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.

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

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.

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.

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!

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.

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.

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

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!