Paul’s IDP: Practicum Fall 2013

1. Paul’s IDP: Practicum Fall 2013 From Face-to-Face to Online: Redesigning English 102: Writing with Power and Persuasion

2. IDP Reflection • 1. How well did you conform to the Learning Contract (IDP)? Be specific. What did you say you would do and how did you do it? • I believe I satisfactorily fulfilled the objectives of my learning contract. However, two tasks (class design and grammar backgrounder) proved somewhat overwhelming, and I did not develop the resources listing or evaluation plan section to the extent that I had planned. I provided a focused list of resources that students could explore issues grammar and writing issues on their own, but I did not include all that I planned. However, I am not sure if a larger list would be better. A longer list might prove overwhelming and, in the desire to be comprehensive, I might end up including some resources of lower quality. Consequently, I opted for a more focused and select selection. • 2. What changes have you made in your IDP as a result of the feedback from your classmates and the teacher in Weeks 6 and 7? Be specific, documenting your changes. • I made a number of changes to my IDP based on the comments of my colleagues and instructor. The comments focused on the class design map and the grammar backgrounder. • I responded to three main recommendations for the map: • Redesigning the cover and organization to clarify order and reduce confusion • Reducing the number of tasks per module. Some reviewers thought the amount of work was excessive • Ensuring that the map will integrate properly with course materials and web pages to ensure consistency and clarity of presentation. • I made extensive changes to the grammar backgrounder, because a number of comments focused on and the difficulty students might have in finding the information they wanted in such a large document. • I made certain that the six main sections could stand alone. I created a hyperlinked table of contents for the entire document, as well as hyperlinked tables of contents for each section to serve as kind of an index to each topic. I also added new sections to group materials more successfully and broke up overly large sections into smaller ones. Adding the table of contents makes it easier for students to view items separately and on different occasions. • I expanded the glossary and made it more prominent, added a section on resources, and rewrote passages that some reviewers found confusing.

3. IDP Reflection 3. What might you have included in your IDP if you had more time? If I had had more time, I would have expanded the resources and evaluation plan sections. I would have redesigned the map as part of complete module plan to provide a more comprehensive perspective. In this way, I could see how successfully the components worked with each other and were they sufficiently balanced. With more time, I have redesigned the backgrounder as a series separate presentations. I would also avail myself of other media, such as video and voiceover to appeal to the different learning styles of my students and make the presentation more engaging. 4. What are the strong points of your IDP materials?I think the backgrounder is comprehensive and engaging, and I believe students will find it entertaining, memorable, and useful enough to be a valuable resource. I have tried to turn the stodgy study of grammar into a more pleasurable activity. I believe that my class design addresses many of the issues students and writers need to face, such as the volume of information and the degree of which much of it is misleading and poorly sourced. I believe that my evaluation plan has some unique ideas, such as the creation of a small group of students to communicate class concerns and discuss ways to improve the course. 5. What are the weak points of your IDP materials? I think I have addressed most of the weaknesses; however, I know that the backgrounder is still too cumbersome and needs to be better organized and enhanced with student needs in mind. I need to redesign all four of my IDP deliverables to address access issue for people with disabilities. As I said, both the resources and evaluation components need to be expanded.

4. IDP Reflection 6. How did the feedback from your colleagues help make your project better? As evidenced by the changes made to the IDP, I was well served by the suggestions of the class and my instructor. When I presented the first draft, there were some clear problems of organization and confusion. The feedback enabled to make the components more understandable, easier to use, and more focused. 7. To whom did YOU give good feedback? I think I gave good feedback to Mary Pat in regards to how she could improve the technological aspects of her presentation to make it more professional and engaging. I also made suggestions about her personal presentation on screen. I also think I gave Candace some valuable feedback on her rubric that would give average students unsatisfactory of failing scores.

5. Table of Contents • The IDP Promise (LINK) • IDP TemplateTask One: Course Design Map (LINK)Task Two: Grammar Background (LINK)Task Two B: Online Resource Guide(LINK)Task Three: Learner Feedback Plan (LINK) • Responses to Initial Feedback on Course Design Map (LINK) • Revised Course Design Map (LINK) • Responses to Initial Feedback on Grammar Backgrounder (LINK) • Resources Inventory (LINK) • Leaner Feedback Plan (Initial Draft) (LINK) • Course Design Map Prepared for Class on the Sixties (LINK)

6. The Original IDP: The Promise • In several weeks, I will begin teaching my first online course, Composition 102, which focuses on writing and culminates in a 10-page research paper. I have taught the course face-to-face several times, and I am eager to teach it online. The online course has already been designed, and I have little opportunity to put my own stamp upon it. However, I decided to use the Practicum as an opportunity to design the course as I would wish to teach it. Consequently, my IDP included four elements that would be central to designing my own course: • Design plan (class map) • A backgrounder focusing on style and grammar • A plan for ongoing course evaluation • A list of course resources • These are essentially all new materials; however, they are based on projects that I have done before. The design plan is similar to the one I prepared for ION Instructional Design for Course Development Course (LINK). The backgrounder was drawn, in part, from material that I have developed while teaching English 102. However, it was significantly revised.

7. IDP Template Task 1: Design Map

8. Template Task 2: Grammar Backgrounder

9. IDP Template Task 2B: Online Guide

10. IDP Template Task 3: Class Evaluation Plan

11. Course Design Map: Feedback & Responses

12. Revised Design Map—Cover

13. Revised Design Map—Introduction

14. Revised Design Map—Module One

15. Revised Design Map—Module Two

16. Revised Design Map—Module Three

17. Revised Design Map—Module Four

18. Revised Design Map—Module 5

19. Revised Design Map—Module 6

20. Revised Design Map—Module Seven

21. Revised Design Map—Module 8

22. Grammar Backgrounder: Feedback & Responses

23. Grammar Backgrounder: Feedback & Responses

24. Grammar Backgrounder English 102: Writing with Power and Persuasion • This overview of grammar, punctuation and style will help you write with greater clarity, accuracy and power. You should be fully fluent with all of this material by the end of the course. To review the PowerPoint effectively • Please put the presentation into slide show mode (The numerous animations and many slides will look like gibberish in in normal view) • Left click your mouse to advance the slides. After you advance the slide, look out for the instruction “Please Left Click” to launch animations.

25. Table of Contents (Main Sections) • The Sentence (LINK)The sentence is the key component of all writing. Words are separate, isolated entities until they are placed in understandable order in sentences, which give logic and sense to all writing. Understanding how to write great sentences is the basis of excellent writing. • Punctuation (LINK)Good punctuation is necessary for clear communication. This section focuses on the most common issue in punctuation. We focus on the comma, which enables use to clarify what we are trying to say and eliminate confusion and misunderstanding. • Common Errors (LINK)Whether it is confusing words that sound alike (homonyms), such “to” and “too” or “they’re,” “their” and “there”) or pronouns that do not have a clear antecedent (the original word that they are intended to represent), there are common mistakes that many writers make repeatedly. This section focuses on avoiding committing bedeviling errors.

26. Table of Contents (Main Sections) 4. Proof, Proof, Proof (LINK)Solid proofreading is the best tool for avoiding mistakes, typographical errors, and embarrassment. In this section, you can find tips for becoming a successful proofreader and easily enhance the quality of your writing. Short, Sweet and Precise (LINK)Writers should strive to be as precise, understandable, and to the point as possible to ensure accuracy, brevity, and clarity. This section examines how to avoid unnecessary words, redundancy, and colloquial terms and slang that are inappropriate in a formal paper. It also looks at active and passive voice. You should use active voice, because it is more direct, dynamic, and concise. Resources for Writers(LINK)A selection of books, websites and other resources that will enable you to up your game and become a better writer. 7. Glossary (LINK)The glossary is a place to refresh your memory about the meaning of some key words. Many of the words in the text are hyperlinked to this glossary, and each word is hyperlinked back to the page where it is first used.

27. Table of Contents • The Sentence • Slide 5: The Sentence: The Key to Grammar LINK • Slides 6-7: Great Sentences LINK • Slide 8: The Anatomy of an almost Perfect Sentence LINK • Slide 9: Independent and Dependent Clauses LINKSlide 10: Run-On Sentences LINKSlides 11-12: Comma Splices LINK • Slide 13: Free the Preposition LINK • Slide 14: Pronoun Case LINK • Slide 15: Rules, Rules, Rules LINK • Slide 16: Subject—Verb Agreement LINK • Slide 17: Collective Nouns LINK • 2. Punctuation • Slide 21: Punctuation Makes a Difference (LINK) • Slides 22-23: Bless the Comma (LINK) • Slide 24: More on Parenthetical Expressions (LINK) • Slide 25: The Comma’s Identity Crisis (LINK) • Slide 26: A Comma—The Difference between Life and Death (LINK) • Slide 27: The Panda Eats Shoots and Leaves (LINK)

28. Punctuation: Table of Contents • 2. Punctuation (Cont.) • Slide 28: Commas and Modifiers (LINK) • Slide 29: An Exercise on Commas (LINK) • Slide 30: The Dash (LINK) • Slides 31-33: The Hyphen and its Roles (LINK) • Slide 34-37: Conon-oscopy: Examining the Colon (LINK) • 3. Common Errors • Slide 40: Headline Writer Headaches (LINK) • Slide 41: Can’t We just Get Along (LINK) • Slides 42-44: Common Errors (LINK) • Slide 45: To vs. Too (LINK) • Slides 46-47: Seven Special Rules to Live by in Formal (LINK) • Slide 48: Choose Words Wisely (LINK) • 4. Proof, Proof, Proof • Slide 51: The Glaring Error (LINK) • Slide 52: Why We Proofread (LINK) • Slides 53: A Common—and Embarrassing—Error (LINK) • Slides 54-55: Proofreading Tips (LINK)

29. Proof, Proof, Proof: Table of Contents • 5. Short, Sweet & Precise • Slide 58: The Experts Agree; Brevity is a Virtue in Writing (LINK) • Slide 59: Words to Avoid; Filler Words (LINK) • Slide 60: Don’t Double Team the Reader (LINK) • Slide 61: Words to Avoid: Colloquialisms (LINK) • Slide 62: Cutting Words Down to Size (LINK) • Slide 65-69: Active Voice vs. Passive Voice (LINK) • 6. Resources (LINK) • 7. Glossary (LINK)

30. PART 1—The Sentence Understanding sentence structure is fundamental to great writing. Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

31. The Sentence: Table of Contents • The Sentence • Slide 5: The Sentence: The Key to Grammar LINK • Slides 6-7: Great Sentences LINK • Slide 8: The Anatomy of an almost Perfect Sentence LINK • Slide 9: Independent and Dependent Clauses LINKSlide 10: Run-On Sentences LINKSlides 11-12: Comma Splices LINK • Slide 13: Free the Preposition LINK • Slide 14: Pronoun Case LINK • Slide 15: Rules, Rules, Rules LINK • Slide 16: Subject—Verb Agreement LINK • Slide 17: Collective Nouns LINK

32. The Key to Grammar Focus on the Sentence and Integrating its Parts • “If one understands that a sentence is a structure of logical relationships and that the number of relationships involved is finite, one understands too that there is only one error to worry about, the error of being illogical and only one rule to follow: make sure that every component of your sentences is related to the other components in a way that is clear and unambiguous.” • Stanley Fish, How to Write a Sentence: • And How to Read One Missing Conjunction Plural Noun Misplaced Modifier Dangling Participle Singular Verb Sentence Fragment Singular Pronoun

33. Great Sentences A great sentence communicates captures your attention, inducing you to read on. These opening lines of exceptional novels all share the same trait. After you read the first sentence, you cannot help but move on to the second. It was a bright cold day in April, and the clocks were striking thirteen. George Orwell, 1984 Many years later, as he faced the firing squad, Colonel AurelianoBuendía was to remember that distant afternoon when his father took him to discover ice. Gabriel GarcíaMárquez, One Hundred Years of Solitude It was a queer, sultry summer, the summer they electrocuted the Rosenbergs, and I didn’t know what I was doing in New York. Sylvia Plath, The Bell Jar All this happened, more or less. Kurt Vonnegut, Slaughterhouse-Five

34. Great Sentences, Part II There was a boy called Eustace Clarence Scrubb, and he almost deserved it. C.S. Lewis, The Voyage of the Dawn Treader You better not never tell nobody but God. Alice Walker, The Color Purple Ships at a distance have every man’s wish on board. Zora Neale Hurston, Their Eyes Were Watching God It was a pleasure to burn. Ray Bradbury, Fahrenheit 451 The sky above the port was the color of television, tuned to a dead channel. William Gibson, Neuromancer I write this sitting in the kitchen sink. Dodie Smith, I Capture the Castle

35. The Anatomy of an Near Perfect Sentence Please Left Click Subject Conjunction Predicate Subject It was in the books while it was still in the sky. John Updike (Quoted in Stanley Fish, How to Write a Sentence: And How to Read One) Predicate Stanley Fish sees this as an almost perfect sentence. Written by John Updike, it describes what it was like to see baseball Hall of Famer Ted Williams hit a home run in his last at bat in Fenway Park. According to Fish, “The fulcrum of the sentence is ‘while.’” One side of the pivot point is a metaphor: this moment will be described “in the book” before it hits the ground. On the other side, the ball “was still in the sky” in three senses. It has “not yet landed,” “its motion is arrested,” and it will “remain forever, in the sky of the books, in the record of the game’s highest, most soaring achievements.” With the two clauses balancing on the word “while,” the sentence epitomizes how this memorable moment instantly became frozen in the memory of the writer and the history of baseball. Fish, Stanley (2011-01-25). How to Write a Sentence: And How to Read One (Kindle Locations 167-173). HarperCollins. Kindle Edition.

36. Independent and Dependent Clauses An independent clause is agroup of words that contains a subjectand a predicate and expresses a complete thought. “Grandpa Jody knows how to rap.” A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. “When Grandpa Jody raps” It is essential to be able to recognize the difference between independent and dependent clauses, because you can make serious grammatical errors if you do not. Purdue Online Writing Lab has an excellent fact sheet on the topic. It also has a very short exercise. Use the exercise to make sure you understand the concept.

37. Run-On Sentences • What is a run-on sentence? • A run-on sentence has two or more independent clauses without proper punctuation. For example, • He wears his silly costume everywhere he thinks he’s Iron Man. • “How do you fix a run-on sentence?” • It depends on what you want to say (see table).

38. The Comma Splice Please Left Click The comma splice is all too common.  and

39. The Comma Splice • What is a comma splice? • A sentence that has two or more independent clauses with a comma but not a conjunction is a comma splice. For example, • He slept until noon every day, he goes to bed early. • How do you fix a comma splice? • It depends on what you want to say (see table).

40. Free the Preposition! Never end a sentence with a preposition? This is an outdated rule that was based on a old view of Latin usage. If we insist on this construction, our language will become clumsier. Sometimes, ending a sentence with a preposition can be elegant (see below). “We are the ones we have been waiting for.” This is much better than the “correct” version. “We are the ones for whom we have been waiting .” A Relevant Conversation Old-Fashioned Grammarian: “Ouch!” Hip Grammarian: “Are you hurt? What did you step on?” Old-Fashioned Grammarian: “Never end a sentence with a preposition. You should say on what did you step?” Hip Grammarian: “Ok, What did you step on, IDIOT?”

41. Pronoun Case Three Cases: Subjective, Objective, and Possessive. Pronouns in the subjective case act as subjects. I, you, he, she, we, they, it, who Pronouns in the objective case act as direct objects, indirect objects, and objects of prepositions. me, you, him, her, us, them, who Pronouns in the possessive case indicate ownership adjectives. my, mine, your, yours, his, her, hers, it, its, our, ours, their, theirs, whose For Example, I grabbed my book from off the desk, because it belonged to me, but Sheldon and Thad snatched it from me, because they said it was theirs.

42. Rules, Rules, Rules Is it who or whom? Use "who" and "whoever" as subject pronouns, for example “Knock, knock.” “Who's there?” “Please hold.” “Please hold whom.” “Your knock is important to me and will be answered in the order it was knocked.”Use "whom" and "whomever" as object pronouns. For example “To whom it may concern, I will all my worldly possession to my dearest friend, my poodle Jezebel.”

43. Subject-Verb Agreement Do not Confuse the Subject with the Object of the Preposition • Prepositional phrases • Preposition [e.g. "of," "at," and "in“] + Object [noun or pronoun] • "Each of them is distinct."   • "The suggestions in his proposal have merit."   Please Left Click Subject Verb Object

44. Collective Nouns Collective Nouns are Singular . . . Most of the time Everyone knows your family is dysfunctional. Nearly 25% of the population is Muslim. But Sometimes . . . A singular collective noun expresses a plural idea and needs a plural verb. Our staff work hard to meet their goals and deadlines. The orchestra are tuning their instruments. The cast have been practicing their lines. https://www.youtube.com/watch?v=xGMJtog25eI

45. PART 2: Punctuation I bet the dishes are not too clean either.

46. Punctuation: Table of Contents • 2. Punctuation • Slide 21: Punctuation Makes a Difference (LINK) • Slides 22-23: Bless the Comma (LINK) • Slide 24: More on Parenthetical Expressions (LINK) • Slide 25: The Comma’s Identity Crisis (LINK)Slide 26: A Comma—The Difference between Life and Death (LINK) • Slide 27: The Panda Eats Shoots and Leaves (LINK) • Slide 28: Commas and Modifiers (LINK) • Slide 29: An Exercise on Commas—What is wrong with these sentences? (LINK) • Slide 30: The Dash (LINK) • Slides 31-33: The Hyphen and its Roles (LINK) • Slide 34-37: Conon-oscopy: Examining the Colon (LINK)

47. Punctuation Makes a Difference. A woman without her man is nothing. A woman: without her, man is nothing.

48. Bless the Comma The Comma, Agent of Clarification We would be lost without the comma, which enables us to provide unambiguous communication by Marking off sequences of words and phrases or words where there are no conjunctions or only a final conjunction. For example, “During Thanksgiving dinner, Mark managed to enrage his mother, father, both sisters, his brother, Aunt Flo, Uncle Linus, Father Jim, and the next-door neighbor.” Introducing quotations “She said, ‘Some village is missing its idiot.’” Clarifying meaning and preventing ambiguity. Without the comma for example, we would assume Huey, Dewey, and Louie were not Donald Duck’s nephews, but three other cabinet members: “I had a horrible dream that Donald Trump was president and he named Rush Limbaugh, Mr. Ed, Donald Duck’s nephews Huey, Dewey, and Louie, And the Three Stooges to his cabinet.” Preventing run-on sentences by separating two independent clauses when used with conjunctions. For example, “Hate the sin, but love the sinner.”

49. Bless the Comma (continued) The Comma, Agent of Clarification Separating two or more adjectives that describe the same noun. For example, “My mean-spirited, vicious, ignorant, bigoted friend is a great guy.” Indicating distinct pauses or shifts in tone. For example, “Call me a cab.” “Ok you’re a cab, stupid twit.” Setting parenthetical expressions apart from the rest of the sentence. For example, “She, beautiful and aloof, walk toward me, and I, trembling and pale, ran away.” “Nancy waved enthusiastically at the docking ship, laughing joyously.” “If you are the smartest person you know, you must hang with a pretty dumb crowd.” Setting off long propositional phrases (4 words or more) “In the heat of the moment, he swore angrily.”

50. More on Parenthetical Expressions What is a parenthetical expression? A parenthetical expression is a phrase that is not central to the main idea of the sentence. We pause when we speak these phrases and use commas when we write them. They are to Add unnecessary, but useful information. “Kristen Stewart used to be my favorite actress, but Jennifer Lawrence, the winner of the Academy Award for Best Actress in 2013, is my favorite one now.” Provide clarifying information “The student over there, the one wearing the top hat and tails, made a very strange comment about the party.” Introduce a sentence After the movie, I tried to give her a kiss, but she burst out laughing. While he was not as ugly as she said, he sure was ugly. Words that begin introductory, parenthetical clauses include after, although, as, because, if, since, when, and while