Awesome grammar lesson /find from "The Oatmeal"

Double click to see images larger. Find the complete interactive digital artwork at their website which includes common mechanical errors with fun, accessible, explanations. I embedded a few such as one of my pet peeves:

and here's another common error.

Facebook

I've had a Facebook account for about a decade, but a couple years ago a fellow JCCC instructor, John Mack, convinced me there are educational applications. See his video on my youtube channel here. Like any tool - Facebook can be used for good or evil.

I friend any students who ask - but I don't initiate contact unless other forms of communication failed and/or there was concern for a student's well-being or success. If you have ideas re: a more effective Facebook policy for a teacher or class - post here to the comments.

My classes last semester created class pages - this one was kept up the best and the longest. It may change its name and become a comp 2 class page next semester. Students have to take ownership tools and applications - or they don't work.

Check out our social bookmarking site for research/ links re: Facebook - and suggest additional links resources

advice to students

Attendance is necessary for success - and no matter how often I tell students ,about 3-7% don't seem to "get" that; however, just showing up and doing the minimum required by the assignment won't get you an "A." About a third of students don't get that.

How can I get these ideas through to students better?

Further advice - straight from students - can be found in a couple of videos I shot and edited in 2008. Student perspectives are different from teachers' - and sometimes we can learn better from a peer than we can from a teacher. See here, and here. The videos are short and fun.

P.S. all numbers and percentages pulled out of the air - but my best estimate. I may be venturing into "do as I say; don't do as I do" territory.

Student evaluations of my teaching 2009

Because it has been my first semester at a new school, with new textbooks, a unique student population and new administrative systems and procedures for me to learn, I've erred on the side of flexibility, communication and student support. I've: extended deadlines at signs of confusion and readdressed assignments, sent more email to students regarding performance than ever in my past 14 years of teaching, and even called at risk students at home. This is in addition to a wiki site with tons of content and this blog - which has had 37 posts over a 16 week period - more than twice a week I've published relevant information, shared feedback and offered an opportunity for student feedback and collaboration. I gathered feedback at midterm and over the last 2 weeks - here is some of what I've learned.

• Students didn't know I have chronic asthma. Frequent deep breaths can be interpreted as sighs - students who paid no attention to my breathing suddenly become quite sensitive to it after a paper get's handed in or a question is asked. I heard this once before from a faculty peer observer who didn't know me well. I need to warn students so they don't confuse respiration with exasperation.
  
• Those who used the blog loved it - but when I asked "what did you think of the blog, wiki and podcast" many said, "What? You have a blog?" Every week (and after every new post) I'd show it on the projector - but still I need to brainstorm ways to advertise it as a resource and how to get students to comment.
• We like the wiki - but the organization stinks. For the record it is a collaborative space managed by students. I agree it's a mess, but that mess is a community effort and a community responsibility. In retrospect my name shouldn't appear in the link address. I thought when I created the first page my name would help identify it for students - but reflecting now it might make it seem more teacher-owned than student-owned. It might also reveal personal ego/ hubris.
  
• Students don't seem to appreciate getting phone calls when they miss several classes/ required work - though a text message would be appreciated. From my perspective the calling took a lot of time, and didn't seem effective. The one or two people who did come back to class after getting a phone call disappeared again. It might have actually saved the success of one student - but he did react as though he felt the call was intrusive.
  

Finals

Finals - think of the meaning of the word. The end. The last. But I hope students see it as an opportunity. Luck favors the prepared - or as my Lao Sher put it, "the battle is decided before the fighting begins;" which is pithier and easier to remember than the translation I found on the web:

the general who wins a battle makes many calculations in his temple ere the battle is fought. The general who loses a battle makes but few calculations beforehand. Thus do many calculations lead to victory, and few calculations to defeat: how much more no calculation at all! It is by attention to this point that I can foresee who is likely to w in or lose.
-Sun Tzu, the Art of War

Click for Final schedule for all classes at JCCC this semester.

Bad weather coming - what's procedure?

Weather agencies predict dangerous conditions. I hear our school is really on top of the web page info, but KS weather is unpredictable. This is what I've found online re: school alerts/ closing notification. I've generally had the attitude that I get more done at work than I do at school - so I tend to make it anyway, but safety is a top priority.

We are a commuter school. We spend more time on the road. We may want to establish a quick and informal forum here to communicate our concerns and thoughts in how we deal with any challenge. Next semester we may have a phone tree set up.

Has anyone signed up for the JCCC instant messaging service? Then you know about school alerts before anyone else (particularly me; my cell is ancient - pre-texting capabilities). If so comment to this post now and let us know if you have "connections" for inside info, and comment again when/ if you learn anything.

I don't anticipate canceling class - but check this post for most up to date info - and share what you know. Also, suggest better or additional questions for the poll/survey. We might use the survey from 6:00 am to 6:30 am if weather is bad and school decision hasn't been made.

Response Comparison Contrast paper

This assignment assessed several things including:

1. thesis and/or thesis statement construction
2. research and citations
3. organization and rhetorical construction and success of argument.
4. all the mechanical and format concerns addressed on previous papers.
   

Several students have noted that the thing they liked most about this assignment is the range and freedom they have to explore their interests. Oddly, but perhaps predictably, that revealed the greatest common challenge we face - the crafting of workable thesis statements.

We need to do a workshop on the difference between a thesis and a topic. I've started a page collecting links to resources for the explanation of what a thesis statement is and tips on how to create one. Several links have online "thesis statement generators" which might be fun.

below are some thoughts and responses to what I've read this week.

Research
I'm a skeptic. I also come from a different background. You may live in a world where men are dominant and incapable of nurture, and women are never found driving cabs, working construction or in positions of leadership, but I've lived in places - both here and abroad - where these things can't be taken for granted.

Beware of unsubstantiated claims like, "some say," "research shows" and "people think." They need to be backed up with some kind of documentation. Without knowing who "they" are, these comments throw up red flags. What informs your opinion could be personal experience, a book or article you read, T.V. program, a video or other media available through ANGEL or class wiki, or whatever - but the reader needs to know where claims come from.

Even if you believe something to be true - imagine your audience. How well do you know them? Would they believe the same?

Several claims reminded me of a report I read that claimed second-hand smoke wasn't dangerous. When I looked up the original research it came from the National Tobacco Foundation or similar such agency. The research wasn't rigorous and it was biased. You can learn much by looking at people's research sources.

Wikipedia is more of an example of a research essay (a tertiary research soure) and not what college professors generally consider to be primary or secondary research source. I've long had a love -hate relationship with wikipedia - see previous post. But with wikipedia - it is their sources that are of more use. Check out their sources and draw your own conclusions.

And even if Wikipedia falls under "common knowledge" and therefor deemed unnecessary to cite - you must put anything you quote in quotation marks and provide documentation info on your works cited page. YOU CAN'T CUT and PASTE FROM ANYWHERE on the web without giving credit to your source - and believe me - people can tell.

Quoting sources
A general rule of thumb is that if 5 words or more in a row in your paper are found in your text you must put quotes around it - or if it is over 4 lines long set it off with a block quote. See quoting sources for details.

Anything cited, referred to, or quoted in your text must have documentation info on the works cited page. If not quotes or documentation exists and your reader finds the phrase word-for-word somewhere (and it's easy to catch - if you've taught a subject for a while and/or know how to use Turnitin.com)

Works Cited page
I advocate (and requested for this paper) a "Works Consulted" page rather than a "Works Cited" page per se, reasoning that any work that informed your opinion in researching this assignment should be referenced. I'm encouraging you to err on the side of caution. It's better to have a source on your works cited page that isn't referenced than not have a source that is used.

On the works page - each source should be formatted with a hanging indent. It's visually obvious when that isn't done. It screams "I didn't make the slightest effort to use any acceptable format for citations. I spit on MLA, APA, Chicago and Turabian." For instructions how to do this click here.

Coherence
Sleep deprivation (aka all-nighters), drugs and/or alcohol may seem like a source of inspiration - but the results are not coherent. Reread your drafts and make sure they make sense in the cold, sober, light of day.

Sources
In class, our sources have been decidedly feminist - you may be interested in:

• Cathy Young - proponent of equity feminism. Born in the USSR, but fluent in English as anyone, she's brilliant and not embraced by either feminists or masculists
• identity politics - I just learned of the term from my dialogue with you all over this paper. I haven't decided what to make of it or how (or if) to apply the lesson to my class
  
• wikipedia page on income disparity (thanks P)
• Warren Farrell - only man elected to the National Organization for Women's board of directors 3 times. He's now an icon of Men's Studies.
  

Questions from my reading of your papers

1. What is the relationship between care or nurture and dominance? Are they mutually exclusive?
2. Can one provide for another without it affecting power in the relationship?
3. Is gender disparity in any profession ever a good thing?
   

Story of an Hour

Just before break we read/and or listed to audio of "story of an hour" by Kate Chopin. It's part of an interactive online activity available through ANGEL. I like the story because:

1. it's really short
2. it has a wicked ironic ending - it surprised me.
3. it opens up discussions of women's issues.

Here are discussion questions. I also found a text where you can read the story and clicking on highlighted portions of text reveals some insightful questions - many of which would make a good thesis for a paper. I also recommend checking out the official international Kate Chopin web page.

Librivox, a free public domain digital library of audio books, has audio of this story - so you can listen to it while you read, or download it and listen at your convenience.

If you enjoyed the story, check out "Desiree's Baby". It has that same wicked twist and throws race into the mix.

SP 2010 students ask

1. is this a pro-woman (feminist) story? how and or why?
2. is it normal to imagine the death of a spouse?
   

Almost Maine

I'll offer extra credit to students who attend the JCCC production of Almost Maine at noon Friday, 11/20/9. It will be performed in the Polsky Theatre, and is directed by a friend of mine, Beate Pettigrew.

Students wanting extra credit will need to write a short summary (3- 5 sentences long), and a more extensive personal response that compares the work to other popular performances and evaluates the overall experience. From the publicity flyer from the theatre department:

On a cold, clear, moonless night in the middle of winter, all is not quite what it seems in the remote, mythical town of Almost, Maine. As the northern lights hover in the star-filled sky above, Almost's residents find themselves falling in and out of love in unexpected and often hilarious ways. Knees are bruised. Hearts are broken. But the bruises heal, and the hearts mend—almost—in this delightful midwinter night's dream.

Qualifiers of Certainty: what they say

I've noted the use and abuse of qualifiers from our first papers - particularly those I've called "filler" such as: "I think," "I believe," "In my opinion," "I feel," "In my eyes," and "From my perspective." I call these filler because their use is generally out of habit - casual readers might not consciously register them.

Compositions teachers shouldn't be casual readers. The qualifiers above generally signal uncertainty, a lack of confidence, an unwillingness to commit to a thought or statement, or worse (ie that other words from the paper are NOT the writer's thoughts...plagiarism). These words and phrases at best add word count but add little meaning. Use them sparingly if at all.

If a person writes something, shouldn't the reader assume it to be the writer's thoughts?

A lack of confidence may be a personal shortcoming that education is meant to remedy - or it could signal a lack of research, and writers should become experts on the topic of their papers.

These qualifiers show up in the first drafts of many skilled writers - including (and perhaps particularly) myself. Editing and revision takes care of this. So excessive use of qualifiers of uncertainty communicate the lack of proofreading.

Transgender panel at JCCC

Friday, which is international day of rememberance, JCCC will be hosting a transgendered panel in Craig auditorium - on the 2nd floor of GEB. It should start at 3:00 pm.

This will be sponsored by JCCC Queers and Allies - who have a site on google groups with more information.

Sounds like an interesting and well informed panel - who will answer questions. I'll consider offering extra credit to those who attend and write up a page on the experience. Our text has led us to topics of gender - and feminism in particular has traditionally been concerned with diversity and all manner of sexual oppression. It would arguably be relevant.

Responses to the MicroLab assessment

The numbers generated from the Microlab assessment should not be compared to grades. 76 was the high score in my combined comp 1 classes and that's the high score I've seen as a writing center tutor as well. That doesn't mean that person got or would get a C grammar grade.

• this is a writing class -
• grammar isn't graded separately -

The consistent confusion reveals how powerful grades are. No matter what instructors or the Writing Center tells us, we reduce all feedback to a letter grade. If we get a number we quickly convert it. Maybe the assessment shouldn't report % scores to students.

Haven't seen much specific reflection by students. I've given some specific feedback on grammar and mechanics (including: s-v agreement, sentence boundary issues, unclear antecedents (pronouns) and misplaced modifiers, word choice, style, etc.). The microlab gives similarly specific feedback, but I have seen little specific grammar discussion in the reflections so far. It's as though we aren't reading our instructor's comments or looking beyond an arbitrary number on the microlab assessment.

Many in our classes - myself included - have expressed concern that this assessment is not fair for non-native English speaking (NNS) students. 3 of the top 5 scores in our classes came from NNS.

Some note that the school and the teacher needs this assessment information. I'd been thinking it was to the students' benefit and I'd ignored the institutional role. The WC does collect a copy of the sheets tho don't they? And the information is reported to the instructor. The former is likely because student's lose things, and if the WC keeps a copy you won't have to retake the assessment. The latter is because if the info weren't reported to the instructor - no one would do it.

Parting thoughts...

1. Grammar can not be divorced from language and composition.
2. The institution doesn't care about your individual results - or shouldn't.
3. Teachers need to do a better job helping individual students need to learn better how to use the feedback. It's a tool - not a means of validation or personal criticism.

Reponse to late drafts Metaphor Paper

Most of the drafts are really shaping up, but all will need clarification and refinement to be "A" papers. I scratched most of everybody's introductions - so don't take it personal. What's relevant to me is the student's assessment of the language of the magazine article they chose. With few, if any, exceptions my advice has been to more closely establish the link between the papers and the articles they should be examining.

I've seen few good thesis statements yet. Some can be infered from the overall text - but that's more work for me and less educational for students so all theses should appear in the first sentence. They should be statements not questions - at least in my class. Often the answer to the question students identify as a thesis statement is the thesis. Make sure the thesis statement is clear and specific. It should be able to stand alone and make sense. If you read it, and only it, you know the point of the essay. If you have to use a pronoun make sure the antecedent is clear.

Make sure the relationship of all paragraphs to the thesis is clear. The history or general utility of metaphors isn't necessary. If something isn't necessary or relevant to your thesis - omit it.

The thesis statement should mention the article and the theme (or the effect of the figurative language). For example,

In "Giget goes to Spanish Harlem" George Carlin pokes fun at the racist roots of many common idioms.

• We need to photo-copy the source articles and attach them to the next draft, and use passages - with quotes and page #'s
  
• We need to attach the bibliography info (ie works consulted page)
  
• I want to see a new draft with these items briefly in class on Tuesday, 11-10-9 (30 points)
  

At times this week I've been cranky. Various reasons. Don't read too much into my tone in my comments - I want to be honest and direct. Sometimes it could come across blunt or tactless. Hope not.

Your ideas have generally been good, and wonder about the correlation of those who missed early conferences and article choice/deadlines with the papers that looked like first drafts.

in case there were any doubt

Despite a sizable and highly talented field, I walked away from the Shakespeare Poetry slam with 1st prize - and all the bragging rights and cash prizes. Speaking from memory probably had a lot to do with it. 119, where Shakespeare explains to his dad why he's still in grad. school pleased a few people - though my reinterpretation of 138 probably won it. That's the one that goes,

When my students swear that they are made of truth,
I do believe them, though I know they lie,
That they might think me some untutored youth,
Unlearned in the world's false subtleties.
Thus vainly thinking that they think me young,
Although they know my days are past the best,
Simply I credit their false-speaking tongue,
On both sides thus is simple truth suppressed:
But who am I to say they are unjust?
And why should either of us say I'm old?
O education's best habit is in seeming trust,
And age in teaching, loves not to have years told.
Therefore I front with them, and they with me,
And in our fronts by lies we flattered be.

We all had a blast - and the student readers were quite good.

Applied integrity in the Community College classroom

Think instructors are suspicious anal-retentive, obsessive compulsive, misanthropes? Could be, but check out corrupted-files.com. This service will corrupt your perfectly good paper that you turn in via email. That buys you 2 days to write, rewrite or revise your paper. The ultimate excuse for an extension - only $4.95!

I'll repeat for the record, I do not allow email submissions for formal papers. A student or two emailed me a paper weeks ago or more. They won't print it off and turn it in. I won't either. Wish they'd talk to me. English teachers often like communication - it even figures in to course objectives.

Often this behavior co-presents with attendance issues. Many young people haven't had to set their own priorities yet, and are just learning how. I'm coming to think excuses can be seen as a form of communication - regardless of their veracity. It's the end of communication that disturbs me. Chronic absenteeism can be a rejection of an institutionally agreed on outcome.

At least it was when I was 19, but I shouldn't judge all by my misspent youth.

And on the subject of communication. The college in general, and the English Dept. in particular are reacting and proacting to the H1N1 / Mondo-flu season. While a hardline approach to absences is what many students typically need - these are extenuating circumstances and times. There will be no excuse from work - or class, but there will be accommodations to allow everyone to more fully participate - even when sick. Not cynical, but not easily played; however, I don't call anyone's bluff when it comes to health.

Our objectives MUST be met for a student to pass. Students will get exactly what they earn. I'm allowing for make up points for those who miss class - Provided they respond or post a new thread to the daily notes discussion thread on ANGEL.

I jot notes (try to) every day during or after class in a discussion forum. Find it in the course documents folder. As long as sick students post to the daily discussion thread by noon the day of class, I'll put an assignment in an online form that best recreates what we accomplished in class. They then have 48 hours make up the points from any place they can find a computer. Posting to the thread is private from the outside world, but shared with other classmates and team mates who care about and depend on each other. That thread could also be used for expressions of "get well" and the like.

All relevant due dates still apply.

Comp 2: week 10 notes.

Check Angel: new lesson plan at a glance posted. Also 2o points for posting necessary bibliographic data and available links or other material (it's behind a firewall - so it's a protected environment). ALSO: Bring 3 copies of a 2 page rough draft/ outline/ executive summary plus free write. Be prepared to talk 3-5 minutes on your paper/topic. Up to 50 points available.

Each student needs to meet with me face-to-face for a conference to talk about this paper/ class in general. If you can't meet me outside of class time let me know Thursday 10.22.9. That time will reserved for those with inflexible schedules.NOTE Schedule posted to ANGEL

Sign up outside my door - see schedule to the right for times available (double click to enlarge).

Conferences will be in my office: 153D GEB (General Education Building).

MidTerm Class Assessment

In looking at the class feedback on how things are going, I am impressed with the overall maturity and reflection in the feedback. In response to the prompt

What has been the most challenging/ what course objectives need further
exploration/ what directions should we toward?

Responses fell in to the following areas.

• big ups for: group work/ ad campaign: 6
• favorite class. Perfect pace: 5
• grammar/ structure/ mechanics: 4 (What are comma splices)
• technology /tech learning curve (wiki/angel): 4
• organization: 4 (thesis, transitions,
• peer feedback/ revision: 4
• literature (poetry/short story): 3
• research/ citing sources/evaluating resources: 3
• group work can suck if your group doesn't click: 3
• I hate getting out of bed so early in the morning: 3
• thinking of what to write about : I
• not challenging enough. Faster pace/ more homework: I
• group work was most frustrating but most fun. : I
• should not have to write on subjects we don't like: I
• want to know where grade is - use Angel Gradebook?: I

Why some Journal Dates get Parenthesis (and some dont')

Someone asked why some periodicals (ie magazines or journals) put the year in parenthesis and some did not. Good question. I looked into that. Page 22 of the pdf notes:

DATES: Abbreviate the names of months except for May, June, or July:
Jan., Feb., Mar., Apr., Aug., Sept., Oct., Nov., Dec. Journals paginated
by volume or issue call only for the year (in parentheses). [emphasis mine]

It has to do with how periodicals are published. Some may not record exact month, but rather record volume or issue numbers. For those put the year in parenthesis.

Can anyone further clarify this issue? Please do in the comments.

Images in this post take from the free Norton online 2009 update to MLA documentation.

Research resources.

I now share research with students via JCCC library's electronic course reserve. Just go to the Billington Library homepage, then click the "course reserve search" link indicated by the red arrow in the top image to the right (click either image to enlarge).

It will open up a new page. Find the Instructor scroll down menu (indicated in figure 2 by the yellow arrow) and find my name.

When citing research refer to the 2009 MLA documentation (available free online in pdf if you don't have the handbook with you. See also our social bookmarking page on MLA, and previous posts). I find the sample paper particularly useful. Scroll

Native American day? metaphor and political correctness

Today is "columbus day" and I encourage you to go to the Edutopia poll and vote whether it should be renamed Native American day - whether that is excessive political correctness - or how we should regard iI. The whole political correct question relates to comp 122 and language teaching in general because it regards the interplay between language, thinking and behavior.

That is a goal of the metaphor paper currently assigned. Examine how language reveals thought and how communication shapes the thinking of others. Sometimes it is intentional and even cheeky, sometimes it's subconscious and sometimes it exists only in the mind of the reader - at least until they share their interpretation and then affects others, like in grad school when someone used the metaphor, "beating around the bush." I assumed to be a hunting reference, but was surprised to hear a feminist assert a very different meaning and assumed that meaning was commonly understood. While not a popular understanding of the term, by checking the urban dictionary I see she had a point.

Candlelight Vigil

A candle light vigil will be held tonight, Oct. 7, at 7:30 pm at Westside Family Church. The address is 8500 Woodsonia in Lenexa, KS (83rd and K&).Map from Mapquest; Church website.

Keighley found

Police have arrested 3 men: Joseph Mattox, Gerald Calbreck and Dustin Hilt. According to news coverage [See Fox 4 news coverage] she dated Hilt in the past. Looks like last week's domestic violence was not related to her disappearance.

Hilt has a myspace page. It's creepy.

Student missing: worst feared

Overland Park police are asking for help locating a JCCC student: Keighley Alyea. Fox 4 News has video from their newscast here. She's 18, 5 ft 1 inches tall, and approx. 113 lbs. Classmates note that her hair color may have changed since this picture.

She was last seen Tuesday, 9.29.9. Her car was found last night, Sunday 10.4.9.

Crime Scene KC has indicated a person(s) of interest (POI) and provided these pictures; Missingexploited.com lists details of the relationship of the POI and notes that she was the victim of domestic violence as recently as 9.21.9 [correction: The Kansas City Star noted that].


Her class is communicating and gathering information at their student generated Facebook page.

MLA documentation

Hopefully you've checked out what I've posted before on documentation in general. It looks like people are doing google searches for research - even though we found great research in the library using the database. I'm seeing sources that don't impress me and don't lend anyone credibility. Anyone can get a web site and say anything. If you want to do a web search use Google Scholar. It provides much better sources. Best bet -though - is the library database.

Norton has some resources on how to document sources in MLA format. they even provide a free PDF of the MLA updates - and IT CONTAINS A SAMPLE PAPER! (go to page 40). It's amazing how much I can tell from just a superficial glance at the physical format of a paper. Look at a sample paper.

I also recommend Citation Machine. Click MLA and follow directions.

We should all cite the 4 C's statement that we are responding to. You can find it several places. I put a phrase from the statement in quotes and entered it in Google Scholar. One site quoted it in its entirety - it's full text through JSTOR. I took info from that page and entered it into citation machine and voila!

Gilyard, Keith. "African American Contributions to Composition Studies." National Council of Teachers of English. 50.4 (1999): 639. Web.

It doesn't have the hanging indent - which is tough in electronic formats like blogs, web pages, etc. but otherwise it's solid. Notice you don't need or want "volume" or "Vol." or "page" ... if everything is in the right place I know the volume 50, the number is 4 and the page is 639.

Facebook Sites

JCCC Facebook Pages

The Greg's 8am Comp 1 class: http://tinyurl.com/JCCComp1

the Greg's 9am Comp 1 class: http://tinyurl.com/JCCC9am

The Greg's Comp 2 class: TBD

Johnson County Community College http://tinyurl.com/n5uzvk

Billington Library (JCCC) http://tinyurl.com/kkkgkv

Center for Student Involvement http://tinyurl.com/mar4ma

ODEI – Office Diversity, Equity and Inclusion http://tinyurl.com/l4f8fw

Performing Arts Series at Johnson County Community College http://tinyurl.com/krg2wu

Nerman Museum of Contemporary Art http://tinyurl.com/m9pv9v

ECAV Radio http://tinyurl.com/nejadg

Source: “Check Out Social Media at JCCC,” Infolist article posted at http://tinyurl.com/n2trsz