus, please revisit this post, locate the link, then download and print the reading, if need be. Having this reading prepared for class on the 21th is essential for our discussions that day.

Enjoy your weekend,
s.

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T 10/19:

~ Discussion of e-journal #7 (post your journal entry, but bring a hard copy to class too) and Essay #2 ideas
~ Be sure to bring Gladwell, Gore, and Winn texts to class
Reading: BH, p.35-51
e-journal #8: After reading from the Hacker text, take one of your paragraphs from e-journal #7 and revise accordingly. Then, as a second requirement, offer a draft thesis statement which you would consider using for your upcoming essay assignment. We will review these anonymously (as can be, after all) in class in order to identify key issues, lines of argumentation, and textual support. 

Th 10/21:

~ Making global revisions, then revising sentences before proofreading
~ Further discussion of possible essay topics, developing thesis statements, and, vitally, the use of quotation and proper citation to support one's thesis 
No additional reading or writing assignments… work on your paper and revision!

Very Important Message Regarding Tuesday's Class!

Everyone, I must inform you that the proposed field trip which was to take place this Tuesday has to be postponed until later in the semester; therefore, meet in our regular room as normally scheduled. This postponement is due to a number of logistical reasons of which you need pay no mind. But what is important to note and bring to your attention is that by waiting we will be able to utilize a fully equipped, computer-tech classroom to perform a variety of tasks involving:

• a skills review of using word processors and included resources
• some quick document formatting tips
• a discussion about how to use the Library resources at York College and other CUNY Libraries
• a lesson in the means by which one can perform online scholarly research using journal databases
• a demonstration showing how one can chose to use specified web-based tools which help one properly cite source material according to MLA, APA, and Chicago style formats  

To restate this one again, meet in our regular room as normally scheduled on Tuesday!!! 

Also, in addition to posting on the blog, bring a PRINTED COPY of e-journal #7 to class!!! We are going to perform an in-class activity which will utilize this assignment, hence it is vital that you bring a hard copy of your homework to class Monday.

It would beneficial for you to bring the Citation Handout, recently distributed, the Essay#2 Rubric, as well as the Gladwell, Gore, and Winn articles. I want to us to offer potential thesis statements and paper topics while in class in preparation for the upcoming essay assignment. I know that we can benefit greatly from such an activity.

HW#7 for 10/19

Here is your prompt for e-journal #7, due Tuesday, 10/19:

In a well-developed paragraph describe the negative effects that Winn sees in habitual TV watching. Does Gore agree with her sentiments? Do you? What are some ways in which these two authors’ arguments compare and/or contrast? Use at least one example from each of these two texts in your response.

Correction Key Handout and a New Link

Here you can find the Peer-Edit and Correction and Commentary Key handed out on 9/30. I'm hoping that having this electronic copy will increase your use of the document as you review and revise your first draft of Essay #1.

Please note that a few symbol additions have been made. A few, paraphrased, appear below

• 86 = remove; essentially the same as a strikethrough
• coll = marks colloquial, everyday speech which should be changed to a more formal diction
• frag = indicates an incomplete sentence, thus a fragment

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I have also included a new link. Now you can easily access your York College Student Email account by looking under the On-Campus Links on the left-side toolbar. Hooray!

Essay Rubric #2

Please follow this link to view and download the rubric for Essay #2.

Gore, Bedford, and Winn Readings

Here are the next few readings that are coming up. Please download, print, and read them if you haven't done so yet. Please complete the entire Gore text for our next class meeting. In addition, bringing it to class is vital.

Gore, "Introduction from The Assault on Reason"

BH, p.504-516

Winn, "TV Addiction"

Hw #6 for 10/7

Please forgive my tardiness in posting this homework!!! I had thought that I had done so with the many others last Monday and Tuesday. Thank you for your understanding. Here is the prompt for e-journal #6:

Describe, with sensory detail where possible, a fashion trend that you have noticed and participated in during the past three or four years. Where did it begin (if you know), or where did you first begin to notice it? Who were the people to first wear this style? Does this particular fashion help identify a particular group? If so, who or what? Do you identify with them or it? Is there a music genre attached to this group; a set of beliefs; ideals; behaviors or rituals? Devote two paragraphs to this e-journal response, properly citing at least one quotation from Gladwell’s text to support your conclusions.

In-class Reading, Gladwell's Text, and HW#5 for Tue (10/5)

Before coming to class Tuesday (10/5), please have previewed the following reading in The Bedford Reader: p.498-503.

For this next Thursday (10/7) please read and bring to class Gladwell's article, "The Tipping Point".

As a last reminder, do not forget that HW#5 is due a week from today. Please post your comments below before we meet for class next Tuesday. Thank you. Here is the prompt:

Why do you think it is important that one needs to give due credit to those whom they draw information from and reference? What are some ways that plagiarism may be avoided?

Full Schedule Update!

Be sure to check the Schedule of Readings and Written assignments page immediately after reading this posting, as I have updated the class meetings for the remainder of the semester. If you have any questions or notice any inconsistencies, please leave a comment below or feel free to email me.

Bedford Reading for 9/28

For the next class meeting, this Tuesday, please have read the following excerpt from the Hacker text: pages 118-129. This section, Section 6, deals with how one must evaluate another's argument for, as the text states, "logic and fairness" (Hacker 118).

Be sure to read this section closely, looking for key terms and headings as you make your way through the text. Much like there are many Rhetorical Devices which help us formulate and structure our writing, there are numerous aspects of writing (especially expository and argumentative writing) that demand to be evaluated for rationality, accuracy, and so on. We will be doing Exercise 6-1 in class Tuesday, so you may wish to look over this closely before we meet as well.

I am providing today's in-class handout of pages 86-103 a second time because I cannot stress enough the importance of this section of The Bedford Reader. Here you will find detailed descriptions of the following important skills needed to succeed in your writing for this class and many (if not most or all) of your academic courses:

1. Guidelines for active reading (cf. p.87)
2. Annotating the text as you read it (cf. p. 86, 88)
3. Outlining the examined text's thesis and main points in your own words (cf. p.90f)
4. Summarizing the text (cf. p.93)
5. Analyzing the text (cf. p.95)

Furthermore, I highly encourage you to read over the sample student essay by Emilia Sanchez. This appears on pages ninety-eight through one-hundred. This example will undoubtedly prove helpful as you begin to draft your first paper which is due next Thursday.

Happy reading.

Ellison Reading

I have scanned the Ellison text in full and am providing it here. Please download this short story and print it so that you can annotate the text as you read it. It is mandatory that you bring this to class on Thursday.

Remember to try to think and read actively as we discussed in class. Hacker offers her readers some excellent advice regarding active reading skills on page eighty-seven of The Bedford Handbook.

Should you wish to perform a timing at home to see how many words per minute you average when you read, here's how:

1. Count the number of words per line of text. Do this for the first three or four lines so that you can establish a rough average (e.g., twelve words per line).
2. Mark your beginning point, set a timer for one minute, and start reading!
3. When the timer signals a minute has expired, mark your ending point. Even if you have read only one or two words on a new line, you should count this as your last line read. 
4. Count the number of lines you read and multiply the result by the average you obtained earlier (e.g., sixteen lines read, times twelve words per line, equals one-hundred ninety-two; 16 x 12 = 192).
5. Your goal is to achieve a higher score each time you perform this activity. Three-hundred to three-hundred and fifty words per minute is the speed at which the average adult reads; therefore, you should strive to reach this benchmark. This may indeed take time, but remember that active reading is a skill like any other: it must be learned, honed, and perfected through continual practice. Recall that you may use your hand or pencil to perform the "underlining technique" as you read. This helps you remain focused and will therefore aid in your ability to both read quickly and to absorb and retain the information you encounter. 

Enjoy the strange and grotesque, yet meaningful, short story you will be reading. Have a good weekend. See you in class Thursday.

Essay #1 Rubric, Updates, et al.

I will always post the paper rubrics here on the blog. So look for them throughout the semester. The rubric for Essay #1 can be found here.

Do not forget to bring two copies of your essay to class on the thirtyth, as we will be performing an in-class activity called a peer-edit. If you come to class without these extra copies you will be asked to leave and therefore marked absent!

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Some important updates and announcements also need be made concerning the blog and the course:

• Be sure to read the Formal Paper and Essay Descriptions before handing in your paper. These should guide your writing and interpretation of what makes a "good" versus a "poor" paper.
• Notice that I have heavily updated the Schedule of Readings and Written Assignments to reflect the many changes to our weekly classroom encounters. I will be continuing to update this schedule as each segment of the class commences, therefore be sure to check the blog and schedule frequently so that you stay aware and current with the course's requirements.
• I have also included everyone's email listings on the Email Roster page. Please visit this page to double check that your address is indeed listed correctly. If changes/corrections need be made, please leave a comment at the bottom of the roster page or email me with a notice; this is for everyone's benefit.
• As there have been many hiccups with the availability of our course texts at the College Bookstore, I have provided handouts in class and also scanned portions of the texts on this blog. Please be sure to locate these online readings, print them, and bring them to class when we are reviewing the material.

Rehtorical Strategy (HW #4 for 9/23)

Since the Bedford Handbook seems to be as rare as the dodo at the College Bookstore, I've included the reading as links below. Please visit them so that you may complete your reading (Section 3c) for this Tuesday, 9/21. I ask that you print these pages and bring them to class, if at all possible. You will need to save them to your computer and then open them with Adobe Acrobat. Here is the link.

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After doing the reading in the Bedford Handbook (p.67-75), answer the following prompt by commenting to this posting below to complete the homework for 9/23.

Argue for or against the use of cellphones in two paragraphs, using a different paragraph strategy/rhetorical device in each. Be sure of head each paragraph with a label that identifies which strategy/device you are employing to argue your point.

How to Access Library Databases When Off-Campus

• To access York's licensed databases off-campus, you must be a currently enrolled student or a faculty/staff member with an active ID in the York library system. Check at the York Library circulation desk to make sure your ID is active. See CUNY's FAQ for more information about remote access to licensed resources.
• You then need to enter the 14-digit Library I.D. (barcode) number from the back of your York I.D. card.
• Users can also access all of the licensed resources after logging into York's VPN (Virtual Private Network): use these links to connect to the Faculty/Staff VPN or the Student VPN. Contact Academic Computing's helpdesk (ext. 5300) for more information about VPN.
• AOL users may need to launch Internet Explorer in order to access online databases.
• Several New York State Library databases now offer remote access using your New York State DMV Driver License or Non-Driver Photo ID Number.
• You can also access CUNY-wide E-journals and Reference Databases off campus by logging into the CUNY Portal. Logon to the Portal and click on: E-Journals and Reference Databases.
• See information on using Find It!

Still have problems/questions connecting to the library databases remotely? Send e-mail to: helplibrary@york.cuny.edu

Include your name, barcode number (i.e., Library I.D. #), name of the database you were trying to access, and the time of day you attempted access. Also include the error message, if any.  You can also try calling the CUNY Computing Center Help Desk elp Desk at 212.541.0981 or 212.541.0982.

Have problems/questions concerning the York College Library website? Send e-mail to: helplibrary@york.cuny.edu

Guernsey's Article, First Reading in Hacker's Text, and Our "Spy" Games (HW#3 for 9/16)

Over the weekend I would like all of you to read the following pages in Hacker's text The Bedford Reader: p.67-75.

I would also like you to review both the Rowe and Guernsey articles. Print the former if you haven't already so that you can bring it to class on Thursday 9/16, our next class meeting. Annotate these texts as you are reading them. Attempt to locate his and her thesis statements and the supporting points and evidence they utilize to make their arguments. Also, highlight or mark any passages that you deem to be important, significant, outlandish, etc.

Consider how Guernsey's article compares and contrasts to Rowe's text. Remember that a contrast seeks only differences, while a comparison seeks both similarities and differences. We will be performing this activity in our next class.

For your journal writing I would like you to do the following... and remember do not do anything overzealous! I want you to be detectives, yes, but responsible, courteous ones at that!

Thus, the prompt:

Observe people in a public space such as a shopping center, a subway station or platform, a park, or a busy street. Spend one-half to one-full hour taking notes on those individuals that use cellphones. Describe the users' appearance, gestures, tones of voice, volume of speaking, and anything else that seems interesting and important about their use of their phone.

I would like you to observe two (2) people during this activity, providing a paragraph-length description of each. Post your observations below and have fun with this activity. 

Mercury Reader and the Rowe Article (HW#2 for 9/7)

It has come to my attention that the Mercury Reader is out of stock at the College Bookstore. Therefore, some students in the class have been unable to read this article and thus been unable to complete the homework.

I have also been informed that this Friday (9/4) there should be more copies of this text coming into stock. So please check the bookstore ASAP so that you can purchase this text. Beginning this upcoming week each student in the class will be responsible for owning a copy of the Mercury Reader. 


For those of you who have not yet obtained the book, the Rowe article can be found here. Please read it.


I would like every one to post their responses to the Rowe article below as a comment. Here are the two questions I would like you to answer, with a full paragraph devoted to each:

1)How do you feel when you hear other people's cellphone conversations in public spaces? Why?

2) In your view, what is Rowe's strongest argument against cell phones? What is his weakest? Why?

I hope you all enjoy the long weekend. Have a safe Labor Day!

First Day's Response (HW#1 for 8/31)

After reading the post titled "Introduction: How to Join and Contribute", please comment below by posting your first writing assignment for this class. Recall that you responded to the following prompt:

Describe one time when your beliefs/ideals were challenged. What was the experience like? How did you react? What was the outcome? 

This will be your first trial run at using this site. My advice to you is to simply copy and paste your response paper into the comment box. First changing the double spacing to single is preferable because it will save space on the webpage and it will also allow us to read the responses with greater ease.

Introduction: How to Join and Contribute

As a member of our ENG 125 course it is your responsibility to join this e-journal blog and, crucially, to participate throughout the semester. You will do this in three ways: (a) by submitting your journal entries as comments to posts of at least 150 words, (b) by following the prompt's directions, and (c) by turning-in these assignments before the class period in which they are due.

Importantly, this site will also serve as a message board from me to you and you to me. I will most likely have to pass on important information regarding class meeting times, assignment deadlines, changes in the syllabus, etc. throughout the term. Therefore, be sure to check this site frequently, especially on days before and after we meet for class, to be sure you are current with the goings-on of the course.


Okay, so what's next?
Below I am going to detail how to join this blog and how to contribute. If you are unfamiliar with using blogs have no fear, Blogger is quite user-friendly and you should catch on quick. Remember, you can always email me with questions. What you should do is email me immediately if you are having trouble with the site, for journal entries may be submitted via email and handed in hard copy the day they are due if such internet hiccups arise.


How to Join
Via email you'll receive a link allowing you to gain authorial access to this blog. Follow the link and you'll have the opportunity to create a new Google username and password and officially join Blogger and the course e-journal. If you already use Gmail, you can use your existing account log-in information without having to create anything new. Please use your last name as your username!

From now on you'll use that username and password you select or create to log into this blog before you add a comment or a post. So write it down or email it to yourself so you do not forget this information!


How to Comment and Post
First, you must log in.

To comment to any post click on the post's title or on the "## comment" link at the bottom of the post. You can also click on the post's title found under the archived posts on the right side of the site. At the bottom of the post you'll find an editable text box. Remember to write at least 150 words! You can offer something in response to the main post thread, or you can reply to a comment written by another student. If the debate gets intense enough then you, or I for that matter, may decide to move the discussion into a new thread (i.e., post) all its own.

To post a new topic or thread once logged in, go to the top of the site and at the right of your email address/username on the navbar you'll see a link titled "new post". This is your ticket. Once you've arrived at the post-editing screen you'll notice it's a bit more complicated than the comment box; yet, think of it like a word document screen and you'll catch on quickly.


More Editing and a Vital Disclaimer
If you happen to know html and/or java scripts you can use these to edit your posts to a greater degree---adding images, video, links, and more.

If a you should choose to add media to a post, keep in mind that inappropriate material and language will be subject to immediate removal. Depending on the level and degree of inappropriateness, the student faces disciplinary action such as receiving a zero on the assignment (minimum) or being reported to the Dean of Student Affairs (maximum). Please see the CUNY Computer User Responsibilities webpage for information concerning such disciplinary processes.


In Closing...
Be sure to bookmark this site on your personal computer so that you can check the blog frequently. As I recommended above, nearly once a day you should be visiting our e-journal. While you are required to only submit one writing per e-journal assignment, you may write as much at you wish on this blog. Contributing more with extra effort certainly weighs positively on your overall class participation!

Remember, the point of this blog is not only for me to impart important class announcement nor for you to just submit a weekly journal entry; rather, it serves as a birthplace for written ideas. The things discussed and argued here will undoubtedly come up in class, and should, so feel free to verbally reference the blog's content while we are in the classroom. Paper topics and sites of argumentation will also present themselves here. This is a vital component and goal of this site: for as we test and share ideas with one another, we further understanding of specific subject matter, thereby developing and deepening our ability to discuss the course's texts and topics to a greater degree.

I hope you join as soon as possible so that you can begin adding to your classroom e-community by contributing commentary and content to what is now our new ENG125 course blog!