ENGLISH 110:COLLEGE COMPOSIITON I what this Class is about…

about…
ENGL110. PRIEBE.
SPRING 2011. 3 CREDITS.

Language. Words. We use them every single

day, yet people rarely analyze the hell out of
them. George Carlin has, though. And we all
know how tough it is to make someone laugh find me:
with just words, but David Sedaris does. This Sybil Priebe, Assistant Professor
course dissects language, students’ thoughts, Office: Haverty 223
and encourages writing in many different Phone: 671-2346
forms. Office Hours: TBA & by appointment.
Email: sybil.priebe@ndscs.edu
what it’s about, Legally…
egally… Blog: www.xanga.com/teacher47
+ Check the blog and your email often for
Course Description: class updates and bonus opportunities.
An introduction to college-level writing as a process of
drafting, revising, and editing. This course emphasizes
critical reading, writing, thinking, and research skills as
students write for a variety of audiences and purposes.
stuff you need:
Students will receive guided instruction in the writing Books:
process as they begin writing based on personal ---Brain Droppings, by George Carlin,
experiences. An introduction to proper crediting of source ISBN-13: 978-0786883219
material and research will occur toward the end of the
---Dress Your Family in Corduroy and
course.
Goals: Denim, by David Sedaris
Through writing from personal experience and reading ISBN-13: 978-0316010795
examples of others’ self-discovery, students will develop ---The New, Well-Tempered Sentence
their ability to read, think, and write critically by applying
knowledge, skills, and abilities gained through guided
practice and teamwork, inside and outside the classroom. Other items:
General Education Learning Outcomes: ---USB.
Written and oral communications ---Stapler.
Tie to Program Assessment Outcomes:
---Good attitude & humor.
This course contributes most directly to the Liberal Arts
Program outcome involving communication. Reading and ---Honesty.
writing exercises will be completed to assess student ---No excuses.
ability in those areas.
Upon completion of this course, the student will be able
to: the grade scale*:
scale*:
- Restrict a subject to a manageable size. 100 - 90 = A
- Express a clear main idea.
80 - 89 = B
- Focus, organize, and develop a short piece of writing
effectively. 70 - 79 = C
- Apply the editing and revision process to written work. 60 - 69 = D
- Participate actively in self and peer essay evaluations. 59 and below = F
- Demonstrate the use of good sentence structure,
*Since extra credit is offered throughout
paragraph structure, and grammar.
- Recognize and utilize transitional words and phrases in the semester, the instructor does not
the writing process. “round up” at the end.
- Demonstrate comprehension in essay readings by
recalling discussed elements.
- Practice pre-writing strategies for written assignments. important:
- Use basic MLA formats for written assignments and
crediting of sources.
+ All documents uploaded or emailed
- Improve writing and critical thinking skills by practice should be in .doc or .rtf formats.
with a variety of genres. + In the event of a flood or other major
- Use assigned readings as models of composition in disaster, the instructor will email you
writing assignments.
information on how class will continue.

These are just words.

 3.5 big rules:
- No late work accepted.
Pull weeds. Plant new seeds. - Plagiarism not accepted.
- If the requirement is 1000 words, 999
words are not acceptable.
-This is an English class; therefore, any work
riddled with errors (spelling, punctuation,
the brief schedule: etc.) could possibly not earn a single point.
Proofread; you know how!
Week 1: Introductions & first assignments.
Week 2: Intro to P1.
Week 3: George Carlin.
Week 4: First project/paper due. Writing lateness policy:
conferences? No late work will be accepted without an excused
Week 5: P1.5Intro. absence & proof (doc’s note, military, funeral, school-
Week 6: P1.5 Due/Research for P2. related activity). Calling instructor or dean’s office
Week 7: Research for P2. does not constitute an excused absence.
Week 8: Presentations of P2.
Week 9: P3 Intro.
Week 10: P3 Due/Intro to P4. Find group
attendance policy:
Regular and punctual attendance is an integral part of the learning
mates. process. Poor attendance is likely to affect students’ quality of
Week 11: P4 Presentations. work and overall success in the course.
Week 12: David Sedaris & P5/P5.5 Intro. In order to support a positive and comfortable learning
environment for students and fair practice in our English and
Week 13: P5 Workdays. Humanities Department courses, the following policies have been
Week 14: P5 Presentations. adopted:
Week 15: P5.5 Due/Intro to P6. 1) Since coursework can be both individual and collaborative,
Week 16: P6 Due/P7 Intro. regular attendance is vital. If students have five unexcused
absences, it will be considered excessive and may result in their
Week 17: P7 Due/Final stuff. withdrawal from the course.
2) Excused absences: a) Students are permitted to make up daily
coursework, quizzes, and tests due to documented* illnesses,
projects and papers: mandatory military duty or religious obligations, recognized
college-sponsored activities, or funerals. b) Students must be
P1: Report. 50pts. aware that merely notifying the appropriate Division Dean’s office
P1.5: Profile = Magazine-style. 50pts. or their instructor of their absence does not equate an excused
absence.
P2: Stretch Project = Research. 100pts.
3) Unexcused absences: All other reasons for absences.
P3: Lyrics/Poetry + Analysis = 50pts.
P4: GKL + Group Project. 50pts. *To document your excused absence(s), you must
P4.5: GKL “Rhetorical Analysis.” 50pts. email the instructor with two items: 1) the missed
P5: Visual Essay/PPT MusicVideo + Assessment homework attached (within a week of last excused
Letter to Instructor. 150pts. class date), and 2) proof – doc’s note, email from
P5.5: David Sedaris + Visual = Literary Analysis. coach, phone number, link to funeral
50pts. announcement, etc.
P6: Personal Research + Multi-Genre = Answer
to “Who Are You?” 100pts.
P7: Combination of Bits & Pieces? = Something
college expectation of
Different? 100pts? attendance:
Regular attendance, promptness, and participation in
classes is expected of each student. A student missing
three consecutive or five non-consecutive classes will
be referred to the Division Academic Counselor.
 Nimrod is a wonderful word.

warning warning!
=Not ALL assignments will be completed / introduced on
eCompanion.
= Students will not be allowed to use computer problems as an
excuse as to why their work is late. They are responsible for
backing up their work.
other assignments:
BP=Bits and Pieces. Daily writing
= Papers will be graded within 2 weeks of their due date, usually.
practice or daily reading activities,
= Emails to the instructor must be error-free.
essentially. Worth between 10pts-
25pts x about 30-40 class times =
300-500pts?
disabilities & special needs.
If you have a disability for which you are or may be requesting an
accommodation, you are encouraged to contact both your instructor and the
My Words (MW). 5 words you don’t
Disability Support Services Office, Mildred Johnson Library (phone 671-2623) as know meanings to. Research the
early as possible in the semester. following: 1) Where you heard
it/found it/read it, 2) Definition, 3)
Part of Speech, 4)
plagiarism a.k.a. don’t steal…
steal… History/Etymology, 5) New original
Integrity is an NDSCS core value and there is an expectation that all students, as sentence using word. 20pts (4pts per
members of the college community, adhere to the highest levels of academic word).
integrity. Dishonesty in class, laboratory, shop work or tests is regarded as a
serious offense and is subject to disciplinary action by the instructor and dean of
the respective division. For more information, refer to the NDSCS Student Peer Review (PR). Sharing drafts of
Planner or College Catalog under College Policies and Basic Regulations of papers aids the writing process. You
Conduct. will be expected to share drafts with
classmates & your instructor. 10-
Essentially, if any amount of plagiarism is found in a student’s paper (copying
from the internet without quotations or parenthetical citations, copying parts or 25pts possible per session.
whole pages from another student, or any other sign of plagiarism), that student
will be subject to disciplinary action which could result in no credit for the paper
or a complete revision of the paper with a large reduction in points. If a student breakdown of points:
repeatedly plagiarizes, more severe actions will take place. BP. 300-500pts.
MW. 20 x 7? = 140pts.
RPR. 25 x 3 times = 75pts?
code of conduct: P1 – P7. About 700pts.
Students will come to class on-time and prepared for discussion. (Bonus) Tests and Quizzes?
All students will be respectful of others’ ideas and opinions.
Approximately 1300-1700 total
Participation in class is expected. Cell phones, pagers, and MP3 points.
players will be turned off when you enter the classroom. No
tobacco products are allowed in NDSCS buildings, and, when
you’re outside - in designated areas only.

Learning is not illegal. Yet.

 chart: This schedule is subject to changes, deletions, and additions…
additions…
Week Monday Wednesday Friday Notes:
January Classes start at 4pm. Introductions. Assign first BP*. Share BP?
10-14 Pre-Test? “Modern Man,” via YouTube.
January MLK Jr. Day. No Classes. BP. Bedford St. Martin’s video (re:writing) BP. “Strongbad,” “Totally Like Last Day
17-21 on Organization? Essays that need work? Whatever.” “Shitty First Drafts,” My to Add =
“Shitty First Drafts.” Words = “Erin McKean Redefines The Jan. 20!
Dictionary,” TED talk.
January Intro to P1. Dave Eggers essay. Steve Intro to Brain Droppings& George Carlin. BP. Peer Review for P1. Sign up for
24-28 Carell essay. BP. BSM: Revising? 101 Greatest GC Quotes. BP. WC. Sir Ken Robinson video on
education and George’s video on the
American Dream?
January WC = Writing Conferences. Read more WC. A student will show how to place P1 Due Saturday. Bonus Spelling Test.
31 – of Carlin w/BP attached? papers in the Dropbox on Friday. BP. “The Impotence of Proofreading.”
Feb. 4 Baseball versus Football, G.C.?
February Intro to P1.5: Profile. Samples from BP. Workday for P1.5 after a quiz and a P1.5 Due Next Monday in class.
7-11 magazines? BP. Dave Chappelle. look at the mini-interviews? WC in class? Bonus Test? BP.
February P1.5 Due. Intro to P2. BP. Library Day. Continue to research P2.
14-18 BSM videos? “Lies, Damned Lies and BP due online? Animoto Video Trailer assigned for
Statistics,” TED talk, 6 min. Sir Ken Wednesday.
Robinson, “Experts.”
February President’s Day. No Classes. Works Cited pages = WTH. BP. Work on P2.
21-25 Peer Review. Test PPTs.
February P2 Presentations. BP? George Carlin’s P2 Presentations. BP? P2 Presentations. BP?
28 – videos on expressions? Lucas Self-Assessment/Doc Sharing.
March 4
March 7- Intro to P3/Intro to Poetry Booklet. Food Carton Poetry Reading. Peer Review.
11 “James Geary, Metaphorically P3 Research. Look at: The Rosa Parks of BP.
Speaking,” TED talk, 9 min. Blogs blog? BP.
March Spring Break. No Classes.
14-18
March P3 Due. BP? Intro to P4: Essays on texting (Mar/Apr’08 P4 Work. BP online via Class Blog?
21-25 Intro New, Well-Tempered Sent. on Delicious). “Pay Attention”/“Does Bonus Test on New, Well-Tempered
Facebook Unite Us or Divide Us?” TED talk. Sent?
March P4 Presentations. Instructor at Writer’s Conference, UND. Instructor at Writer’s Conference,
28- April UND.
1
April 4-8 P4 Presentations. Intro to P5. Intro to P5.5. P5 Workday. Bonus Test on Sedaris.
Intro to Sedaris. BP.
April 11- P5 Workday. BP = Sedaris. P5 Workday. BP = Sedaris. Test PPTs. P5 Presentations. BP = Sedaris.
15
April 18- P5 Presentations. BP? P5 Presentations. BP? Easter Break. No Classes.
22
April 25- Easter Break. No Classes. P5.5 Due in class. BP.
29 Intro to P6. BP: ABC Experiment. Bonus Test?
May 2-6 P6 Workday? P6 Due in class. Intro to P7: BP Combo? BP. Bonus Test?

May 9-13 Student Evals? Final Test. Finals Week. Finals Week.
P7 Due. Bonus Test emailed out?

*BP = Bits and Pieces = Writing activities and Reading activities = Ideas and possibilities follow this chart.
 BP = Bits and Pieces = Writing and Reading Activities. Here is a list of the possible Reading Activities.
READING ACTIVITY: F/P Image Creation
Idea: This activity visualizes the reading.
Students will find an image that connects
to the quote/statement they find most
1 interesting. Using the Creative Commons
area of Flickr, they save the image and add
Flickr.com text (or a quote) by using Pixlr.com. From
Pixlr.com there, they could upload the image to
eCollege or Insert it into a document to be
handed in.
READING ACTIVITY: Self-Exam & T/F
Idea: The instructor will create a small self-
exam for the students to take pre-reading.
This will prepare students for the reading
3 4
as well as see where they stand before
they read. True/False questions are best,
Handout
but the self-exam could include short-
Pen/Pencil
answer.
READING ACTIVITY: Tweet from Your Seat
Idea: Bring the crazy brevity of Twitter into the
5 classroom by having students, in 140 characters
or less, sum up what they read. *This activity
Handout
would be conducted after they’ve read or,
Pen/Pencil
maybe, while they are reading (?).
READING ACTIVITY: Animoto Video Trailer
Idea: Just like how movies have previews, maybe
7 discussions should too? This activity asks students
to create a trailer or preview of the upcoming
Animoto.com discussion by reading and then putting related
images and text into Animoto.com. Their 30-
second videos are free and easy to use. From
there, they could upload the URL to eCollege to be
viewed in class.
READING ACTIVITY: Visual Definition
Idea: Students naturally increase their vocabulary
9 by reading, so this activity asks them to pick a
specific amount of words to create visual
MS PPT
definitions of. Each slide = new word made visual
Flickr Images
with images, stories, quotes from the reading,
definitions, etc.
READING ACTIVITY: Facebook Status(es)
Idea: Students will create a Facebook
2 status of the topic or person in the
reading. Perhaps there will be comments
Pen/Pencil or to that status by other people in the
MS Word reading.
READING ACTIVITY: Passport!
Idea: No matter the pre-reading or reading
activity, the students must come to the
next class prepared. This means whatever
they needed to answer or create needs to
be ON THEM PHYSICALLY THE MINUTE
Handout they enter the classroom. They will need a
Pen/Pencil Passport to enter the Country of Further
Learning. Without a passport, they can’t
participate. 
READING ACTIVITY: Text Type-Up
Idea: Some students learn through repetition, and
some also don’t like to mark up their textbooks. So,
6
this activity asks students to type (or write) up a piece
of the reading they’d like to respond to. After typing
Pen/Pencil or
or writing up the piece, they can then circle things
MS Word
they don’t get or really find interesting. Instructors
should specify word count and amount of questions
to circle, etc.
READING ACTIVITY: Prezi/PPT
Idea: In order for the students to prep for the
8 upcoming discussion of the reading, have them create
parts of the possible discussion by putting together a
Prezi.com or piece such as a PowerPoint slide (or slides) or Prezi
PPT presentation. They could upload those Prezis/PPTs to
a specific area in eCollege in order for the instructor
to pop them up on the big screen in class.
READING ACTIVITY: Create a Quiz
Idea: In order to create a quality quiz, you need to
know the material. (A Spanish teacher I met has
10
students who miss his tests create the test, and they
rarely miss now because putting together a Spanish
MS Word
test is harder than just taking one.) This could be done
in many different courses. The instructor could ask for
a few levels of difficulty as well.
 BP = Bits and Pieces = Writing and Reading Activities. Here is a list of the possible Reading Activities.
READING ACTIVITY: Speed Dating
Idea: *This activity needs to be completed in a
computer lab. Essentially, on each computer
11 screen, a question would be displayed. Each
student would type in their response. Each student
Comp Lab would be asked to respond differently than the
MS Word student before him/her. This activity would be
timed as well using http://www.online-
stopwatch.com/.
READING ACTIVITY: “How To…” Guide
Idea: After students have read, ask them to
become an expert on something in the reading
13 material. From there, they would create a step-by-
step guide on the topic. If they read something
Pen/Pencil about Buddhism, perhaps they would have to write
MS Word a guide on how to be a good Buddhist follower, for
example.
READING ACTIVITY: Survey the Masses
Idea: After students read, they would conduct a
15 survey of those around them (f2f or email or
Facebook) about the topic(s) covered in the piece.
Pen/Pencil
They would report their findings at the next class
MS Word
time.
READING ACTIVITY: Dear Some Dude/Advice
Idea: Have the students write a letter to the author
17 of the piece.
Pen/Pencil
OR mimic a “Dear Abby” column that is related to
MS Word
the piece read.
READING ACTIVITY: Jeopardy
Idea: While reading, have students create Jeopardy
questions or maybe a whole game with points
19
assigned (200 level questions versus 400 level
questions). What would be the question that
Pen/Pencil
players would bet $$$ on? These could be placed
MS Word
on the board in class & used for discussion?
READING ACTIVITY: Welcome to the Buffet
Idea: Students could get a few different options as to
12 what to do while reading. Maybe they can create: a) a
Timeline, b) a Chart, or c) Tweet from their Seat.
Web Access
MS Word
READING ACTIVITY: (Fake) Interview
Idea: Students could either be required to interview
14 someone about what they’ve read or they could
create a document which shows a fake interview with
Pen/Pencil
the author about the piece.
MS Word
READING ACTIVITY: Reconstruction!
Idea: After reading, have the students reconstruct
16 parts of the text into chunks. Calling them stanzas
may scare them, but basically that’s what they are.
Pen/Pencil
Slices of the text, fragments, put into poetic bite size
MS Word
bits.
READING ACTIVITY: Scavenger Hunt
Idea: If the instructor wants students to find certain
18 ideas or topics in the piece, ask them to do so
before they read. Have them keep a list of quotes,
Pen/Pencil
perhaps, that give details of the topic, etc.
READING ACTIVITY: Do you know your ABCs?
Idea: Students will create a table in MS Word and
place all 26 letters down the far left column. From
20
there, they have to find things in the reading that
pertain to each letter. For instance, while reading
Pen/Pencil
about Buddhism, they would talk about the
MS Word
Afterlife in the corresponding A row.
READING ACTIVITY: Reality Show Vote-Off
Idea: This activity asks students to take the reading
21 and create a Reality Show out of it. They will, then,
present the idea to the class. The class acts as
Pen/Pencil or
entertainment producers – Who’s show will get
MS Word
voted off? Which show will air?
READING ACTIVITY: Email/Discussion Board
Idea: If instructors really want to know what
students are thinking (or what problems they are
23 having) when it comes to the reading, they could be
required to read and email the instructor before
Email/LMS
class time. This way, the instructor can print off the
problems and questions and use them in class.
Same goes for discussion boards.
READING ACTIVITY: Diet Vanna White
Idea: While students are reading, they will take out
25 quotes/statements they like. Before class, they’ll
turn those statements into the Wheel of Fortune
Pen/Pencil or format and then in groups exchange statements
MS Word with one another. This could lead into a larger group
discussion.
READING ACTIVITY: Factoid/Something Cool
Idea: Ask the students to search the text for
someone or something. From there, they should
27
find something cool or some factoid about that
topic. Ex: If they are reading about World War II,
Google or
they could look online for something interesting to
Bing or the
them about the fashions of the time or what people
Library
drove (if they are into fashion/cars, for example).
READING ACTIVITY: Multi-Genre
29 Idea: This activity asks students to find multiple
genres that connect to the topic(s)/theme(s) in the
MS Word reading. Ex: Finding a cartoon, a non-Wikipedia
and Web article, and a chart based on Buddhism/WWII/STDs,
access etc.
BP = Bits and Pieces = Writing and Reading Activities. Above is a list of the possible Reading Activities.
READING ACTIVITY: Mad Libs
Idea: Students will create a mad lib, or a few, (tell
them to Google that term if they’ve never used a
22
Mad Lib before) based on the reading. Then, in
class, the students could get into small groups and
Pen/Pencil or
“take/complete” each others’ mad lib(s).
MS Word
READING ACTIVITY: Vanna White on Steriods
Idea: While students are reading, they will take out
quotes/statements they like. In class, they will get
24 into groups and present 1-2 statements on the
board, using the Wheel of Fortune as their format.
Pen/Pencil or The group who wins the most could get a treat or
MS Word bonus points. This takes up more class time than
“Diet Vanna.”
READING ACTIVITY: Mini-Book Report
Idea: While students are reading, instructors could
26 have them seek out a topic they want to learn more
about. From there, they should head to the library
Pen/Pencil or and research a book on that topic. Then, in class,
MS Word orally or on paper, they would talk about what the
and Library book contained.
READING ACTIVITY: Pictionary or Art
Idea: This activity would ask students to draw out
28 what happened in the reading. It could lead into a
game of Pictionary lead by the students in class as
Pen/Pencil or
well?
MS Word
READING ACTIVITY: The Comic Strip
Idea: Using www.makebeliefscomix.com (or paper &
30 pen/MS Word?) have students create a comic strip
based on a theme or some dialogue that occurs in
Pen/Pencil or
the reading. This could add a bit of humor to any
MS Word or
subject.
Web access
 BP = Bits and Pieces = Writing and Reading Activities. Here is a list of the possible Writing Activities. Some may be done online, called Class Blogs.

Writing Activities
Activities = Bits and Pieces:
Pieces:
1. Be bad: Write a bad essay. Attempt writing badly. Minimum: 500 words. Single-spaced please.
2. Interest Inventory: What are your favorite things? Favorite movies, musicians, stores, foods, etc.
3. Dear Abby: Write an essay modeled on an advice column, like Savage Love, Dear Abby, or the like. [Steve Carell’s essay?]
4. New Student Questions: If there was a new student in class and you could only ask that person three questions to get to know them,
what would you ask them?
5. George Carlin:
a. [GC] Watch your language: What are the words you love, or the phrases you wish would come back in fashion?
b. [GC] Play favorites: Create some top ten lists.
c. [GC] Be yourself: What are the things that you think only YOU love?
d. [GC] Promote truth: Give us some of your own unique beliefs. [Steve Carell’s essay?]
e. [GC] George Carlin Fun:“People Who ___” List (pg2), “7 Things I’m Tired of,” List (Pg4), “A Few Things I Like” List (Pg7), “Things You
Never See” List (pg?)…
f. [GC] Quotes Project w/George. Find a Creative Commons image on Flickr that isn’t of Carlin, but relates to a quote of his (chosen by
you). Then use Pixlr.com to add the quote to the image. Save to desktop before uploading to eCompanion.
6. Project/Paper-Based:
a. [Before P1] Two sides to every story: Pick anything, any topic, and list all the Pros and Cons.
b. [Before P1.5] Collect people: Interview someone you admire but don’t necessarily know. [leahpeah.com/blog]
c. [Before P1.5] My Family: Write about the members of your family. Describe each person and what they mean to you.
d. [Before P1.5] Make your timeline: Make a personal timeline of your past.
e. [Before P1.5] Surveys: It can be so satisfying to test people, and then put them into neat little categories. [surveymonkey.com]
f. [Before P1.5] Make contact: You miss real mail; send postcards to readers, etc.
g. [Before P2] Become an expert. On something. You have a foolproof hangover cure, and you’re keeping it from the world?
[www.43folders.com] Ex: Sybil’s Guide To ___ (Brain Droppings, pg 8).
h. [Before P3] Show us your B-side: What is the soundtrack to your life?
i. [Before P3]Musical Experiment:Use the lyrics of a favorite song to write an essay on a topic completely different than the topic of
the song. Additional words may be used, but every word from the lyrics must be in the essay.
j. [Before P4] Language is Fun: Verbs (Brain Droppings, Pg66), Word Usage (Brain Droppings, Pg67), and Unnecessary Words (Brain
Droppings, Pg69).
k. [Before P5.5]Homosexuality: Brain Droppings, Pg64-65.
l. [Before P6]Name Experiment: Using your first name only, in an essay explain how your name describes who you are (or does not).
Use each letter of your first name (in order) as the first letter of each sentence. There should be the same number of sentences as
there are letters in your name. You cannot state your name in the essay, but you may make the first letters of each sentence bold.
Ex: Personally I feel my name…
Also, ...
My mother decided to name … [Brain Droppings, Pg21-28]
m. [Before P6]ABC Experiment: Alphabetical Essay. Each letter should connect to a quality of yourself. A could stand for “Artistic” for
example. See how many letters (out of 26) you can connect something to.
n. [For P7] Change your outfit: Take some bits&pieces you’ve already created and make it into something different. Like, make an essay
into a poem or a poem into a newspaper article or an essay into a tabloid/gossip article, etc.
7. Address the public: Revive the lost art of letter writing by addressing fellow citizens and/or classmates. Move them to action!
8. Examine your paperwork: Find an old note or journal entry or email – Exploit ‘em. [queserasera.org]
9. Make it easy: Tell us about the small habits you’ve adopted to make your life run more smoothly. [lifehacker.com]
10. It’s classified: Create an ad for something you need or something you’d like to get rid of.
11. Show some love: Tell us who your friends are and why they are a part of your life.
12. Blow your budget: You’ve come into ten million dollars – How do you spend it?
13. Spread the words: Pull out great paragraphs and quotes from things you are currently reading. Even headlines from the newspaper work.
14. Timecapsule: Take a pic of your current cell phone so years down the road your kids can laugh at the size. What else do you think will
change?
15. Opposite Day: Always sunny & happy? Write a serious/sad post.
16. Share the Joke: When something makes you laugh, take note. Brain Droppings, Pg63.
17. Leave the House: Go spend a day in the world. Report back.
18. Reading Experiment:Write a mini-essay using sentences from our assigned reading for today.
19. Racial Experiment: Discuss how one element of your life would be different had you been born into a different race.
20. Blue Collar Comedy Bit: “You Know You’re _____ When _____” List. Brain Droppings, Pg21.
21. Book Titles: Create Your Own. Brain Droppings, Pg44.
22. Metaphors: Baseball vs football. Brain Droppings, Pg53-63?
23. Connect the Dots: Of what we’ve read thus far, what connections can you make? Make a list of 10 for full credit.
24. Like, Yeah, Like: Write some dialogue like a “Californian Ditzy Blonde.” 100+ words.
25. Cliché creation: Create a list of ___ new clichés. Instead of “I was running around like a chicken with my head chopped off” you could
use/say, “I was running around like a soccer mom with ten kids and two blue mini-vans.”
 100 words that all high school graduates should know
®
BOSTON, MA — The editors of the American Heritage dictionaries have compiled a list of 100 words they recommend every high school graduate
should know.

"The words we suggest," says senior editor Steven Kleinedler, "are not meant to be exhaustive but are a benchmark against which graduates and
their parents can measure themselves. If you are able to use these words correctly, you are likely to have a superior command of the language."

The following is the entire list of 100 words:

abjure lugubrious
abrogate metamorphosis
abstemious mitosis
acumen moiety
antebellum nanotechnology
auspicious nihilism
belie nomenclature
bellicose nonsectarian
bowdlerize notarize
chicanery obsequious
chromosome oligarchy
churlish omnipotent
circumlocution orthography
circumnavigate oxidize
deciduous parabola
deleterious paradigm
diffident parameter
enervate pecuniary
enfranchise photosynthesis
epiphany plagiarize
equinox plasma
euro polymer
evanescent precipitous
expurgate quasar
facetious quotidian
fatuous recapitulate
feckless reciprocal
fiduciary reparation
filibuster respiration
gamete sanguine
gauche soliloquy
gerrymander subjugate
hegemony suffragist
hemoglobin supercilious
homogeneous tautology
hubris taxonomy
hypotenuse tectonic
impeach tempestuous
incognito thermodynamics
incontrovertible totalitarian
inculcate unctuous
infrastructure usurp
interpolate vacuous
irony vehement
jejune vortex
kinetic winnow
kowtow wrought
laissez faire xenophobe
lexicon yeoman
loquacious ziggurat
 10 spelling mistakes that make you look stupid
http://www.bspcn.com/2007/05/16/10-grammar-mistakes-that-make-you-look-stupid/

These days, we tend to communicate via the keyboard as much as we do verbally. Often, we’re in a hurry, quickly dashing off e-mails with typos,
grammatical shortcuts (I’m being kind here), and that breezy, e.e. cummings, no-caps look. It’s expected. It’s no big deal. But other times, we try to
invest a little care, avoiding mistakes so that there’s no confusion about what we’re saying and so that we look professional and reasonably bright.

In general, we can slip up in a verbal conversation and get away with it. A colleague may be thinking, Did she just say “irregardless”?, but the words
flow on, and our worst transgressions are carried away and with luck, forgotten.

That’s not the case with written communications. When we commit a grammatical crime in e-mails, discussion posts, reports, memos, and other
professional documents, there’s no going back. We’ve just officially gone on record as being careless or clueless. And here’s the worst thing. It’s not
necessary to be an editor or a language whiz or a spelling bee triathlete to spot such mistakes. They have a way of doing a little wiggle dance on the
screen and then reaching out to grab the reader by the throat.

So here we are in the era of Word’s red-underline “wrong spelling, dumb ass” feature and Outlook’s Always Check Spelling Before Sending option,
and still the mistakes proliferate. Catching typos is easy (although not everyone does it). It’s the other stuff — correctly spelled but incorrectly
wielded — that sneaks through and makes us look stupid. Here’s a quick review of some of the big ones:

1. Loose for lose Yes: The outage shouldn’t affect any users during work hours.
No: I always loose the product key. Yes: The outage should have no impact on users during work hours.
Yes: I always lose the product key.
6. You’re for your
2. It’s for its (or god forbid, its’) No: Remember to defrag you’re machine on a regular basis.
No: Download the HTA, along with it’s readme file. Yes: Remember to defrag your machine on a regular basis.
Yes: Download the HTA, along with its readme file. No: Your right about the changes.
No: The laptop is overheating and its making that funny noise again. Yes: You’re right about the changes.
Yes: The laptop is overheating and it’s making that funny noise
again. 7. Different than for different from
No: This setup is different than the one at the main office.
3. They’re fortheir for there Yes: This setup is different from the one at the main office.
No: The managers are in they’re weekly planning meeting. Yes: This setup is better than the one at the main office.
Yes: The managers are in their weekly planning meeting.
No: The techs have to check there cell phones at the door, and their 8. Lay for lie
not happy about it. No: I got dizzy and had to lay down.
Yes: The techs have to check their cell phones at the door, and Yes: I got dizzy and had to lie down.
they’re not happy about it. Yes: Just lay those books over there.

4. i.e. for e.g. 9. Then for than

No: Use an anti-spyware program (i.e., AdAware).
Yes: Use an anti-spyware program (e.g., AdAware).
Note: The term i.e. means “that is”; e.g. means “for example.” And a
comma follows both of them.
5. Effect for affect
No: The outage shouldn’t effect any users during work hours.
Yes: The outage shouldn’t affect any users during work hours.
Yes: The outage shouldn’t have any effect on users.
Yes: We will effect several changes during the downtime.
Note: Impact is not a verb. Purists, at least, beg you to use affect
instead:
No: The outage shouldn’t impact any users during work hours.
No: The accounting department had more problems then we did.
Yes: The accounting department had more problems than we did.
Note: Here’s a sub-peeve. When a sentence construction begins
with If, you don’t need a then. Then is implicit, so it’s
superfluous and wordy:
No: If you can’t get Windows to boot, then you’ll need to call Ted.
Yes: If you can’t get Windows to boot, you’ll need to call Ted.
10. Could of, would of for could have, would have
No: I could of installed that app by mistake.
Yes: I could have installed that app by mistake.
No: I would of sent you a meeting notice, but you were out of town.
Yes: I would have sent you a meeting notice, but you were out of
town.
 Six Common Punctuation Errors that Tork Off Bloggers
by Daniel Scocco

Proofreading your text for misspelled words and grammatical mistakes is essential. What about the punctuation, though?
Despite being more subtle, these errors can equally hurt your credibility. I’m going to point out six common punctuation errors that you shouldn’t
be making, and give you examples so you’re sure about the right way to handle these situations.
Ready? Let’s go.

1. Apostrophe for Plurals

This mistake is particularly common among foreigners who are learning English as a second language. After all, you would expect native English
speaks to know how to form plurals (right?). The apostrophe is used to form contractions (e.g., It’s time to go) and to indicate possession (e.g.,
Mary’s car is blue), but never to form plurals.
Wrong: The boy’s will go to the school tomorrow.
Right: The boys will go to the school tomorrow.

2. The Comma Splice

When the comma is used to separate independent clauses, there must be a conjunction connecting them. If the conjunction is not
there, we have a comma splice. You can fix this mistake by using a period instead of the comma, or by adding a coordinating
conjunction.
Wrong: The car costs $10000, I am going to buy it.
Right. The car costs $10000. I am going to buy it.
Right: The car costs $10000, and I am going to buy it.

3. Quotation Marks for Emphasis

Quotation marks are mainly used to quote speech, sentences or words. They can also be used to denote irony. They can’t be used, however, to add
emphasis to a word or sentence. It is not rare to find advertisements or promotional flyers carrying this error. If you want to add emphasis to a
word, use the boldface type and not the quotation marks.
Wrong: This gift is “free”!
Right: This gift is free!

4. Multiple Punctuation Marks

Unless you want to sound like an overly emotional teenager writing on MySpace, you should limit yourself to one exclamation point, regardless of
how excited you might be when writing that sentence. The same applies to question marks and to the ellipsis (which should have only three dots).
Also, keep in mind that exclamation points are not used that frequently in business and formal writing. If your text is loaded with them, you
probably should review it.
Wrong: This is amazing!!!!
Wrong: The man was silent……
Right: This is amazing!
Right: The man was silent…

5. Punctuation Outside the Quotation Marks

If you are writing in American English, other punctuation should go inside the quotation marks, even if it is not part of the quotation itself. British
English, on the other hand, places punctuation that is not part of the quoted sentence outside of the quotation marks.
Wrong in American English: Uncle John said, “My car is blue”.
Right in American English: Uncle John said, “My car is blue.”

6. The Missing Comma After Introductory Elements

Sometimes you want to give an introduction or provide a background to a certain sentence. That is fine, but do not forget to place a comma after
that introductory element. Notice that an introductory element can be a sentence (like in the example below) or a single word (e.g., however,
moreover and so on).
Wrong: Before going to the school Joe stopped at my house.
Right: Before going to the school, Joe stopped at my house.
What other punctuation mishaps do you make, or what drives you crazy when others fracture the rules?
 More Stuff About Sybil’s Rules Because Repetition is Fun
Reading & Writing Activities /// Bits and Pieces /// BP: Write every class period? Yes. Read for every class period? Yes.
Why? Practice makes perfect. Students are allowed more errors in these small activities. When assessing daily writing or reading activities (or Bits
and Pieces), I look for quality of thought. If a student writes ten awesome sentences, cool. If another student obviously is just filling space with
fifteen crappy sentences, they may be deducted points.
Formats: I like creative formats, so don’t be afraid of the landscape layout or wide margins or single-spacing. This goes for papers and projects
too. Please shy away, however, from the font Times New Roman. I think it’s ugly. Thank you.
Papers and Projects: The paper or project should WOW me; I have many to read, so be bold. Be different than the rest. Papers and
projects also need to be in on time, have less than 5 errors, and be the correct length. Missing any of these things can lead to a big ugly deduction,
and no one likes those. All papers must be typed or word processed. Computers are available on campus in computer labs. Find them and use
them; you paid a technology fee for them. Turn in sources (if used) with the paper. OR link to the sources via your own Delicious.com site.
Assessment: Almost each paper or project has its own rubric. Usually, I’m looking for organization above all else. It’s got to be logically put
together or at least be put together in a way that makes sense. There should be flow. There should also be details and back-up information. It can
be creative, too.
In The First Two Paragraphs: Typically, you will have a thesis statement. That statement should be highlighted or underlined, so I
know what your goal is and I know you know what your goal is. Yeah.

Daily English Classroom Activiti

Activities That are Good for You
Time: Students should be given the time to write and or read daily, working through their ideas and developing their abilities by working as
writers.
Choice: Choosing their subject and what to say about it engages writers; they feel a sense of ownership.
Response: Responding to students’ writing throughout the composing process signals that people—students, teachers, other readers—take
them and their ideas seriously. Students need to hear how others, beyond the teacher, to what they are writing and how they are writing.
Demonstration: The teacher will demonstrate via samples how to write well, how projects in the past have been completed, etc. The
teacher may also demonstrate through his/her own writing how writers write.
Expectation: Students are expected to try. Students are smarter than they think, and the teacher knows this. If students are smart enough to
make up excuses, they are expected to be smart enough to complete all tasks in the class. The classroom must be a place where students and
teachers continually revise and raise their expectations of each other and themselves.
Room structure: Students need to know what to expect so they know how to—and then they can—work on their piece of writing. He
describes this as making the room “predictable” for productive work.
Evaluation: Students should self-evaluate at mid-term and at the end. What did they learn? How did they learn? Why?

The 5 Features of a Great Education

Feature 1: Students learn skills and knowledge in multiple lesson types.
Feature 2: Teachers make connections across instruction, curriculum, grades, and life.
Feature 3: Students learn strategies for doing the work. [Problem-solving!]
Feature 4: Students are expected to be generative thinkers. [“Gen·er·a·tive” = adjective = capable of producing or creating.]
Feature 5: Classrooms foster cognitive collaboration.
 The 5 Modes of Writing in 5 Paragraphs
…by using the Theme of Shopping.

1.Narration = a story.
My love for shopping started when I was very young and has followed me throughout my teen and college years. Back when I was younger, and
didn’t have a credit card, I had to rely on my mom to take me shopping. I remember getting very excited when she and my dad would announce a
trip to Fargo because that meant we’d go to the mall. Although I wasn’t’ a shop-a-holic back then, I did love the simple act of wandering through
racks of clothes as well as trying on a pile of them even if they didn’t fit. When I was in high school, I started shopping on my own at places that
suited my budget. The local thrift stores became my favorite places even thought my mom disapproved of us buying secondhand items. Once I
came to Fargo to go to college, I still shopped at thrift stores (there were so many more up here!), and slowly, as my income increased as well as
my amount of credit, I made my way to the mall more often and started online shopping too. Although I have expanded the variety of stores I shop
at, my sister and I still to this day love going to thrift stores to find cheap tees, funky bags, and weird furniture.

2.Illustration or Example = explanation or argument through the use of examples.

Many non-shoppers claim that it’s hard to find what they are looking for. Well, I disagree. There are many different places a person can shop for
clothing at, and those places fall into categories. Let’s start with the simple challenge of finding running shoes. A person could start at…
[Example #1- Thrift Stores, Example #2- Target, Wal-Mart, and K-Mart, Example #3-Department Stores like Gordman’s, Kohl’s, etc and Example #4-
Malls … example #5: online?]

3.Comparison/Contrast = explanation or argument through the use of comparing or contrasting items.

While the outcome is the same, online shopping is quite different from physically shopping in a mall.
[Online Shopping- Weather doesn’t matter; don’t have to walk around and get crabby, more stores to look at that aren’t in your area. Physically
Shopping- exercise, alone time away from home, get to try on things.]

4.Cause and Effect = explanation or argument through the use of showing cause and effect.
The effect of a good shopping trip are both beneficial and detrimental to a shop-a-holic. [Good: exercise, new clothes, good attitude, research for
future purchase. Bad: costs money, wastes time that could be used doing something else, and could make you stressed out from spending money
or trying on clothes that don’t fit well.]

5.Definition = argument or explanation through the use of defining something.

The definition of “window shopping” is not necessarily walking by a window, peering in to see what’s for sale. Oh, no. Window shopping can be
expanded to simply mean “shopping by looking and not necessarily buying.” One can window shop and purchase items or one can window shop for
days without buying a dang thing. Window shopping can be done at yard sales, thrift stores, malls, department stores, and, yes, while walking
down Broadway peaking at window displays. [etc]
 More Bits and Pieces
[Beginning of Semester.]
New Student Questions: If there was a new student in class and you could
only ask that person three questions to get to know them, what would you
ask them?
If I Were a Teacher: Write a page on what you would do if you were a
teacher for a day. What subjects would you teach and how would you
teach them?
My Family: Write about the members of your family. Describe each person
and what they mean to you.
My Town: If an out-of-town visitor was coming to visit, where would you take
your visitor? Describe the best places around your town and why they are so
interesting. Write about parks, museums, lakes, stores, restaurants, and
other places you enjoy.
[After a reading AND/OR use for Peer Review.]
-Create a dialogue with an essay by talking back to it or writing a meta-
commentary alongside it. Explore what she/he really wanted to say or meant
to say.
[Anytime.]
- Experiment: Write an essay modeled on an advice column, like Savage
Love, Dear Abby, or the like.
- Experiment: Think of something you hate. Something you cannot stand;
something that makes you extremely angry. Now, write "On" in front of that
something and you have the title of your essay. Do not edit, do not stop to
think. Just write.
Ex: "On Disrespecting Elders"
[Before P1: What is an essay? What is a report? What is a review?]
-Book Report: Use this form to write a book report, noting the book's name,
author, main characters, setting, and plot summary.
-Movie Review: Review a movie. Include a description of the characters, the
story, the scenery, and what you liked the most and the least about the
movie.
[Before P2: The Stretch Project.]
- Experiment: My idea for the essay writing experiment is to have someone
ask 15 or 20 people if they could have one wish what would it be. After
collecting their answers formulate an essay on peoples number one wishes.
- I'm an Expert: Everyone is great at something - write about what you do
best. It could be a hobby, a sport, reading, playing chess, or anything else you
excel at.
[Before P5: PPT MusicVideo.]
- Experiment: Write an essay as graffiti on a piece of computer paper or use
Microsoft Word.
[Before P6: Who Are You?]
- Experiment: Write an essay about the most "scandalous" thing that
happens to you in the course of a normal day in the style of a gossip
columnist/blogger. Writing in the third person is suggested but not
mandatory. Including easily misconstrued photographs might be a nice
addition. Exaggerate, make up catch phrases/nicknames, speculate,
perpetuate stereotypes, be offensive etc. See PerezHilton.com for reference.
- Experiment: Using your first name only, in an essay explain how your name
describes who you are (or does not). Use each letter of your first name (in
order) as the first letter of each sentence. There should be the same number
of sentences as there are letters in your name. You cannot state your name
in the essay, but you may make the first letters of each sentence in bold so
they will spell out your name.
ex:
Personally I feel my name…
Also, ...
My mother decided to name …
I Wonder Why: Think of something you have wondered about and write
about it.
Write About a Number: Pick a number, then write about it.
Invent an Animal: Invent a new animal -- describe what it looks like, what it
sounds like, how it moves, and what it eats. Is it scary or cuddly or something
else altogether? Would it be a pet or live in the wild (or in a zoo)?
Invent a New Holiday: Invent a new holiday. What would this holiday
celebrate? How would you celebrate it? Would there be any special food or
symbols for your holiday?
If I Had a New Name: If you could give yourself a new name, what would it
be? Write about why you chose this new name and how it might change your
life.
The Best Thing I've Learned in School: Write about the most valuable thing
you ever learned in school. What made it so useful for you?
My Best Vacation Ever: Write a page on the best vacation or trip that you
ever had. Describe where you went, who you went with, what you did, and
why you enjoyed it.
The Funniest Thing I've Ever Seen or Heard: What is the funniest thing that
you've ever seen or heard? Maybe it was a joke that a friend told you, a
comedy routine, or a scene in a movie. Describe this amusing event and tell
why you thought it was funny.
The Scariest Thing That Ever Happened To Me: What is the scariest thing that
ever happened to you? Describe this event and write about why it scared
you.
The Most Annoying Things: Write about the most irritating, bothersome
things in your life.
A Good Personality Trait: Think of a person you really like or admire. Think of
a personality trait that makes them so special. Write about this good trait
and why you like it.
A Bad Personality Trait: Think of a person you really dislike. Think of a
personality trait that makes them so unpleasant. Write about this bad trait
and why you dislike it.
[Before P7? Translation of clothing choices to personality?]
14. Experiment: Write an essay based on the people you have seen, met, or
been around for a day. Focus the essay on describing their personalities but
only through a description of the clothes they were wearing.
[MLK Jr. Week.]
- Experiment: Discuss how one element of your life would be different had
you been born into a different race/culture/ethnicity.
Writing Genres You
You may use in this Class or in your Lifetime
[There may be more genres beyond this list… just so you know.
And, basically, anything with text on it is considered a writing genre. Even visual text like screenplays.]

Journal Entries /// Favorite Inspirational Quotation with a Journal Entry /// Blog Entries
Personal Letters, Correspondence, Greeting Cards
Business Letters or Correspondence
Persuasive or Advocacy Letter
Schedule, Things to Do, or Future Goals List
Narrative Essay or Memoir
Dialogue of a conversation among two more people
IM Conversations /// Text Messages
Chat Room Conversations /// Conversations
Inner Monologue representing internal conflict
Short Story
Adventure Magazine Story
Ghost Story /// Myth, Tall Tale, or Fairy Tale
Picture Book
Biographical Summary or Profile
Newspaper or Magazine Feature Story
Newspaper or Magazine Human Interest Story
Home or Hobby Magazine Story
Future News Story
Letter to the Editor
Classified Ad or Personal Ad
Obituary and Eulogy or Tribute
Critique of a Published Source
Speech, Diatribe, or Debate
Personal Essay or Philosophical Questions
Chart
Diagram with Explanation and Analysis
Timeline /// Chain of Events
Map with Explanation and Analysis
Top Ten List
Textbook Article
News Program Story or Announcement /// Talk Show Interview or Panel
Magazine or TV Ad or Infomercial
Glossary or Dictionary entry
Recipe and Description of Traditional Holiday Events
Restaurant Description and Menu
How To or Directions Booklet
Travel Brochure Description
Science Article or Report
Business Article or Technical Report
Company or Organization Publication
Receipts, Applications, Deeds, Budgets
Wedding or Graduation Invitation /// Birth Certificate
Yearbook or School Newspaper or Newsletter
Classroom Discussion /// Class Blog entries
Award Nomination /// Contest Entry Application
Doctor, Lawyer, Teacher, Nurse, Employer Records or Notes
Character Analysis or Case Study
Review for a Movie, Book, or TV Program
Board Game or Trivial Pursuit with Answers and Rules
Comedy Routine or Parody
Tabloid Article
Puzzle, Witticisms, or Aphorisms, Famous Quotes
Poetry /// Posters /// Comic Strip
Lyrics for a song or ballad
Video /// PowerPoint Presentation /// Web Site /// Weblog
Screenplay /// Short scene from a Play with Notes for Camera shots
 Modern man poem
"I’m a modern man, a man for the millennium. Digital and smoke free. A diversified multi-cultural, post-modern deconstruction
that is anatomically and ecologically incorrect. I’ve been up linked and downloaded, I’ve been inputted and outsourced, I know
the upside of downsizing, I know the downside of upgrading. I’m a high-tech low-life. A cutting edge, state-of-the-art bi-coastal
multi-tasker and I can give you a gigabyte in a nanosecond!

I’m new wave, but I’m old school and my inner child is outward bound. I’m a hot-wired, heat seeking, warm-hearted cool
customer, voice activated and bio-degradable. I interface with my database, my database is in cyberspace, so I’m interactive, I’m
hyperactive and from time to time I’m radioactive.

Behind the eight ball, ahead of the curve, ridin the wave, dodgin the bullet and pushin the envelope. I’m on-point, on-task, on-
message and off drugs. I’ve got no need for coke and speed. I've got no urge to binge and purge. I’m in-the-moment, on-the-edge,
over-the-top and under-the-radar. A high-concept, low-profile, medium-range ballistic missionary. A street-wise smart bomb. A
top-gun bottom feeder. I wear power ties, I tell power lies, I take power naps and run victory laps. I’m a totally ongoing big-foot,
slam-dunk, rainmaker with a pro-active outreach. A raging workaholic. A working rageaholic. Out of rehab and in denial!

I’ve got a personal trainer, a personal shopper, a personal assistant and a personal agenda. You can’t shut me up. You can’t dumb
me down because I’m tireless and I’m wireless, I’m an alpha male on beta-blockers.

I’m a non-believer and an over-achiever, laid-back but fashion-forward. Up-front, down-home, low-rent, high-maintenance.
Super-sized, long-lasting, high-definition, fast-acting, oven-ready and built-to-last! I’m a hands-on, foot-loose, knee-jerk head case
pretty maturely post-traumatic and I’ve got a love-child that sends me hate mail.

But, I’m feeling, I’m caring, I’m healing, I’m sharing-- a supportive, bonding, nurturing primary care-giver. My output is down, but
my income is up. I took a short position on the long bond and my revenue stream has its own cash-flow. I read junk mail, I eat
junk food, I buy junk bonds and I watch trash sports! I’m gender specific, capital intensive, user-friendly and lactose intolerant.

I like rough sex. I like tough love. I use the “F” word in my emails and the software on my hard-drive is hardcore--no soft porn.

I bought a microwave at a mini-mall; I bought a mini-van at a mega-store. I eat fast-food in the slow lane. I’m toll-free, bite-sized,
ready-to-wear and I come in all sizes. A fully-equipped, factory-authorized, hospital-tested, clinically-proven, scientifically-
formulated medical miracle. I’ve been pre-wash, pre-cooked, pre-heated, pre-screened, pre-approved, pre-packaged, post-dated,
freeze-dried, double-wrapped, vacuum-packed and, I have an unlimited broadband capacity.

I’m a rude dude, but I’m the real deal. Lean and mean! Cocked, locked and ready-to-rock. Rough, tough and hard to bluff. I take it
slow, I go with the flow, I ride with the tide. I’ve got glide in my stride. Drivin and movin, sailin and spinin, jiving and groovin,
wailin and winnin. I don’t snooze, so I don’t lose. I keep the pedal to the metal and the rubber on the road. I party hearty and
lunch time is crunch time. I’m hangin in, there ain’t no doubt and I’m hangin tough, over and out!"

~George Carlin ,
a comedic genius and poet extraodinaire
English 110 Pre-
Pre-“Test.”
Please do not write your name on this. Thank you.

<------->
“YES/NO” SECTION.
Please fill in the blank with a Y for Yes or N for No.

_____ I know how to brainstorm to find a topic to write about or research.

_____ I get writer’s block.
_____ I have completed research papers in other classes (high school or otherwise).
_____ I have completed personal essays in other classes (high school or otherwise).
_____ I have used MLA format in other classes (high school or otherwise).
_____ I know how to correctly use sources in my research papers.
_____ I have created an annotated bibliography for a class (high school or otherwise).
_____ I know what a “genre” of writing is.
_____ I can name a “genre” of writing/composition. Here’s one: __________________________________.
_____ I have created multi-genre projects in other classes (high school or otherwise).
_____ I like to use slang in everyday speech.
_____ I like to swear.
_____ I use a dictionary (online or book) on a weekly basis.
_____ I’ve been to a library at least five (5) times in my life.
_____ I think the English language is very weird.
_____ I can spell better than my friends.
_____ I use Facebook or Twitter or MySpace, etc. on a daily basis to communicate to friends/family.
_____ I text my friends/family on a daily basis.
_____ I’ve used YouTube to listen to songs or learn how to do something.
_____ I’m familiar with the different search engines: Yahoo!, Google, and Bing.

<------->
“LETTER/NUMBER” SECTION.
Please fill in the blank with your best answer or guess.

_____ The longest paper/essay I have ever completed was…

_____ The highest grade I’ve ever earned on a paper was…
_____ The grade I think I will earn in this course is…
_____ My vocabulary will probably increase this semester by ____ words.
_____ My effort level in this course will be…

<------->
“ABOUT YOU” SECTION.
List anything you can think of in each category:

Favorite Movies/TV
Shows: Favorite Words: Favorite Foods:
_________________ _________________ _________________ Favorite Hobbies:
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________