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ENGL 101 - Hoover: Home

MLA citation help

Helpful Resources

How to Evaluate Internet Resources  http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

research help http://libraryguides.binghamton.edu/content.php?pid=83371&sid=2972942

Formal vs. Informal Writing http://www2.ivcc.edu/rambo/tip_formal_writing_voice.htm

Oxford Dictionaries http://oxforddictionaries.com/

Quotes http://www.quoteland.com/ (large selection of quotes, many organized by abstract noun)

The Stanford Encyclopedia of Philosophy http://plato.stanford.edu/

Cambridge Thesaurus of American English http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=42542&site=ehost-live

Documentaries http://www.freedocumentaries.org/ (free documentaries)

Documentaries http://video.pbs.org/ (lots of streaming documentaries on subjects you write about)

Fact Check http://www.politifact.com/ (fact check site)

Fact Check http://www.factcheck.org/ (fact check site)

Fact Check http://www.snopes.com/ (check truth of "urban myths")

Pronouns https://genderneutralpronoun.wordpress.com/tag/ze-and-zir/

Using Commas, Colons, or Words to Introduce Quotes (http://www2.ivcc.edu/rambo/eng1001/quotes.htm)

Evidence based research http://pewresearch.org/ (Numbers, facts and trends that shape your world)

(Big Think)  http://bigthink.com/


Movie Trailers

Enter the title of the movie in the search box in YouTube http://www.youtube.com/

Links to E-Reserves

Language and Learning

Left/Right Brain Thinking) http://psychology.about.com/od/cognitivepsychology/a/left-brain-right-brain.htm “Left Brain vs. Right Brain: Understanding the Myth and Reality of Left Brain and Right Brain Dominance” by Kendra Cherry

(Critical Thinking)  www.insightassessment.com/content/download/1176/.../what&why2010.pdf   “Critical Thinking: What it is and Why it counts 2011 Update” by Peter A. Facione

(The Human Brain and the Law) http://www.theatlantic.com/magazine/print/2011/07/the-brain-on-trial/308520/ "The Brain on Trial" by David Eagleman

(Meeting the Bottom Line in the College Biz) http://ezproxy.olympic.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4277102&site=ehost-live  “Meeting the Bottom Line in the College Biz” by Lynne Drury Lerych

(IQ) http://ezproxy.olympic.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4582197&site=ehost-live  “IQ Intelligence: The Surprising Truth” by Stephen Ceci (Includes audio version)

(Politics and the English Language) http://orwell.ru/library/essays/politics/english/e_polit “Politics and the English Language” by George Orwell

(Bloom’s Revised Taxonomy)  http://techoverview.wikis.msad52.org/Digital-Taxonomy



Interior Profile


Meyers-Briggs: www.humanmetrics.com/cgi-win/JTypes1.htm

Project Implicit: (Three or more) https://implicit.harvard.edu/implicit/

Multiple Intelligences:  www.literacyworks.org/mi/assessment/findyourstrengths.html

Learning Styles:  Styles http://www.learning-styles-online.com/

Political Compass Test www.politicalcompass.org/

Political Typology—scroll down to “take the quiz” http://www.people-press.org/2011/05/04/beyond-red-vs-blue-the-political-typology/

Emotional “EQ” Test  http://queendom.com/tests/access_page/index.htm?idRegTest=1121

Learning Styles Generational Learning Styles Handout—Find your chapter based on your year of birth--Print and highlight main ideas and things that ring true.

Academic Disciplines—choose one specific area of study from each of the 5 main areas. Summarize each one: What is it? What do people “do” with it? What is it good for? For one of them, research careers and pay scales for people who have that degree. http://en.wikipedia.org/wiki/List_of_academic_disciplines


Prepare,  write, revise, and type your reflection:

Prepare--Take the “tests”/surveys. Print out the results page for each one.  No test should cost any money—if the site has changed, or a link is broken, please let me know. (For English 99 students, these results pages are due in class throughout the quarter.)

Write--Set a timer (20 minutes) and write a continuous informal reflection on the information you have gathered. Include the most surprising or intriguing information that was revealed by this process. Ask—and, if possible, answer—any questions that arise.

For instance…What personality trait most often gets you into trouble, and how can you use this as a strength in your life?

What about yourself would you change, if you could, and how?

How could you choose a course of study or career that would feature your favorite strengths?

What are your best qualities?

What do others respect about you?

What skills did you bring with you to college and what strengths have improved recently?

Revise--Comment on the information you have assembled and reflect on who you are as a person, student, citizen, etc. Create an emphasis that is meaningful to you. Include information about your intellectual opportunities in life, your level of intellectual engagement, and your intellectual intent. Focus on positives rather than negatives.

Type--Choose a format/presentation style that communicates effectively and efficiently (i.e. a mixture of labeled sections, paragraphs, bulleted lists, charts/graphs, poems, quotes, short essays, journal entries, comments of friends, visual illustrations, etc.). Let your (theoretical) audience see the picture of you that emerges. This project should be typed and easy to read.


Syllabus and Essential Course Handouts


Fall 2013

Instructor: Ms. Carmen Hoover

Office: Library 127, 9-9:45 M-F and by appointment      Phone: 432-5409   

e-mail: choover@olympic.edu (use your student email account to contact me—I will respond within a day on M-F but not weekends)



▪Ideas and Details (8th Edition)

▪MLA Handbook for Writers of Research Papers (7th edition)

▪English 101 Readings in Libguides on the OC Haselwood Library website


RECOMMENDED TEXT: A contemporary dictionary


SUPPLIES: Large three-ring binder with loose leaf notebook paper and tabs

                     One 10X13 envelope

                     One medium binder clip (bulldog clip) 


COURSE DESCRIPTION: Writing is a craft.  Like any craft, mastery depends upon practice and determination.  This course is designed to help you acquire the skills you need to express yourself clearly and engagingly, both in college and in other areas of your life.  In order to have meaningful topics to write about, we will endeavor to develop a depth and breadth of intellect for school, work, citizenship, and personal enrichment. We will focus on the process of writing by using a workshop method--with the help of your peers, you will have the opportunity to practice and experiment with your skills as a writer, thinker, and reader.  You will read and respond to both the work of your classmates and the work of more experienced writers.  This process requires initiative on your part, and success will be built upon your willingness to complete assignments carefully and on time, to think for yourself, to share your opinions, and to appreciate the opinions of others. 


We will work within the Social Sciences and Humanities Mission: to promote critical thinking and inquiry, to nurture creative expression, to inspire a lifelong love of learning, and to foster strong and clear communication. We are committed to social justice, the investigation of human cultures, and to the liberal arts tradition—to teaching our students to learn how to learn.


We will also take the principles put forward by Leonardo da Vinci as our guide:


The Seven Da Vincian Principles are:


Curiosita—An insatiably curious approach to life and an unrelenting quest for continuous learning.

Dimostrazione—A commitment to test knowledge through experience, persistence, and a willingness to learn from mistakes.

Sensazione—The continual refinement of the senses, especially sight, as the means to enliven experience.

Sfumato(literally ‘Going up in Smoke’)—A willingness to embrace ambiguity, paradox, and uncertainty.

Arte/Scienza—The development of the balance between science and art, logic and imagination.  ‘Whole-brain’ thinking.

Corporalita—The cultivation of grace, ambidexterity, fitness, and poise.

Connessione—A recognition of and appreciation for the interconnectedness of all things and phenomena.  Systems thinking. (Gelb 9)





This is a college-level introduction to effective written composition for academic, vocational, and occupational students, with emphasis on exposition.  Prerequisite—appropriate test score or successful completion of English 99.


By the end of the quarter, a student should be able to:


1.         Apply the writing process—from generating and planning to revising and editing—to student-generated essays.


2.         Match essay language, content, and approach to envisioned audience; move essays successfully from early drafts (usually writer-centered) to final, successful public discourse (reader-centered).


3.         Write essays using a variety of structural modes and development methods, with each based on a clearly established thesis or clearly evident main idea.


4.         When editing, apply grammar, punctuation, and usage principles and conventions to eliminate interference and improve communication, using reference books effectively.


5.         Read, summarize, analyze, and respond in writing to a diverse group of works that represent a range of ideas and opinions, with the goal of understanding the text before evaluating.


6.         Work effectively as a member of a writing group to develop, evaluate, and improve each member’s essays.


7.         Demonstrate effective oral communication skills.


8.         Apply the conventions and ethics of research and documentation when using sources to support the claims of essays.





The Core Abilities at Olympic College consist of the following five categories:


§ Information Technology & Literacy § Lifelong Learning

§ Communication                                § Global Perspective                           

§ Thinking                                          





1.   Graduates engage in critical analysis.*

2.   Graduates engage in creative problem solving.*

3.   Graduates engage in quantitative reasoning.



1.         Graduates understand and produce effective oral communication.*

2.         Graduates understand and produce effective written communication.*

3.         Graduates understand and use effective non-verbal communication skills.


Information Literacy and Technology:  

1.         Graduates use strategies to search for information that enhance the acquisition of knowledge.*

2.         Graduates evaluate and appraise sources.*

3.         Graduates access and use information and/or technology ethically, legally and/or responsibly.*

4.         Graduates use various inquiry tools and different formats of information (e.g. media).*

5.         Graduates use technology and information appropriate to field or discipline, synthesizing information to formulate insights and create knowledge.*


Lifelong Learning:

1.         Graduates demonstrate self-monitoring and self-advocacy skills to effect positive life changes.*

2.         Graduates demonstrate the ability to recognize, understand, and accept ownership for their own learning and behavior in varied and changing environments.*

3.         Graduates demonstrate the ability to adapt to technological innovations and to understand their implications.*


Global Perspective:

1.         Graduates demonstrate an understanding of their own cultures and the framework upon which their society has been built.

2.         Graduates demonstrate an understanding of how cultural differences (e.g. beliefs traditions, communication, norms) shape human interaction and perceptions of others.

3.         Graduates demonstrate that they are aware of, and understand world events (e.g. religious, historical, environmental, political, economic) and the role of human decisions and physical conditions shaping these events and their outcomes. *

4.         Graduates demonstrate an understanding of their own region/bioregion and recognize that other parts of the world are different in both physical and human attributes.*

5.         Graduates demonstrate an understanding of universal processes involving both distribution and circulation of resources and their byproducts; e.g. wealth, food, water, oil, gases, energy, and pollutants.*


•           Items with an asterisk are the Core Abilities addressed in this class.




ASSIGNMENTS: Four major papers (5 hours per week) will be due during the quarter.  One of these will be 2-3 pages long.  Two will be 3-5 pages long, and one, a formal research paper, will be 5-7 pages.  All papers (including the workshop draft) must be typed, double-spaced, written to length, evaluated in the peer workshop, and submitted on time.  Workshop is required; should you miss a workshop, you must make up the evaluation with another enrolled student, or volunteer writing lab tutor, outside of class time.  The major papers will be collected in your portfolio with drafts, notes and prewriting for each as outlined in the Portfolio Table of Contents. 


In addition, I would like to post some of the most interesting, instructive, and inspiring papers on the Libguide site. If you think you have written such a paper, please turn your assignment in as you normally would in class, and also email a second copy of the final draft only to me on the same due date. I will select a couple of papers from these after each paper is turned in. After reading all hard copies, I may request an email copy of your paper for the same purpose.  By emailing your paper, you give me permission to post it on the library site indefinitely in order to inspire current and future English 101 students.  If, after it has been posted, you wish to have your paper taken down, I will take it remove it right away.


A variety of shorter writing assignments, completed both in and out of class, will be required.  These will be collected in your three-ring binder/portfolio as your journal (30 minutes per week).  In addition to your assigned entries and responses to the texts, you will be expected to complete at least one piece of independent writing in your journal each week.  Journal entries may be handwritten unless otherwise assigned, and your journals will be turned in as part of your midterm and final portfolios.  Each entry should be dated and clearly organized behind tabs as set out in the Portfolio Table of Contents. Any writing done from a prompt should include the prompt at the top of the page.


There will be reading assignments (4 hours) every week.  You need to read, understand, and have an opinion about the reading for class discussions and writing assignments.  You will be responsible for the technical information in the MLA Handbook, and grammar exercises may be assigned as needed or requested.  Some readings must be printed out at the start of the quarter for use in your in-class journal.  These appear in bold in the calendar, and should be in your possession during class time starting in week 2.


In connection with this, your full participation in class activities will be expected.  Activities will include reading out loud, discussions, group writing, workshops, and storytelling. You will be called upon to read your own work to the class from time to time. 


GRADES: Regular attendance, participation and professionalism are required and will account for 25% of your final grade.  Participation includes contributing to class discussions and exercises, being a generous and honest workshop partner, and listening carefully to others in class. Classroom courtesy is essential: There should be no talking while the instructor or another student is addressing the class. Turn your cell phones off before entering the classroom and put them away during class—no text messaging or anything else having to do with handheld devices. No distracting food preparation is allowed.  Arrive on time and stay until class is dismissed.  I do not “excuse” any absences—nor do I facilitate “make-up” work--so plan accordingly.  If you have a timesheet that needs to be signed by your instructors, be aware that I will sign on each class day and that day only.


It is your responsibility to catch up with any missed class work, if that is possible (some class activities cannot be made up).  To that end, I require that you form a “buddy group” in the first week of class: exchange phone/email information and decide how you will share information should one of you miss class.  If one of your group members is absent, collect handouts for that person.  Also, take very good notes and get a copy of the notes and handouts to the absent student by whatever means you have agreed upon.  You only need to do this for two missed classes.  Should a student miss three or more classes, you are relieved of your buddy duties.  It is unlikely that a student missing three or more classes could earn a passing grade.


You will assemble a portfolio starting on the first day of class.  The portfolio will represent 75% of your final grade and will include the following items:


l) Your  journal will represent 25% of your final grade.  Assignments must be arranged in chronological order according to the Portfolio Table of Contents Handout and clearly organized in your binder.  Your final portfolio must include five typed entries from your journal—choose your best entries from the quarter.


2) Your four major papers, along with the drafts and prewriting for each, will determine 50% of your final grade.  Both the final product and the process of writing/revision will be evaluated.  You should have a tab for each paper section in your portfolio.  Each revision of each paper should be clearly identified and appear in the following order: revision draft (if applicable), final draft, workshop draft, workshop rubric and cover sheet, self evaluation (if applicable), rough draft, outline, prewriting and notes.   As a rule of thumb, never throw away anything you’ve written. The Portfolio Table of Contents contains a full list of items due with each paper.  


25%-- Professionalism/Attendance/Participation

25%--Journal (includes in-class, self-assigned, reading response, first day, and final exam essay)

25%--Major paper final drafts

25%--Major paper drafting process


Your midterm portfolio will be submitted in a 10X13 envelope during week five. Your final portfolio will be submitted in your 3-ring binder on the day of your final. These submissions should adhere to the Portfolio Table of Contents.  Organizing your binder on a daily basis will save a lot of time and unnecessary frustration during finals week.  Each section of your portfolio should be clearly marked. 


Your writing assignments will receive written comments but not grades.  Major papers will be graded with either a mark of S (satisfactory, representing a letter grade of C or above), or U (unsatisfactory, indicating that the paper must be rewritten in order to receive a passing grade).  You may choose to revise any, or all, of your papers for the final portfolio in order to improve your performance.  A good revision is one in which you have corrected mechanical errors, developed your thesis more fully, improved the organization of the paper, made your language more concise, expanded your ideas, and polished the writing on an aesthetic level--merely typing in the corrections I made on your final paper will count less than a revision of ideas.  You will be offered a provisional letter grade for the course at midterm, and you are invited to stop by my office any time to discuss your progress or any questions you may have.


STUDENT RESPONSIBILITIES: If you miss a class, it is your responsibility to get notes and homework from your buddy group.  If you know in advance that you will be missing a class, please talk to me about upcoming assignments so that you don’t get behind.  If, at any time, there is an assignment or process that you don’t understand, please ask for clarification. If you have a learning disability or physical limitation that may affect your performance in this course, it is your responsibility to talk to me about it at the beginning of the quarter so that we can make accommodations in coordination with Access Services. 


Please note: Academic dishonesty, including plagiarism, is a serious offense and will result in automatic failure in the course.


PERMISSIONS: From time to time, I like to make a copy of a student’s work (with name removed) for use on the English 101 website, for teacher training, or for my own course-improvement files. If you consent to this, no action is required. If you object to this, please send an email to me stating that you do not give me permission to make copies of your work for any reason.


English 101

Fall 2013


Week One      


                                                Ideas and Details Chapters 1 and 2


                                                LibGuide Home/Language and Learning Tab


                                                LibGuide Definition Tab, including E-Reserves. Password is: hoover


                                    (Print “A Question of Beauty,” “Definition of Soul,” “Love/Diamonds—Student Example,” and “Punk/Freedom and the Airwaves—Student Example”)          


Week Two      


                                                Ideas and Details Chapters 3, 4, and 5


                                                LibGuide Definition Tab


                        Due Dates:

                                    Wednesday-- Thesis, Outline, Cover Image and Talking Draft due


Week Three    


Ideas and Details Chapters 6, 7 and 10


LibGuide Definition Tab


                        Due Dates:

Monday-- paper #1 workshop (Definition) typed, 2-3 pages

Wednesday-- paper #1 final draft due


Week Four      (Monday is a Holiday)


Ideas and Details Chapters 2 (review), 9 and 12


LibGuide Researching an Issue in Context Tab

Due Dates:

Start bringing MLA Handbook to class

            Wednesday—Provisional Diagram and Thesis Statement due


Week Five      


Ideas and Details Chapter 15


LibGuide Researching an Issue in Context Tab


Due Dates:

Monday--- Diagram, Thesis, Outline and Talking Draft due

Wednesday-- paper #2 workshop (Analysis) typed, 4-6 pages plus Works                                                     Cited Page


Week Six        


Ideas and Details Chapter 13


LibGuide Persuasion Tab

(Print “Crack and the Box” and “The Singer Solution to World Poverty”)


Due Dates:

Monday— paper #2 final draft due

                               --midterm portfolio due

 Wednesday—Informal Presentation


Week Seven   


                                    Ideas and Details Chapter 8


                                    LibGuide Persuasion Tab


Week Eight     (Monday is a holiday)


Course handouts and films


LibGuide Persuasion Tab








Week Nine (No OC classes Wednesday)      


Course Handouts and films


LibGuide Persuasion Tab



Week Ten        (Thursday and Friday are holidays)


            Ideas and Details Chapter 11


LibGuide Narration Tab       


Due Dates:

Monday— paper #3 workshop (Persuasion) typed, 3-5 pages plus                                 Works Cited Page

Wednesday-- paper #3 final draft due


Week Eleven

Due Dates:


Wednesday-- paper #4 workshop (Narration) typed, 3-5 pages Plus Works                                   Cited Page if applicable

                                                --Typed Journal Entry due




Final:               Wednesday, December 11, 12-2 p.m.

--There will be a take-home final exam essay due as part of your portfolio.

--Paper #4 final draft and materials will be due as part of your                                                         final portfolio.

--Turn your portfolio binder in with your name, course, and quarter marked clearly on the outside of the binder.

--If you would like your binder returned to you, securely affix a note to the outside of your binder stating that you’ll pick it up at the front office OR my office within the first two weeks of the next quarter. If you do not mark and retrieve your binder, it will, sadly, be shredded.  

Portfolio Table of Contents—English 101


Your portfolio should be organized in a large three-ring binder using this format.  Please put your name on the outside of your binder.  If you have revised drafts, put them into their sections first, on top of the final drafts.


Tab 1:    Revised Draft (if applicable)

                Representative Image

Paper #1 Final Draft (Definition: Conceptual Thinking)

                Workshop Rubric and Cover Sheet

                Workshop Draft

                Thesis Statement and Outline

Rough Draft

                Drafting, listing, and diagrams

Talking Draft List of Seven Ideas


                List of 15              


Tab 2:    Revised Draft (if applicable)

                Paper #2 Final Draft (Analysis: Researching an Issue in Context)

                Works Cited Page

                Workshop Rubric and Cover Sheet

                Workshop Draft

Final Diagram, Thesis Statement and Outline

All provisional diagrams, thesis statements and scratch outlines

Rough Draft

                Notes and Drafting

                Talking Draft List of Seven Ideas

                Practice diagrams & claims (5)        


                List of 15



Tab 3:    Revised Draft (if applicable)

Paper #3 Final Draft (Persuasion: Problem/Solution)

Works Cited Page

                Workshop Rubric and Cover Sheet

                Workshop Draft

Thesis Statement and Outline

Rough Draft


                Talking Draft List of Seven Ideas


                List of 15


Tab 4:    Revised Draft (if applicable)

                Paper #4 Final Draft (Narration:a True Turning Point)

                Workshop Rubric and Cover Sheet

                Workshop Draft


Rough Draft

                Notes and Drafting


                List of 15

                Storytelling response half-sheets


Tab 5:    Journal—In-class journal entries, worksheets, and class presentations should be identified and dated in the upper right hand corner and presented chronologically.




Tab 6:    Journal—Self-Assigned Entries for homework should be identified and dated in the upper right hand corner and presented chronologically.  (One per week.)  There will be five entries at midterm and ten (or eleven) entries for the final portfolio. 



Tab 7:    Journal—Reading Response Entries should be identified and dated in the upper right hand corner and presented chronologically.  (Two per week.)  There will be ten entries at midterm and twenty (or twenty two) entries for the final portfolio.  You will skim your reading assignments weekly, then choose one essay, chapter or film to write about.  I will also assign one essay, chapter or film to write about each week.



Tab 8:    Your Five Best Journal Entries should be revised, typed and discussed for the final portfolio. Use Journal Coding handout as your guide, and include 1-2 page reflection on your journal writing.


Tab 9:    First Day Questions

                Interior Profile (optional)

Final Exam Essay


Tab 10: Optional: Use this tab for your syllabus, calendar, lecture notes, research materials, and other unevaluated materials throughout the quarter.















Library Faculty

Dianne Carey
Olympic College
1600 Chester Ave
Bremerton, WA 98337