Weekly Agenda

Due Friday, May 4

  1. Completed ePortfolio (see End-of-term Assignments for details). (60 min)
  2. Complete and share Self-Assessment for Engagement, Weeks 11-15 via Google Docs (15-25 min)
  3. Pick up paper copy portfolio in English Department either this week or early next week (you will be emailed when yours is ready for pick up).

Wednesday, May 2 Class Work (Yes, I know it’s going to be 80 degrees out — it will be a shorter class than usual so no skipping!)

  • Complete self-assessment, weeks 11-15 in class (due by Friday, May 4 at noon via Google Docs)
  • Work on ePortfolio tags and categories
  • Submit paper portfolio

Due Wednesday, May 2

  1. Complete Paper Portfolio Assignment (see End-of-term Assignments for details). (30-60 min)

Monday, April 30 Class Work

  • Share presentations (bring ear buds to class) and comment on a classmate’s presentation
  • Work on framing statements
  • Possible self-directed peer review
  • Brief showcase presentation of ePortfolio

Due Monday, April 30 

  • Bring ear buds to class on Monday, April 30.
  1. Complete Presentation Assignment and share link in an ePortfolio post (see End-of-term Assignments for details). (60 – 120 min)

OPTIONAL (if you want to peer review in class on Monday): Complete framing statements A and D for paper portfolio. Otherwise, these will be due on Wednesday. (20-30 min)

Wednesday, April 25 Class Work

  • Write first draft of paper portfolio framing statements A and D
  • Possibly work on presentation

Due Wednesday, April 25

  • Bring ear buds to class on Wednesday, April 25. 
  1. Complete Active Reading page Assignment (see End-of-term Assignments for details). (30 min)
  2. Begin preparing for and planning presentation by revisiting tutorials for Audacity or iMovie and/or choosing format and style of presentation. Begin drafting presentation. (45 min)
  3. Bring printed copy of your peer’s essay with your comments for paper portfolio. (15 min)
  4. Finish updating 110 BD Recursive page (one-paragraph reflection about process of revision for the big data essay that assesses the effectiveness of the process and your focus areas of global revision) and 110 Peer Review #3 page (one paragraph reflection on pros and cons of peer review construction vs. pre-written guidelines and preparedness to peer review for non-English class assignments). (15 min)

Monday, April 23 Class Work

  • Highlight and annotate changes on final draft paper copy #1.
  • ePortfolio completion of page Peer Review #3 and 110 BD Recursive pages
  • Accept classmates’ comments to posts and publish draft pages.
  • Log onto Google Docs and complete post-course LO survey: https://tinyurl.com/ya88a4ut
  • End-of-term Assignments review and begin drafting.

Due Monday, April 23

Two paper copies of final big data essay due at the beginning of class. Try to get it completed by Sunday night to avoid long lines/broken printer problems on Monday morning.
  • Use Little Seagull for guidance on MLA style of in-text and full citations. You might also use Purdue OWL as a guide.
  • Search for your wordy constructions using the “find/replace” function.
  • Review your essay for a targeted area of growth (ex. comma usage, sentence structures, apostrophes, application of MLA style for source information).
  • Read your essay out loud (in a regular voice) before printing two drafts.

Wednesday, April 18 Class Work

  • MLA citation review and formatting
  • Grammar and punctuation open forum
  • End-of-term surveys and current grade
  • Begin Self-Review page of ePortfolio

Due April 13-April 18 (No class meeting on Monday 4/16 for conferences)

  • Bring your Little Seagull book to class on Wednesday, April 18. 
  1. Complete peer reviews by Thursday 4/12 at noon (15 min)
  2. Read Little Seagull  L-6 p. 368-369: Unnecessary Words (wordy structures and empty wording) and search and highlight them in your first draft (15-20 min)
  3. Once peer reviews have been completed and you have highlighted wordy structures, make a copy of your draft (including peer comments, if you would like) and rename it as a final draft. Share the final draft file with me. (5 min)
  4. Read/review They Say, I Say chap. 11. (15 min)
  5. Prepare for conference (10-15 min). Attend a conference, if you signed up for one. (25 min)
  6. Begin revision or seek new source(s) based on feedback and self-assessment. (60-90 min)
  7. Create an ePortfolio page called “BD Recursive Process” and nest it under your “110 Recursive Process” page. Add a picture or link to your organized pre-writing. Reflect (in about one-paragraph) on the usefulness of the pre-writing (or not) in helping you prepare to write your draft. (30 min)
  8. Create an ePortfolio page called “Peer Review 3” and nest it under “110 Critique” (you don’t need to complete it yet). (5 min)
  9. Create an ePortfolio page called “Self-Review” and nest it under “110 Critique” (you don’t need to complete it yet). (5 min)
    *Go to DigiSpace if you need help with ePortfolio work.

Wednesday, April 11 Class Work

  • Self-review of first draft
  • Peer review #1
  • Peer review #2
  • Grade estimate and revisiting syllabus

Due Wednesday, April 11

  1. First draft with integration of three main sources (about 3 pages + 1 page works cited) due Wednesday, April 11 (via Google Docs and two paper copies) (90-120 minutes)
    * Use posts to help with drafting as well as pre-writing activity
  2. Bring all of your annotated big data sources to class.

Monday, April 9 Class Work

  1. Discuss working thesis and begin organized pre-writing
  2. Construct peer review guidelines
  3. Assessment of annotated sources
  4. TRIAC paragraph (source integration method)

Due Monday, April 9

  1. Construct a working thesis and post it to your ePortfolio. (20 min)
  2. Identify, print, and annotate an academic source for your project. (75-90 min)
  3. Bring all of your annotated big data sources to class.

Wednesday, April 4 Class Work

  • Pre-writing exercise and forming your working thesis
  • Discussion of likely sources and MLA citation practice activity

Due Wednesday, April 4

  1. Print and annotate two possible sources for your project. These are likely sources you have already viewed/read once. (45-60 min)
  2. Using the databases, begin searching for an academic source for your project. You may use the subject guides to help you find relevant databases. Also the Ask a Librarian feature allows you to be in contact with one of UNE’s reference librarians. (60 min) 

* Bring your Little Seagull book to class

Monday, April 2 Class Work

  • Discussion of second course connection in ePortfolio
  • Large and small group discussions of big data information
  • Review of They Say/I Say chapter 10
  • Begin database review

Due Monday, March 30

  1. Read and annotate They Say/I Say chapter 10  “But Don’t Get Me Wrong: The Art of Meta-commentary” & and bring book to class on Monday (10-15 min.)
  2. Add a page for another course to your ePortfolio. In connection to self-assessment question #3, explain the strategies or practices that you are applying from ENG 110 to that course. Add a sample (a picture or a sample of writing) and explain the connection. (20 minutes)
  3. Spend about 60 minutes reading, listening to, or watching some of the sources from the Big Data Resources page.  Write an ePortfolio post reflecting on and considering those that you may use for the project. Name the sources you are considering. You don’t need to list all the sources you engaged with, only those that you may use (75-90 min). What else do you want to know about this topic? Have you taken a stance in your mind on the topic and privacy concerns?

Wednesday, March 28 Class Work

Due Wednesday, March 28

  1. Revisit your self-assessment from weeks 1-5, and look at the areas that you intended to improve. Did you make progress? What evidence do you have to show your progress? Complete the  Self-Assessment Weeks 6-9 . (30-45 min)
  2. Watch these two (15 min. each) TED Talks Alessandro Acquisti’s “Future without Secrets” and  Kenneth Cukier of The Economist “Big Data is Better Data.”  Respond about one TED Talk via an ePortfolio post. Using the transcript, write a one-paragraph response. Choose at least one key quote and one piece of evidence to incorporate as you respond to (either to agree, disagree, or a combination) to the presenter. What was interesting? What was worrisome or inspiring? What questions do you have about big data and the use of your big data? (90 min)

Monday, March 26 Class Work

  • ePortfolio organization
  • Introduction to Big Data project (Diary of your phone ePortfolio post)

Due Monday, March 26

Add the following to your ePortfolio. (75-90 min)

  1. Add to 110 SM Recursive Process Page: under the pictures of your pre-writing, add a few sentences describing the usefulness (or not) of your pre-writing when you began to write your first draft. Next, add a paragraph of reflection about your revision for this essay. In what areas did you focus most as you revised? To what extent did you use peer comment and/or class activities to guide you? Did this project help you build your skills toward reaching any of the course learning objectives? How do you feel about your final essay?
  2. Add a page called Peer Review #2. Write a short reflection paragraph about this peer review in comparison with the first one. Was it easier or more challenging? If you were not given guidelines, how might you complete peer review differently? Would you prefer to comment without guidelines for your final peer review?
  3. Add a page called Documentation/Sentence-Level. In a few sentences, explain your focus on applying MLA style and elimination sentence-level error in this project. Why did you choose that area of focus? What sentence-level or MLA area did you try to include or improve (ex.  expectations of in-text or full-text citations, sentence structure issues, certain punctuation rules)?
  4. Add a page called Integrating Sources. In a paragraph response, explain your strategies for incorporating source material into your essay. Consider the reference text strategy suggestions (They Say, I Say and/or Little Seagull) and Barclay’s Formula. How did you apply these suggestions?

** If you cannot see the pages after you have published them, you need to add them to your menu. If cannot remember how to do this, visit the DigiSpace or watch the tutorial.

Due Wednesday, March 21 at 9 pm

  • Complete final edits to draft in Google Docs by 9 pm on Wednesday, March 21. Docs will be downloaded at 9:00. (15-30 min)

Wednesday, March 21, Class Work

  • Revisit comma usage rules and apostrophe usage rules.
  • Peer review activity to practice local-level proofreading on final draft.
  • Highlight and annotate differences between first and final drafts and annotate to explain changes.
  • Review of They Say, I Say chapters 7 and 8.

Due Wednesday, March 21

  • Final draft will be due on Wednesday, March 21, at 9:00 p.m. via Google Docs. Two printed copies due in class. (90-150 min)

Monday, March 19, Class Work

  • Revisit first draft with consideration to literacy narrative feedback.
  • Discuss They Say, I Say chap.  5 & 6.
  • Using Little Seagull, review MLA style citations (in-text and full citations) and begin revision for final draft.
  • Revisit Barclay’s formula handout as revision strategy.

Due Monday, March 19

  1. Read and annotate They Say, I Say chap.  5 & 6, pages 68-90. (35 min.)
  2. Begin revision after adding revision plan to first draft and copying file (rename to final draft). (30-45 min.)
  3. If you haven’t done so yet, please post your pre-writing to ePortfolio (see homework due on March 7).
    ** Bring They Say, I Say and Little Seagull to class on Monday.

Spring Break March 12-18

Wednesday, March 7, Class Work

  • Self-edit activity for first draft.
  • Peer review for two classmates (peer review guidelines). * Second peer review should be completed by noon on March 8.

Due Wednesday, March 7

  1. Create a new ePortfolio page called, “110 SM Recursive Process.” After completing pre-writing, post a picture of it to this page. (20 min.)
  2. Revisit your ePortfolio posts and your pre-writing, write your first draft. Integrate two sources in your draft. First draft should be about 3 pages + 1 works cited page. Share via Google Docs and bring two paper copies to class. (60-90 min)

Monday, March 5, Class Work

  • Small group discussion of Greenfield’s chapter 10 ” Social Networking and Identity”
  • Apply concepts from They Say, I Say, chapter 4 in a post on ePortfolio.
  • Begin pre-writing for social media first draft.

Due Monday, March 5

  1. Read and annotate They Say, I Say, chapter 4 “Three Ways of Responding” (p. 53-67). (20 min.)
  2. Read and using chunking method of annotation for Susan Greenfield’s chapter 10 “Social Media and Identity” from her book Mind Change. (90-120 min)

** Bring They Say, I Say to class on Monday.

Wednesday, February 28, Class Work

  • Discuss Twenge’s article “Have Smartphones Destroyed a Generation?” 
  • Read and apply concepts from They Say, I Say, chapter 3 in a post on ePortfolio.
  • Review social media project expectations.

** Bring They Say, I Say to class on Wednesday.

Due Wednesday, February 28

  1. Read the Social Media Project description. (5-10 min.)
  2. Print, read, and annotate Jean Twenge’s Atlantic article “ Have Smartphones Destroyed a Generation?” (Published in September 2017) using either color coding or sticky notes to indicate claims. (75-90 min)
    ** Bring They Say, I Say to class on Wednesday.

Monday, February 26, Class Work

  • Discuss boyd summary and TED Talk summary for structure and content.
  • Introduction of social media project

Due Monday, February 26

  1. Read Summary: Introduction of boyd
  2. Using the library database to locate the eBook copy of danah boyd’s It’s Complicated, download, print, read, and annotate chapter 1 “Identity” AND the related notes found in “Notes” chapter.* Go to the library to complete this because you are printing p. 29-53 and p. 224-227. (60-75 min.)
  3. Write a summary of the chapter using the Summary Introduction as a model. Include 2-3 paragraphs with page number references, and at the end, list at least three key quotes. (30 min)
  4. Share your summary via Google Docs, and cut and paste key quotes into a post on your ePortfolio (boyd chapter 1 key quotes).  After listing the quotes, write a short response to the chapter (@ 3-4 sentences). Which points were most interesting? What arguments did you agree with or disagree with? Why? (15 min)

* Here’s how to access the boyd text:

  • Go to the library site (access through my.une.edu -> Library).
  • Under the “Search” menu,  choose -> eBooks (note that this is a “nested” menu feature).
  • In the search bar, enter “danah boyd It’s Complicated” and search.
  • Enter your log in information when prompted.
  • In the middle of the screen, you will see a white box that says “Available through: ebook Central Perpetual and DDA.” Select it.
  • This will lead you to a menu of chapter downloads. Download chapter 1 and the Notes section. Then open the PDFs, and print them. Printing is required.

Wednesday, February 21 Class Work

  • Discuss They Say, I Say chapters 1 & 2.
  • Eulogy Tweet and launch into social media project
  • Discussion of TED Talks
  • Accessing boyd text for Monday’s assignment (use of library database and printing required)

Due Wednesday, February 21 

  1. Open the Social Media Survey and make a copy. Complete it and share it with me via Google Docs (don’t forget file naming format for our class: YourName-SMSurvey). (10-15 min.)
  2. Open ENG 110 Self-Assessment Wks 1-5 and make a copy. Complete and share it with me via Google Docs (don’t forget file naming format for our class: YourName-Self-Assessment-w1-5). Note: to review your learning objectives survey answers, search your UNE email inbox for an email from Google Forms. If you cannot find it, email me, and I’ll cut and paste your answers from the spreadsheet where they are compiled. (20-30 min.)
  3. Watch the following two TED Talks: Sherry Turkle’s “Connected, but Alone?” (19 min. TED Talk) http://www.ted.com/talks/sherry_turkle_alone_together and Jia Jiang’s “What I Learned from 100 Days of Rejection” Ted Talk (15 min.) https://www.ted.com/talks/jia_jiang_what_i_learned_from_100_days_of_rejection. Choose one to summarize in an ePortfolio post on your site. State the lecture and TED Talk name, and summarize the main argument, claims, and evidence in a one paragraph response. Apply signal verbs and templates. (See They Say, I Say chapter 2). (60 min.)

Monday, February 19 Class Work

  • Presentations: reflections and responses
  • Discuss They Say, I Say chapters 1 & 2.
  • Let’s talk grades: self-assessment at week 5
  • Eulogy Tweet and launch into social media project

Due Dates/Times for Feb. 16-19

  • Final draft will be due on Friday, Feb. 16, at 6:00 p.m. via Google Docs. One printed copy will be due in class on Monday, February 19. In preparation, be sure to dedicate some time to review for local issues such as sentence structure, proofreading, and word choice. When you think you are done, try reading your draft backwards from the bottom of each paragraph. Read each sentence to find simple mistakes that you may have overlooked. Also, think about your transitions. Does each paragraph lead to the next one? Use Little Seagull for guidance (section W-4c and W-4d).
    Also use Little Seagull to check your Works Cited. Follow MLA style (section MLA).
    NOTE: If you are using the S. King excerpt, it comes from the anthology The Norton Reader: Anthology of Nonfiction, 13th edition. This anthology was published in 2011 and has the following editors: Linda Peterson, John Brereton, Joseph Bizup, Anne Fernald, and Melissa Goldthwaite.
    Estimated time for revision (@ 60-90 min)
  • I will be offering regular office hours on Wednesday (10:50-11:50) and additional office hours on Thursday (9:30-10:45). If you would like to meet with me but these do not fit your schedule, please email me, and I will do my best to accommodate your scheduling needs.
  • Post the link for your podcast or video in your ePortfolio by Sunday, Feb. 18, by 6:00 p.m.
    In preparation, you may want to skim Little Seagull, section W-6c and revisit your blog post about “The Editor” structure. Remember that this is a first attempt, so expect some bumps in the road. If you choose to use a different format than the one you posted about yesterday, that is okay. You will not be penalized. You may need to invest some time learning about the software, though. Remember that you can stop drop by the DigiSpace for help with learning to use the software, or you can make an appointment for help with recording and editing your project.
    Estimated time: 90-120 minutes

*Bring They Say, I Say and some ear buds to class on Monday.

Wednesday, February 14 Class Work
  • Sentence structures overview
  • Thinking about why sentence structure matters (uses of independent clauses vs. subordinate clauses and combinations of clauses)

Monday, February 12 Class Work

Revised due dates and office hours due to today’s cancelled class (2/12):

  • Final draft will be due on Friday, Feb. 16, at 6:00 p.m. via Google Docs. One printed copy will be due in class on Monday, February 19.
  • I will be offering regular office hours on Wednesday (10:50-11:50) and additional office hours on Thursday (9:30-10:45). If you would like to meet with me but these do not fit your schedule, please email me and I will do my best to accommodate your scheduling needs.
  • Your podcast is still due on Sunday, Feb. 18, by 6:00 p.m. We will discuss this more on Wednesday, but you will also be preparing as part of your work for today (see below).
Please complete these assignments in lieu of class today.
  1. On the inside cover of your Little Seagull book, read over the topics in the “Edit” section (yellow section). Choose one topic to read based on your knowledge of your needs as a writer. Which of these topics has been identified as a problematic area for you? For example, you are not sure where to put commas or not (review Commas, section P-1), or you’ve been told your writing is too wordy (review Unnecessary Words, section L-6). After your review, create a post in your ePortfolio and explain what you reviewed and what you think you learned. Include an example either from  your own draft or of your own making to illustrate what you have learned. (20 min.) Due tomorrow 2/13 by 9:00 am (revised).
  2. To prepare for your podcast or video presentation, read over the rubric in the project overview and the Literacy Narrative Digital project page then spend 30 minutes watching tutorials and taking notes about using iMovie (http://uneportfolio.org/help/imovie/) or Audacity (http://uneportfolio.org/help/audacity/) Write a post on your ePortfolio about which software you expect to use to make your presentation. If you expect to use a different software, you may write about that, including your level of expertise using it (have you used it before to create a project?). Your post need only be a few lines long, and you may share questions or observations as well. I’ve also shared a Google Doc sign up sheet for presentation assistance in the DigiSpace. You are not required to get assistance, but you may want to make an appointment if you think you will need help with the project. (30-45 min.) Due tomorrow 2/13 by 9:00 am (revised).
  3. After I have commented on your draft, add a revision plan at the end of your first draft (after the Works Cited page). Based on the feedback you’ve gotten and the self-assessment you did in class on Wednesday, create two or three bullet points that identify areas that you know will revise. These are global revisions, so they should focus on idea development, editing, and structure. For example, one goal may be “restructure my essay to begin with my narrative rather than a general introduction” or “develop the analysis that connects Alexie’s experience with mine.”  If you have already identified and made these changes to your final draft, that is fine. Make the list anyway and add it to the end of your final draft. This will still help me to see your focus during revision. (15 min) Due Wednesday.
  4. Read and annotate They Say, I Say, chapter 2. (20 min.) Due Wednesday.
  5. Continue to revise your literacy narrative based on peer review and my comments. (30-45 min) Due Wednesday.

Due Monday, February 12

  1. Add a page in your ePortfolio called “110 Critique.” Add a second page called “Peer Review #1.” On the page “Peer Review #1,” write a one-paragraph reflection on your feelings/reactions to completing two guided peer reviews. How was this process different or similar to the peer review you have done in the past? Consider the types of comments that you made that you may  not have made without the set of guidelines. After reading the comments from your peers to your work, reflect on the way in which the guided peer review may (or may not) help you develop your draft. (20-30 minutes)
  2. Read Little Seagull sections S-1, S-2, and S-3. Consider your own writing and actively read at least one paragraph of your draft for sentence structure errors. Make corrections as needed in the final draft version of your essay. (20 minutes)
  3. Read and annotate (using sticky notes) They Say, I Say Chapter 1. (20 minutes)
  4. In the final draft version of your literacy narrative analysis, begin revising. Remember that peer comments should be considered, but you do not need to take all the advice that is offered. (20 minutes)

Wednesday, February 7 Class Work

  • Self-assessment of first draft (color coding) activity
  • Review of peer review guidelines and grading rubric
  • Peer review of two classmates’ first drafts  ***Both peer reviews must be completed by 5:00 p.m. to earn full credit.***
  • Make a copy of your first draft, rename it to be the final draft, and share the file with me via Google Docs.

Due Wednesday, February 7

  1. Reconsider each source and the possible connections you may make to your own experience. How might you make stronger connections even if your experience seems vastly different from the authors’? Which is likely to be one that you will use to create context for your experience? After briefly revisiting each, choose one to revisit in more depth.
    If revisiting “The Editor” podcast, consider listening again and adding to your annotated notes that applies either text-to-self connections or text-to-text connections with Dweck’s concepts of growth or fixed mindset. Which moments illustrate growth mindset? Which illustrate fixed mindset?
    If revisiting “Superman and Me” and “On Writing,” read the piece again and add annotation that applies either text-to-self connections or text-to-text connections with Dweck’s concepts of growth or fixed mindset. Which moments illustrate growth mindset? Which illustrate fixed mindset?  (@ 45-60 min.)
  2. Review the Literacy Analysis Project prompt. Begin your first draft after you read over your pre-writing activities. Remember that your first draft is a draft, so it does not need to be perfect. It should be at least two written pages and one page of works cited. Share your draft with me via Google Docs no later than 8 a.m. on Wednesday. Be sure to use the file naming system: YourName_LitNar_1D (first draft). Bring two paper copies of your first draft to class. (60 min.)

** Be sure to bring all annotated texts and your pre-writing activities.**

Monday, February 5 Class Work

  • Discuss readings (Little Seagull and They Say, I Say).
  • Discuss Alexie, King, and “Editor” podcast with a focus on narrative structures of symbolism, significance of title, and social context.
  • Discuss pre-writing activities and ideas for drafts.

** Be sure to bring all annotated texts and your pre-writing activities.**

Due Monday, February 5

  1. Read and use sticky notes to summarize important ideas in They Say, Preface p. 1-14 (20 min.)
  2. Read and use sticky notes to summarize important ideas Little Seagull W-10 p. 58-62 (10 m.)
  3. Complete two pre-writing activities (20 min. Each = 40 min). Add a page to ePortfolio (“110 Recursive Process”) and add a picture of both pre-writing methods along with a brief reflection on the usefulness (or not) of the pre-writing activities (20 min).

Wednesday, January 31 Class Work

  • Discuss annotation practice.
  • Discuss “The Editor” podcast.
  • Read and annotate “Superman and Me” by Sherman Alexie.
  • Distribution of Literacy Narrative Prompt and brainstorming

Due Wednesday, January 31

  1. Listen to “The Editor” podcast and take notes. Use time stamps to organize your note-taking. Consider and reflection on (5 min.) the structure of the podcast and features that make it different from a text-based source.
    (60-75 min.). (    http://thisiscriminal.com/episode-49-the-editor-8-26-2016/)
  2. Update ePortfolio Active Reading page: Under your pictures of your Dweck annotation, reflect on the ways in which you annotated the text. For example, what did you highlight, underline, circle, etc.? Why? What types of comments did you put on the text? Is there one structure that you favored over another? * If you summarized the text, you may leave the summary as well.

Monday, January 29 Class Work

  • Collection of final draft and sharing of Google Doc final draft of Higher Learning  (YourName_HigherLearning-Final)
  • Further discussion of Dweck’s TED Talk and fixed vs. growth mindset freewrite (academics v. other learning situations)
  • Examination of structures that indicate main argument, claims, evidence in a nonfiction text
  • ePortfolio update: under picture of Dweck annotation, examine and reflect on your annotation structure

Due Monday, January 29

1. Final draft of first-week writing sample in Google Docs (YourName_HigherLearning-Final) and share it with me at jgennaco@une.edu (45 minutes). Bring one printed copy to class (5 min.).

2. Using the class site to find them, visit your peer review partners’ ePortfolio sites. Read the About Me page and respond to either the biopoem or Dweck post. Ask at least one question and try to make one connection to your own experience. **In order for your classmates to see comments made to your posts, you must approve them. Here’s how:

  1. Log on to your UNEportfolio site.
  2. Select the comment bubble (next the site name on the toolbar at the top).
  3. Comments that are awaiting the spam check will be shown. If the comment is from a classmate or from me, approve it. If it is from anyone else, it is likely spam. Spam on WP typically takes the form of a generic, flattering comment like “Your content is so fresh! I haven’t seen anything like it” or something similar. Feel free to mark these as spam. Please approve classmate comments by Sunday night.

Wednesday, January 24 Class Work

  • Peer Review via Google Docs; make copy of document and edit into final draft Google Doc (YourName_HigherLearning-Final)
  • Continued building of ePortfolio
  • Further discussion of Dweck’s growth mindset and response via a post on your ePortfolio

Due Wednesday, January 24

1. Complete first-week writing sample in Google Docs (YourName_HigherLearning-Draft1) and share it with me at jgennaco@une.edu (45-60 minutes). Bring one printed copy to class (5 min.).

2. Read Dweck transcript and annotate as you listen/watch the Ted Talk Carol Dweck: The Power of Believing That You Can Improve (the transcript is also available on this page.). Take a picture of your annotation and post it on your Active Reading ePortfolio page. If you have trouble with ePortfolio work, visit the DigiSpace (see site for available hours). (35-45 min.)

Wednesday, January 24 Class Work

  • Peer Review via Google Docs; make copy of document and edit into final draft Google Doc (YourName_HigherLearning-Final)
  • Further discussion of Dweck’s growth mindset

Monday, January 22 Class Work

  • Introductions
  • Discuss syllabus
  • Discuss biopoems
  • Introduction to Dweck’s growth mindset concept
  • First-week writing sample
  • Introduction to ePortfolio (insert pages and complete select ePortfolio updates)

Due Monday, January 22

1. Review syllabus, especially noting the requirements of this hybrid course. (10-15 min.)

2. Read the assignment in “Bio Poem” post on http://eng110h5-s18.uneportfolio.org. Compose your biopoem and share it with me (jgennaco@une.edu) via Google Docs. (30 min.)

3. Complete learning objectives survey. (10-15 min.)

Wednesday, January 17 Class Work (Campus Closed)