Abandon the worries… and Abide in the Word.

Abandon the fears… and Abide in the Father.

Abandon the hurts… and Abide in His heart.

Abandon the cares… because Christ will never abandon you.

“You know you're in love when you can't fall asleep because reality is finally better than your dreams.”

“So don’t worry about tomorrow, for tomorrow will bring its own worries. Today’s trouble is enough for today

"The fundamental cause of trouble in the world is that the stupid are cocksure while the intelligent are full of doubt." - Bertrand Russell (1872-1970)

Sarah Karlis - Contact Info: skarlis at emich dot edu sarah.karlis at gmail dot com Courses: ENGL 120 ENGL 121 LITR 100, 160 Assignments & Syllabi ENGL120 ENGL121 Syllabus (Fall 2008): English_120_Syllabus.doc Syllabus (Winter 2012): ENGL120_W12.doc Syllabus: English_121_Syllabus.doc Syllabus (Fall 2010): English_121_Syllabus(1).doc Syllabus (Fall 2011), includes e-port/GDocs stuff: ENGL121_F11rev.doc Old Assignments: LE1: LE1.doc, WE1.doc, LE1_Submission_Packet_Checklist.doc Old Assignments: LE1 (Fall 2010): LE_1(1).doc I really do not like this LE1 - it works, it's just boring (for me and the students). LE1_Checklist.doc LE1 Grading Rubric: LE1_blank.doc LE1 (Winter 2011): LE_1_TR_W11.doc I still wasn't happy with this one. WE1: WE1_W11.docx As of Fall 2011, I am jumping straight into the ethnography and skipping LE1. I added in a "Community Proposal" instead of LE1. So far it is working much better - we have the time to actually work on stuff now! Fall 2011 ethnography assignment: LE1(1).doc Narrative LE1 (2012): LE1(2).docx Ethnography LE1 (2012):ENGL121LE1_Shell.doc - This one includes a community proposal, interview transcript, research proposal, cultural artifact analysis, and annotated bibliography as additional writings assignments throughtout the LE1 unit (these are kind of like SEs for this assignment, getting them prepared for the major assignment. Switching Genres LE2: LE2(1).doc , Mock_News_Activity.docx 2012 version: LE2(3).doc Old Assignments: LE2: LE2(2).doc Ethnography based LE2 LE2_Checklist.doc LE2_breakdown.doc - This handout helps breakdown the assignment into more manageable chunks so that they actually know what they have to write and what is required. LE2 Grading Rubric: LE2_blank.doc Due to the amount of sections I have this term, I'm trying something new this term for commenting: LE2_blank(1).doc See LE1 for most recent copy of the ethnography - I am now jumping straight into the ethnography, so it is now titled LE1. Post Fall 2011 - LE1 is the ethnography, LE2 is the MGE Writing in the Workplace LE3 (mini-research paper): LE3: LE3(1).doc 2012 version: LE3_research.doc Multigenre LE2 (2012): LE2 (Multigenre Essay) with an option to create a Google Site instead of explanation essay to go with the genres: LE2_withGSiteoption.doc MGE with a presentation instead of explanation essay (using this at OCC): LE2_MGEPresentation_W.doc Old Assignments: LE4: LE4.doc Old Assignments: LE3: LE3.doc Individual Reading Project LE4 (2012): Intro to the IRP: Individual_Reading_Project.doc Actual LE4: TBA (This is based on Kelly W.'s IRP project, so she has different versions and ideas if you are interested). Portfolio: Final_Portfolio1.doc; 2011 version: Final_Portfolio_F11_2.docx Portfolio: Final_PortfolioAssessment.doc PortfolioHandout.docx Click here to see my schedule for ENGL 121. Click here to view my Google Docs experiment for Winter 2011 Other assignments I have used at OCC and Henry Ford: LE1.docx, LE3(3).doc, PortfolioHandout.doc "What works for me" for In-class Activities • I generally choose the groups for them, especially during the first half of the semester. They complain at first, but I find there are several reasons to do it. 1) Everyone gets to know each other 2) If there are certain students who don't work well together (or that you would prefer aren't working together), you can put them with other groups 3)They get to learn from each other, so the more people they work with, the better. During the second half of the semester, provided the class gets along well and there are no problem groups, I let them pick their own groups. • To make sure that I always have large paper available for certain activities, I purchased "Ledger" sized paper (it is sometimes simply called "Large"). This is 11 x 17 paper. It was $20 for a 500 page pack (found with the normal printer paper in Office Max or Staples), I have been using the same pack for two years now and still have lots left. So while it's not as big as the really huge poster sized ones, it works and they can always tape two pieces together if they run out of space. Activities Below are activities that I have used in 120 and 121: Genre discovery/practice: Mock_News_Activity(1).docx (120) Activity working on genre switching. Requires: newspapers, children's books, big paper, markers. I'm also going to use this activity during LE3 for 121 as additional practice for creating writing using example genres with different content. Activity_Reading_Genre_and_Conventions.docx (120) Activity_Genre_Identification.docx (120/121) Newspaper Genre Activity: Newspaper_Genre_Activity.docx (120/121): Genre identification and analysis based on newspaper genres. Will need some newspapers for this activity. Powerpoint version: Click here. Requires: Newspapers Ethnography as a Genre Activity: FridayNightIowa80_Activity.docx (121): Here's a new version (from 2011): FridayNightIowa80_Activity.doc. I use this activity at the beginning of LE2 to introduce the ethnography. They have read "Friday Nights at the Iowa 80" for class, and we dissect the conventions and research methods used in that ethnography to give them some idea of what they will be doing for LE2. Magazine Genre/Audience Activity: Click here for powerpoint / magazine_audience_activity.doc(121): I use this activity at the beginning of LE3, the multi-genre essay, to get them thinking about audience and to refresh them on genres. Requires: Magazines Introduction to the MGE: Click here for powerpoint presentation (121): This is a mish-mash of several activities that I put together to give them practice creating unfamiliar genres (as prep for LE3). Their PeoPs are due for LE3 that day. Different Genre / Different Audience Activity: audience_and_genre.doc (120): This is a two part activity to get them thinking about how writing changes based on genre and audience. For Part 1, the content and genre stays the same, but they write for 4 different audiences. For Part 2, the audience and content stays the same, but they write in 4 different genres. Genre Boot Camp: genrebootcamp.doc(120/121) - (Borrowed and altered from Boise State FYWP site.) Great, fast way for students to work on switching genres. They switch 5 different pieces into different genres. Requires: Working a/v for the film clip part (I use the bar scene from Good Will Hunting, which can be found on YouTube) Genre Stations: Genre_Stations.docx Genre Scavenger Hunt: genre_scavenger_hunt.doc (This is the version I used at OCC, so you will probably want to redo the map and some of the info). I used this for Comp I, but could be used in 121 also. What, what? (120/121): wait_what.doc An activity for simplifying writing. Some other activities that I got online, thought about using, but didn't: writersworkshop.doc, procedural_writing.doc Research based: Fieldworking Terms and Introduction: Intro_to_Fieldworking_Class_Activities.docx : Activity (121) working with the reading: Introduction to Fieldworking (p. 1-10) Fieldworking and Fieldnotes: fieldnotesactivity.docx : Activity (121) to give them experience taking field notes and observing (I borrowed this from someone a couple of years ago, it's a really helpful activity to get them ready for LE2). Powerpoint version: Click here to download powerpoint. Observation and Biases: observing_and_bias_activity.docx : Activity (121) to get them thinking about their assumptions, biases and preconceptions about their communities. I'm using this right after they have chosen their community to work with. (This is adapted from Fieldworking, p133) Inferences and Observations: InferenceAndObservation.ppt - This is an activity to get them thinking about appropriate inferences to make, versus assumptions. Also, it helps them distinguish inferences and factual observations. There are a series of photos they are writing down facts and inferences for in the presentation, so this is a good activity to fill in some time at the end of class, because you can make it shorter or longer depending on how many photos you go through. Interviewing: Click here to download powerpoint. (121) Activity to give them some practice interviewing and drafting interview questions. Handout version: interviewingactivity.doc Interview Strategies: Click here to download file. (121) Amy McBain's handout on Interview Strategies. Intro to Research and Academic Databases: introresearchanddatabases.ppt: (121) This will not take the whole hour, I let them start their own searches for LE2 after the presentation. Ideally run in a computer lab, so they can play around after, but can be run just at front of class. Evaluating Internet Sources: Click here to download powerpoint: (120/121)This is a revised version of Sarah Fabien's presentation on Evaluating Internet Sources. Requirements: Class must be in a computer lab (or all have computers). MLA Citation Game: mlacitations_plusgame.ppt(Idea for game stolen from Adam :-) ) I'm going to rewrite it this year for using EasyBib - so I'm thinking a game where they have to figure out what the source is (e.g. journal from a database) and the parts of the citation needed. MLA Citation Game (with allowance for using EasyBib on laptops): mlacitationseasybib.ppt I rewrote this to teach the students how to properly use online citation creators, suggesting they use that in tandem with OWL@Purdue. Also, here are the handouts I print out one set per group (I just reuse them year after year). These give them a nice cross section: mlaExampleJournal.pdf, MLAexampletexts.doc Requirements: printouts of the handouts for each group, laptops or computer lab Shorter version: MLA Citation Intro + Game (with EasyBib): I keep running out of time with this activity, so I cut out a few things that aren't essential. mlacitationseasybibshort.ppt Requirements: printouts of the handouts for each group, laptops or computer lab Requirements: printouts of the handouts for each group, laptops or computer lab Observing Non-Verbal Communication: nonverbalcommunication(1).doc (121) For this activity, I used the pilot episode of The Office (which is on netflix). It has a lot of non-verbal communication going on that is saying something different than what they are actually verbally saying. This worked really well in my classes at both EMU and OCC to get them thinking about going a bit deeper with their observations for the ethnography. Requirements: Need working A/V and an episode to show Reading Artifacts: Reading_Artifacts.doc (121) For this activity I went to the Ferndale public library and grabbed all of the flyers and handouts they have on the counter. They had to look at the artifacts individually and as a collection to tell me everything they could about this community. I came up with this because no one ever uses artifacts in their ethnography, so hopefully students will know how to analyze the artifacts they find after this activity. Requirements: Artifacts for them to look at. Peer reviews: For LE3 (in 121), I have "Choose your own Reader Review Day." They get the gist of it by then. Plus, they are usually pretty burned out by then. They get to choose how many people they want per group, how many passes they want others to take at their work, and what they want each other to focus on. By this point in the term, they are really happy to be able to choose how they want it to work, and I find they still do a good job reader reviewing each other's papers. Reader_Review_120_LE2.docx (Basic two part reader review) ReaderReviewColorSwap.doc : I printed this out on different colors of paper (page 1 on one color, 2 on another, and so on), and then folded the pieces up and put them in a bucket for them to pick. This RR came out of the class being vocally bored with reader reviews and that I wanted to switch up the groups I'd been using. They were happy with the change of pace. Reader_Review_121_LE1.doc : Basic reader review (2 person teams) that I use for LE1 in 121. RR_LE2.doc : Two part reader review (3 person teams) that I use for LE2 in 121. Focuses on ideas, organisation and conventions in their ethnographies. Writing activities: Alien Objects Click here to download powerpoint or here's the doc file: Alien_Objects.doc (120/121) This is a really fun activity to get them working on being very descriptive and detailed in their writing. Requirements: large paper, markers, a whole lot of weird objects from your house! I currently use objects like an old 90s cell phone, old MP3 player, staple remover, seashell, old glasses, and so on. Just make sure they have an interesting shape. Do you see what I see? Images:DUC_Group_A_images.doc Activity: DO_YOU_SEE_WHAT_I_SEE.docx(120/121) This is Kelly W.'s activity on descriptive and detailed writing. I printed off several copies of the images and split them in half for each group. Here's my revised activity I use for my class with pictures being handed out to one person in each team: Do_you_see_what_I_see.doc Requirements: printed out photos (enough for everyone in class to get a photo). I have two sets of photos, one for round one, one for round two. Within each set their are duplicates. What's in a name? First or Second Day Activity (120/121) - Whats_in_a_Name.docx They have to write about their name and share with the class. Helps everyone get to know each other and helps me learn their names. (Borrowed from: FYWP at Boise State U) The Oatmeal Grammar Activity: A *gasp* Grammar Activity I came up with, so that I had at least one grammar lesson in my semester: the_oatmeal_grammar.doc For this, they analyze several "grammar" comics off The Oatmeal (http://theoatmeal.com/) I use the "I.E. vs. E.G." and "Literally" ones. Then they create their own grammar comics/posters based on that genre. The grammar/mechanics I have them use are from the OWL site: clauses.pdf / commasvsemicolons.pdf / introductorycommas.pdf / commasnonessential.pdf / colon.pdf / parrallelstructure.pdf / sentenceclarity.pdf Requirements: large paper, markers, print outs of grammar/mechanics rules. Different Audience, Different Genre: A version of the commonly used activity about writing to different audiences the same letter: Difference_Audience_Difference_Genre.doc Requirements: large paper, markers. Prewriting Activities: I use this the LE1 I use at OCC and HFCC: prewriting_narrative.doc Showing v. Telling: An activity I came up with to help students zoom in on a moment when they are writing a narrative: Telling_versus_Showing.docx (I used the first scene in The Office Season 5, Episode (14?) "Stress Relief, part 1" - this is the "fire drill" scene) Audience Analysis: Audience_Analysis.doc Learning Process Outcomes (LPOs) Activity and Handout: (handout: fywp-LPOs-student_instructions-fall_2011-8-11.doc) Learning_Process_Outcomes_Activity.doc Readings that I use: From Fieldworking, Introduction (pages 1-10) From Fieldworking, "Friday Night at Iowa 80 From Fieldworking, "on Field Notes" "How to Mark a Book" - Mortimer J. Adler PEOPs by Fly Handouts Below are some helpful handouts that I use to help clarify some projects and ideas. Some of these I wrote, others are rewritten handouts I have borrowed from other instructors. I honestly have no idea which are which at this point (which I borrowed, I mean). So, these should be helpful to others; I just want to put the disclaimer that some of these were based on other's brilliance! Interview_Strategies.doc MGE_Genre_Analysis.doc MLA_Paper_Formatting.doc Stage1_RevisionLikeAWriter.doc (Portfolio revision) Stage2_RevisionLikeAReader.doc (Portfolio revision) Stage3_RevisionLikeAnEditor.doc (Portfolio revision) I give them these handouts to work on in class during the last few class periods when we are working on the final portfolio. What Works for Me "Micro" scaffolding when things start to get overwhelming! wwfm.docx I use "Dropbox" to backup EVERYTHING I do, including my grade books and activities. It works like a network drive, meaning it shows up in your Documents folder on your hard drive as a folder. After you install, you can save your files into your "Dropbox" folder which is located in your computer's documents folder (like My Documents) and it will automatically sync and backup your folder as long as you are connected to the internet. If you accidentally delete a file or mess up your grade book, you can restore the old copy from dropbox.com. Some helpful resources/sites I've found: Boise State University's first year writing program site (they also do a genre based Comp I and II), they have a google site where they post/share their activities and writing assignments.

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