201 Course Handbook (2!23!14)

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Engl. 201 English Composition II

COURSE HANDBOOK

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Xxx ii Updated 2/23/14

Dorian Harvey, M.A., M.B.A.

www.dorianharvey.com http://www.linkedin.com/in/dorianharvey/

Dept. of English Dept. of EnglishMinnesota State University North Dakota State University

Moorhead, MN Fargo, ND

Graduate Programs in SoftwareUniversity of St. Thomas

St. Paul, MN
http://www.dorianharvey.com/http://www.dorianharvey.com/http://www.linkedin.com/in/dorianharvey/http://www.linkedin.com/in/dorianharvey/http://www.linkedin.com/in/dorianharvey/http://www.dorianharvey.com/

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Table of Contents

Getting Started

Welcome to this online class ............................................................................................................... 1Read the Course Syllabus with Semester Schedule .......................................................................... 1Print and organize the course files ...................................................................................................... 2Create web mail folders for class......................................................................................................... 2Send me your single best phone number ........................................................................................... 2Prepare for our videoconferences ....................................................................................................... 3Youre ready to start!............................................................................................................................. 3

Formal OutliningOverview ............................................................................................................................................... 5

Conventions .......................................................................................................................................... 5Example ................................................................................................................................................. 6Remove numbering from the final document .................................................................................. 6

Peer ReviewOverview ............................................................................................................................................... 7Instructions ............................................................................................................................................. 7Sample peer review ............................................................................................................................... 10

Using Professional E-mail Style

Overview ............................................................................................................................................... 11Message recipients needs and expectations ..................................................................................... 12E-mail checklist ...................................................................................................................................... 12

Using SkypeOverview ............................................................................................................................................... 13Video tutorials (Windows and Apple users) .................................................................................... 13Procedures ............................................................................................................................................. 13

Setting up your account ................................................................................................................. 13Adding a contact ............................................................................................................................. 14

Making a video call ......................................................................................................................... 15 Appendix: Instructors Information

.................................................................................................................................................................. 17

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Getting Started

Welcome to this online class!

This introductory document answers the questions, What do I do? andWhere do I begin? With the information here, youll gain a clearer idea ofhow we get things done online, and will be prepared to complete the varietyof small tasks assigned for Week 1.

(The two sentences abov e form this documents purpose statement. Youllread about purpose statements very soon, and will be writing one for eachgraded assignment. For now, think of a purpose statement as being similarto an academic thesis statement in location and function, but fundamentallydifferent from a thesis statement in its focus on the reader.)

Read the Course Syllabus with Semester Schedule

Syllabus

Read the course syllabus carefully. While some sections will be familiar toyou from other courses, the following sections are unique to our class:

How to reach me, and the times that Im available Required textbook(s) Learning objectives Instructional strategies Outside help for writing and reading comprehension How final grades are calculated

Schedule

The Semester Schedule, printed at the end of the Syllabus, is the officialsource for assignment due dates.

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Print and organize the course files

Print the materials on our course website as they become available. Organizethe printed files in a binder, under tabs that match the course websites

organization (e.g., Content, Assignments , etc.).Taking the time for this step early in the semester gives you easy access to allof the course materials whenever you need them.

Create web mail folders for class

Create a folder in your e- mail accounts Inbox and Sent folder specifically forthis class.

Filing your class-related messages this way will save you considerable timewhen you want to reread something that you recall having read in an e-mail,or if you want to find a message you sent to me.

Send me your single best phone number

Its sometimes more efficient to converse over the phone than to exchangeideas through e-mail. For example, if you send me a question about anassignment, I might need more information about your approach to theassignment before I can give you a useful answer.

So, please send your single best phone number , and put it in the Subject line ofyour e-mail only, as shown below:

Engl. XXX: [Name] [phone number]

It helps me tremendously when I can find all of my students phone numbersin my inbox view, rather than having to open 22 e-mails per class.

NOTE: I wont open these messages , so dont include questions in the bodyof your note. Instead, write me a second message.

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Prepare for our videoconferences

We use videoconferences early in the semester to help us feel more engagedwith each other and with the course topics. The first videoconference isworth a number of points, so be prepared to discuss your currentassignment(s).

To participate in a videoconference, your computer will need a webcam anda microphone. Most late-model laptops have those devices built in, buttower-based desktop computers often dont.

If you need a webcam, a microphone, or both, youll find good-quality,individual and combined devices for about $40 (e.g., see Amazon.comsselection athttp://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microph

one+for+skype&ie=UTF8&qid=1348773414 ).

Scheduler

We use Doodle.com to reserve times during conferences week. Youll findthe link for reserving your conference time on the Semester Schedule, inWeek 1s Assignments Due column. Instructions for reserving a time areprovided on the same page as the reservation times.

Skype.com

We use the website www.Skype.com for videoconferences. If you alreadyhave a Skype account, please add me as a contact as soon as possible. To findme, search for my Skype name, dorian-harvey. If multiple people display,Im the person in the made -up city of Twin Cities, MN.

If you dont have a Skype account, follow the procedures in the Using Skype section of this handbook to create your account and to add me as a contact.

Youre ready to start!

You know enough now to begin Week 1s tasks. By the end of Week 1, youll be familiar with several elements of our class: Syllabus and Semester Schedule Textbook(s) Course website and materials Doodle.com scheduler Skype.com video-calling site
http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414http://www.amazon.com/s/ref=sr_kk_2?rh=i%3Aelectronics%2Ck%3Aweb+camera+with+microphone+for+skype&keywords=web+camera+with+microphone+for+skype&ie=UTF8&qid=1348773414

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Formal Outlining

Overview

The formal outline is a universally applicable communication planning tool.Formal outlines are used to communicate within organizations, throughoutindustries, and between countries.

Individuals use formal outlines to organize ideas before starting acommunication. Groups use formal outlines to arrive at agreement on thestructure of a document.

In this class, youll write formal outlines in the planning documents forgraded assignments. Outlines are used for planning, so dont be concerned ifan assignments final structure is different from the outline you originallyplanned to follow.

Conventions

A formal outline follows established conventions that enable it tocommunicate across countries, industries, and workplaces. Follow theconventions below as your write your formal outlines for class:

Format: Start the first level of information with Roman numerals, andcontinue with subsequent levels as shown in the sample in the nextsection.

Structure: Indent the various levels of the outline toward the right, asshown in the sample in the next section. Use parallel structure in thelisted ideas all noun phrases, all verb phrases, etc. To learn moreabout parallel structure, read Style and Mechanics Review #5.

NOTE: An idea cant be divided into just one idea, so be sure to list atleast two ideas in each section. If you cant come up with asecond idea, then work the first idea into the level above it.

Content: At a minimum, list your planned headings and subheadings.If possible, include information you know about the sections at thistime, remembering that your outline may change as you develop yourdocument.

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Example

The formal outline below shows the conventions of carrying the structure ofa formal outline down to the fourth level of detail. Follow these conventionsin your own outlines.

I. Introduction (includes purpose statement)

II. First body section

A. First subsection in this section1. First subsection in this subsection2. Second subsection in this subsection3. Etc.

a. First subsection in this subsection b. Etc.

i. First subsection in this subsectionii. Etc.

B. Second subsection in this sectionC. Etc.

III. Second body section

IV. Etc.

V. Last major section (typically, Conclusion)

Remove numbering from the final document

Remove numbering

Remove a formal outlines section numbering from the final documentand from the Table of Contents, if one is used. Headings are numberedonly in special-purpose documents that are revised frequently or haveextensive internal cross-referencing.

Align document headings with left margin

Even though you indent the section headings in a formal outline, in thefinal document, align headings and subheadings with the left margin.

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Peer Review

Overview

Each of the larger written assignments includes a stage for peer review. This stage,which would normally occur in the classroom, takes place on our coursemanagement systems Discussion Board.

Peer review has three goals: To receive feedback on your first drafts that will help you improve your finaldrafts.

To increase your understanding of the assignment through reading yourclassmates first drafts.

To practice writing judicious critiques of others work.

With these goals in mind, its important that you regard your classmates as peerswho can offer their insights to help you do your best, as well as fellow writers whocan benefit from your thoughtful critiques.

Peer reviews are anonymous, so to receive credit for doing them, its essent ial that you usethe last four digits of your Dragon ID number instead of your name in your filenames.

Instructions

Peer Review consists of the following stages:

Prepare for Peer Review

1. Remove your name from your essays first page.

2. Save your file with the last four digits of your Dragon ID number at the start ofthe filename, followed by the name of the assignment (e.g., -3210s ExploratoryEssay).

Prepare forPeer Review

Post your firstdraft

anonymously

Downloadyour partners

first drafts

Write yourPeer Reviews

Post yourPeer Peviewsanonymously

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Post your first draft anonymously

1. Go to D2L > Discussion and scroll down to find the related Peer Reviewdiscussion (e.g., PR -1: Formal Exploratory Essay).

2. Click "Compose." The "New Message Details" screen displays.

3.

Type the last four digits of your Dragon ID number into the "Subject" field.4. Leave the Message field empty.

5. In the Message Options area, click Author anonymously.

6. In the Attachments area, click "Add a file."

7. Click Upload and select your file , double-checking that the filename startswith the last four digits of your Dragon ID number.

8. Wait for the upload progress bar to complete, and click Done to exit theAttachment function.

9. Click Post to post your blank message with your first draft attached.

Download your partners first drafts 1. Go back to the related Discussion and find the students whose first drafts

youll review (use Control F to search the page for the Dragon IDs).

2. Click on the first-draft filenames to open them.

3. Save the files to your computer, adding the last four digits of your Dragon IDnumber plus peer review of to the start of each filename (e.g., -3210s peerreview of -7890s Exploratory Essay. You wont receive points unless the lastfour digits of your Dragon ID number appear at the start of the filenames.

Write your peer reviews

NOTES:

Be specific throughout your Peer Review. For example, instead of writing, Ithink you have a problem in your introduction, write, You can make yourintroduction stronger if you.

Use positive examples from the writer s draft to explain your suggestions. Forexample, if the writer uses strong, active verbs in one section of the draft butnot elsewhere, point to the first section as a good example.

1. Read the first draft all the way through completely.

2. On the last page of the first draft , type Peer Review, and format it as a title(e.g., centered, bold, larger type size).

3. Write your review by evaluating the following aspects (use a formattedheading for each; see the sample peer review at the end of this section):

Content: In three to five sentences, apply your understanding of thechapter readings and the assignment instructions to the information in the

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essay. If you would change something, describe what you would change,and why.

Organization: In three to five sentences, again apply your understandingof the chapter readings and the assignment instructions to the essay s organization. If you would change anything, explain what and why.

Again, be specific (see NOTES above). Documentation: In three to five sentences, evaluate the students u se ofsources and MLA citation style. Be thorough, and point out specificproblems if present.

Diction, Grammar, and Mechanics: If the essay has errors in diction(word choice), grammar, and/or mechanics (sentence-structure), copythose sentences and explain how they can be corrected. If you cant findany errors, then identify three sentences that are especially well written,and explain why, in the context of the audiences reaction to the essay.

Questions: Ask two questions about something in the essay that youdidnt understand or would like to know more about. Dont state thatyou dont have questions ; instead, spend enough time with the essay tocome up with two questions that will cause the writer to think moredeeply about his or her topic.

Validity: An argument can be valid even if it doesnt change your mind.Think about whether the argument at least convinced you to have a moreopen mind about the issue. If so, use three to five sentences to explainhow (e.g., quality of sources cites, examples given). If not, use three tofive sentences to explain why the argument didnt convince you.

Praise: Refer to at least one aspect of the essay in which the student didwell, again in three to five sentences, and in helpful detail.

Post your peer reviews anonymously

1. Go back to the D2L Discussion topic and find the first student s original post.

2. Click [Reply] . The Reply screen displays.

3. Leave the Subject line as-is and the Message field empty.

4. In the Message Options area, click Author anonymously.

5. In the Attachments area, click Add a file.

6. Click Upload and browse your computer for your Peer Review. Double-check that you ve added the last four digits of your Dragon ID to the start of

the first drafts filename .7. Select the file, and wait for the upload progress bar to complete.

8. Click Done to exit the Attachment function, and Post to post the file .

Sample peer review

PEER REVIEW

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Content

Avoid citing Wikipedia as a source. The information in it can be submitted by anyone, not necessarilyexperts. To make your content stronger, dont use Wikipedia. Find another more reliable source written

by an expert with credentials.

Organization In the exploratory essay, the introduction should end with your research question. I couldnt find that. Infact, I found a thesis statement (your viewpoint about the topic instead). The introduction of anexploratory essay is different than writing an introduction for a regular essay.

Documentation

The works cited page entries should be in alphabetical order based on the first word in each entry. Lookat a sample works cited page in the textbook. Also notice the punctuation of periods; they go insidequotation marks.

Diction, Grammar, and Mechanics

I noticed that you tend to join sentences together with a comma. One trick is to read your sentences outloud. If you can completely stop where you have a comma and still have a complete thought (sentence),then you probably need a period. Heres an example:

Original : I found Kavanaughs article to be quite persuasive, the article could particularly inspireCatholic readers.

Correction : I found Kavanaughs article to be quite persuasive. The article could particularly inspireCatholic readers.

Look for other sentences like this.

Questions

In your conclusion you said, I still have a number of articles to read What additional articles haveyou found? Could you refer to one or two of these other articles that would make your essay evenstronger than what it is now?

Validity

I agree with you that a guest worker program that includes a chance for citizenship is a good approach tohelping illegal immigrants. But Im not completely convinced that its really the best possible solution. Ifyou could have quoted information about how legalization makes people better contributors to society,that would have convinced me more completely.

Praise

Immigration policy is an interesting topic. I enjoyed reading about your first-hand experience of growingup in the California Bay Area and delivering free lunches to Mexican workers. It told me that this topic ispersonal to you.

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Using Professional E-mail Style

Overview

E-mail is everywhere, used by almost everyone. 1 For class purposes, wellfocus on e-mail in the workplace and professional contexts.

As is the case with all workplace communications, e-mail delivers informationthat people can perform tasks, make decisions, and continue working.

While not as fast as real-time instant messaging, e-mail has the advantage of being received whether or not the recipient is online when the message issent. An e-mail message can be printed, forwarded, and saved, and itscontent can be copied, revised, and repurposed. Because of e- mailsprevalence and value as a resource, a professional e-mail writing style ishighly valued in the workplace.

E-mail is sent for many of reasons, but can be categorized broadly byaudience and purpose.

Audience

Internal, those within an organization (e.g., a supervisor)

External, those outside of an organization (e.g., a customer)

Purpose

To inform (e.g., a project update)

To instruct (e.g., the procedure for purchasing a piece of equipment)

To request information (e.g., a projects start date)

To request a decision (e.g., permission to extend a project s deadline)

To request an action (e.g., sending a document)

Message recipient s needs and expectations

As is the case with all workplace readers, e-mail recipients are usually busyand have competing obligations. The task of managing e-mail never ends:

1 Email Will Never DieThe Man Who Invented It Reveals Why. Readwrite.com, 9-4-2012.http://readwrite.com/2012/09/04/email-will-never-die-the-man-who-invented-it-reveals-why .
http://readwrite.com/2012/09/04/email-will-never-die-the-man-who-invented-it-reveals-whyhttp://readwrite.com/2012/09/04/email-will-never-die-the-man-who-invented-it-reveals-whyhttp://readwrite.com/2012/09/04/email-will-never-die-the-man-who-invented-it-reveals-why

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after the last message has been answered, filed, or deleted, new messageshave arrived.

Understanding how message recipients manage their e-mail can help usstructure, organize, write messages effectively:

They check their inboxes only two or three times a day. They read only relevant mail and either file or delete the rest. They

may prioritize the top 20 percent of new messages and delay action onthe remaining 80 percent.

They only reply when a message asks a question or makes a request.

They file messages by category, often using an auto-sort function (e.g.,new messages with Project A in the subjec t line automatically gointo the Project A folder).

E-mail checklist

Did you limit your message to one project, one topic, and/or one questionor related set of questions?

Did you write a descriptive "Subject" line that moves from general tospecific?

If youre asking for information, did you refer to your question in theSubject line?

Did you use a greeting (Dear, Hello, [Name] etc.), followed by a colon or acomma?

Did you start out with one or two sentences explaining why you'rewriting?

Did you proofread for the conventions of written English (correctpunctuation, capitalization, and spelling)?

If you're sending an attachment, did you refer to the attachment in the body of your message so your reader knows to look for it? Did you use a close (Sincerely, Regards, etc.)? Did you end with your name or a signature block?

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Using Skype

OverviewThis file is intended to help students who are new to Skype prepare for ourvideoconferences this semester. It describes how to create a Skype account,add contacts, and make a video call.

For class purposes, you must Skype from your computer. Videoconferencingfrom a mobile device isnt sufficient for what we do during conferences.

Procedures for setting up a basic (free) account and adding contacts areintuitive. If you want to learn more than the basics, view these video

tutorials: Skype for Windows XP, Vista, and 7:

http://www.youtube.com/playlist?list=PL73F9EA2D155BF3B2

Skype for Windows 8: No dedicated channel available at this time.Search YouTube for individual tutorials by searching for Skype"Windows 8"

Skype for Apple):http://www.youtube.com/playlist?list=PLFCAC5DF15DBE2C56

Procedures

Setting up your account

1. Go to http://www.skype.com/en and start setting up your account.

2. At the Create an Account page, fill in the required fields .

NOTE: Enter your real name in the First Name and Last Name

fields so Ill recognize you when you send me a contact request.I dont respond to contact re quests or answer calls unless Irecognize the persons name.

3. Complete the remaining fields and click I agreeContinue.

4. Complete the rest of the account setup. Skype will be installed on yourcomputer.
http://www.youtube.com/playlist?list=PL73F9EA2D155BF3B2http://www.youtube.com/playlist?list=PL73F9EA2D155BF3B2http://www.youtube.com/playlist?list=PLFCAC5DF15DBE2C56http://www.youtube.com/playlist?list=PLFCAC5DF15DBE2C56http://www.skype.com/enhttp://www.skype.com/enhttp://www.skype.com/enhttp://www.skype.com/enhttp://www.youtube.com/playlist?list=PLFCAC5DF15DBE2C56http://www.youtube.com/playlist?list=PL73F9EA2D155BF3B2

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Adding a contact

1. Open Skype on your computer.

2. Click the " Contacts" tab and select Add Contact.

3. Fill in the dialog box fields. As you enter information, the number ofmatches displays to the right.

5. Click the "View" button to review the matches found.6. If your contact is among those listed, click "Add contact." The Send

Contact Request dialog box opens with the generic text for a contact

request.7. Personalize the text so your future contact knows who you are.

NOTE: When adding me as a contact, include your name and thecourse number. I don t accept contact requests from people Idont recognize.

8. Click "Send request."

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9. Repeat steps 2 through 7 to add more contacts.

Making a video callStudents initiate the video calls for our class conferences, just as youwould come to my office if we were on campus

1. Open Skype on your computer.

2. Click on the name of the contact you wish to call. Two optionsdisplay: Video call and Call.

3. Click Video call. Your contact can choose whether to answer as astandard call, or to answer with video.

4. During the call, float your cursor near the bottom of the image areato display the row of icons that let you adjust settings and shareinformation:

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Appendix: Instructors Information

Professional background

I earned a B.A. in English and Philosophy at Minnesota State UniversityMoorhead, and an M.A. in English at North Dakota State University (NDSU),Fargo. While at NDSU, I taught freshman composition and junior-level

business writing.

In 1984, I moved to the Twin Cities, where I was a writer at Honeywell for 10years, first as a technical writer and then as a promotional writer. I earned an

M.B.A. in marketing from University of St. Thomas, St. Paul, during thattime, and became a freelance technical writer and communications consultantin 1994.

My clients represented a number of industries, including biomedical devices,energy management, human resources development, and K-12 education. Iwrote website content, scientific and sociological white papers, internalemployee communications, direct e-mail sales campaigns, clinical casestudies, media/press kits, trade magazine articles, and scripts for DVD andaudio publications.

Ive written curricula for middle school and high school life skills courses, ontopics including nicotine addiction, shaken baby syndrome, fetal alcoholexposure, and fetal drug exposure.

For more professional details, see my LinkedIn profile athttp://www.linkedin.com/in/dorianharvey/ .

Philosophy of teaching

My goal is to share my interest, experience, and insights about technicalcommunication in the workplace so that students receive practical value fortheir tuition investment.All people deserve to be able to communicate effectively in writing. To do so,however, they need the following circumstances, which I build into all of mywriting courses:
http://www.linkedin.com/in/dorianharvey/http://www.linkedin.com/in/dorianharvey/http://www.linkedin.com/in/dorianharvey/

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Motivation to write effectively Understanding of the audience's needs and expectations Practice, practice, practice

I find that the most enjoyable part of teaching is connecting with students,

which we accomplish in videoconferences for my online courses. It'sgratifying to see how students' skills improve by the end of the semester, andto know that theyre prepared to write in their professions as a result oftaking one of my classes.

Documents

201 Course Handbook (2!23!14)