ENG/A 101: Mastering Digital Literacy

Ximena Gallardo C. (English)/she/her; Ann Matsuuchi (Library)

xgallardo@lagcc.cuny.edu; amatsuuchi@lagcc.cuny.edu

Mirror site (in case Blackboard is down): https://en.wikibooks.org/wiki/User:Doctorxgc

ENG 101 Tu 1:00PM – 3:15PM  and Th 1:00PM – 3:15PM                                                     

ENA 101 Tu 3:25PM – 4:25PM and Th 3:25PM – 5:35PM

Student Hour on Zoom during class time or by appointment. 

Email me if you’d like to chat privately at another time/date, and list a few options for when you are available along with the necessary contact information, and I’ll reply to confirm an appointment. It might take me up to 12-24 hours to respond to an email during the week. I will not respond to emails on weekends because I do not check my work email then, but I’ll get back to you on Monday. 

Catalogue Description of Courses and Performance Objectives

Student Information Sheet: Introduction to ENG/A 101

Distance Learning Course Model

This class will be conducted as a blend of asynchronous and synchronous activities. We will have live Zoom discussion and workshops sessions* (not recorded) and StreamYard lectures (recorded), but attendance is counted by the tasks you complete, not by attending these live sessions. If you miss a task/assignment, you will be counted absent for that class. If you miss more than 8 hours of class, you will earn a failing grade, as per LaGuardia’s handbook. 

*Workshop sessions means I (and sometimes Ann) will be in the Zoom class for the duration of the class meeting, from 1:00 to 3:15 for the ENG section, from 1 to 4:25 or 5:35 for the ENA section (but ENG students, feel free to stay with us) so we can mentor you individually as you write and revise your drafts. We will use Zoom’s breakout rooms for mentoring, so if you come in late and do not “see” me in Zoom’s main space, it is because I am in a breakout room with one of your classmates–but I shall be back shortly.

Course Goals  

Writing is not a product (a paper) but a technique (art) that takes many years, even a lifetime to hone. This English composition class aims to give you the rudiments of one subset of writing: academic writing. Its goals are as follows:

Content: There can be no writing without something to write about. Our aim will be to understand the origins, evolution, and underlying values of the Internet and the World Wide Web so that you may generate viewpoints with respect to the consequences of such values to your society and to your self. In addition to writing thesis-based papers responding and analyzing class texts, you will contribute a chapter on the subject to Wikibooks. 

Writing: This class reinforces the notion of writing as a process: reading and researching and discussion become ideas that are then composed into formal pieces which are then revisited and modified to express the complexity of the topic. It aims to have you compose in multiple environments, from pen and paper to cloud office suites.

Reading and Prewriting: This class reinforces the notion of reading as interactive: texts are annotated and transcribed into notes and reports that document their context and content as well as your initial reaction to them. The reading (or watching) impression is then further examined through analytical discussion and brainstorming during class meetings.

Researching: This class explores a variety of sources, from academic to technical to journalistic to encyclopedic to creative writing to expert talks, both written and on video. It encourages you to find, evaluate, and utilize the peer-reviewed texts available through our library to provide substantial, well-documented evidence for your papers–and to consult librarians. 

Drafting: This class covers the basics of proper essay drafting: from rough drafts to increasingly more complex drafts based on peer (classmates), expert (the teacher, writing tutors), and self evaluations. It introduces the concepts of

• Proposals
• Essay formatting and title creation,
• Contextual/Backgrounds Introduction and Engaging Introduction,
• Thesis-based writing,
• Basic paragraph construction (topic sentence+ evidence+ commentary/explanation) and body  paragraph types,
• Selection, introduction, use, integration, citation, and documentation of sources.

Revising and Editing: Beyond the revision motivated by peer, expert, and self review, this class aims to help you understand the difference between revising and editing and when each of them is the proper next step in the writing process.

Texts we will use (copies of these materials are on Blackboard and Wikibooks) 

1.   ENG/A 101 writing packet (if you download it, you can navigate it using the table of contents)

2.   ENG/A 101 readings 

3.  Topics and readings list (HUGE compilation of secondary sources)

4. Sample Research Paper: http://faculty.uml.edu/evlahakis/documents/MLApaperSAMPLE_000.pdf 

Online Tools

Private (you will get an invitation in your school email)

· Zoom (sessions will not be recorded): for all-class discussions and workshops and for student hours

· StreamYard/YouTube: for class lectures

· Blackboard (in My LaGuardia): for submitting work

Public

· Wikibooks: 1. Your Sandbox to format your contributions before publishing

Required Activities and Assignments

The main goal of our writing is to become an expert on one aspect of the Internet/World Wide Web. We will work in stages from journals to reports to drafts to revisions. You will need to pass one stage to go to the next, so some students may be revising their work several times before I approve them for the next stage.

Stage 1—Reading Journal: To practice active reading, you will keep a written journal of ten (10) class readings that uses the 7Ws. Every journal should be between 250-400 words total. I will model a journal entry at the beginning of the semester to familiarize you with the proper format.

Stage 2—Reading Report/Paper 1: The best way to learn something is to teach it to others. After meeting with me, each of you will revise one assigned Reading Journal entry into a report to be distributed and explained orally to the entire class either live or as a recording, solo or in groups. You will be expected to answer questions about the reading to the best of your ability. (Minimum 600 words)

Stage 3—Proposal for a chapter in our Wikibook/Paper 2:  Once you have mastered some of the key issues surrounding the Net and Web, it is time to argue what to include in our Wikibook. This proposal could be based on your Reading Report, what you have learned from other student’s Reading Reports, or on a topic we did not cover but that you consider essential. (Minimum 800 words)

Stage 4—Wikibook chapter/Paper 3: Once you have convinced us about the importance of your topic, you should work on writing an in-depth chapter on your topic. This chapter will probably include many of the following: context, summary, quotes, analysis, references, further reading, notes, appendices, glossary, critical thinking questions, Creative Commons images, etc. You will want to check with others to see how the chapters fit with one another and to avoid repetition. You will also write a brief biography of yourself as an expert on the subject. (Minimum 1000 words)

Stage 5—Putting it all together. As a class, we will organize the book chapters, write a preface and possibly section introductions, find some fitting epigraphs, give the book a title, and publish it!

Stage 6—Reflection on the Class/Paper 4. (Minimum 600 words) 

Grading Plan

To merit an A:

·         complete all writing assignments

·         pass all writing stages in order

·         comment on all assigned classmates’ drafts

·         revise your Wikibook chapter until you are passing in every dimension of this rubric 

·         earn a passing grade on the final reflection

To merit a B:

·         complete almost all writing assignments— you can miss one journal entry

·         pass all writing stages in order

·         comment on almost all assigned classmates’ drafts — you can miss one round of commenting on others’ work

·         revise your Wikibook chapter until you are passing in every dimension of this rubric 

·         earn a passing grade on the final reflection 

To merit a C:

·         complete almost all writing assignments— you can miss two journal entries

·         pass all writing stages in order

·         comment on almost all assigned classmates’ drafts — you can miss one round of commenting on others’ work

·         revise your Wikibook chapter until you are passing in every dimension of this rubric 

·         earn a passing grade on the final reflection

Extra Credit

As you probably noticed, the grades above do not Include B+ or C+. So how do you get that plus? Extra credit will be given for visiting the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment. I am interested in your input on this subject: what other ways could we assign extra credit this semester? Submit your ideas to this form.

What should I do if I fall behind?

First off: we’re in the midst of a global pandemic. Don’t be too hard on yourself; we’re all facing a lot of challenges, and it’s an incredibly difficult time. Email me if you need extensions or a little more time on something. It will be hard to catch up if you fall too far behind — best to let me know immediately if you are struggling, so that I can help you. 

What should I do if issues in my life are interfering with my college work?

Any student who is having trouble affording the basics, lacks a stable place to live, and/or is experiencing other issues that they think may affect their performance in the course, is urged to contact Student Services for support. LaGuardia Cares provides a variety of services such as financial support, tax help, and legal counseling for immigration, among other needs, along with a food pantry. You can contact them here: https://www.laguardia.edu/coronavirus/campus-services/. 

LaGuardia is also offering help for students who need a laptop, and there are many internet/cell phone providers who are running deals or offering free access to students during this time. Check out this page for resources, and for borrowing a laptop or iPad for the semester: https://www.laguardia.edu/coronavirus/student-resources/. 

What should I do if I need a learning accommodation?

Your success in this class is important to me. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. I encourage you to consult with the Office for Students with Disabilities remotely to determine how you could improve your learning as well. If you need official accommodations, you have a right to have these met. There are also a range of resources available remotely, including the Writing Center.

How do diversity and inclusivity work in this class?

Every student in this class, regardless of personal history or identity categories, is a valued member of this group. Your experiences are valuable and important, and you should feel free to share them as they become relevant to our class. No student in this class is ever expected or believed to speak for all members of a group. In this classroom you have the right to determine your own identity. You have the right to be called by whatever name you wish, and for that name to be pronounced correctly. You have the right to be referred to by whatever pronouns you wish. You have the right to adjust those things at any point in your education. If you find that there are aspects of course instruction, subject matter, or classroom environment that result in barriers to your inclusion, please contact me privately. 

What should I avoid?

Try hard, meet deadlines, write, engage with the material, share your work, respond thoughtfully to your classmates, accept productive criticism gracefully, and be involved in the learning process — and you’ll be fine. Don’t plagiarize on a paper; if you plagiarize, you will fail the class. This class will be conducted in compliance with LaGuardia Community College’s Academic Dishonesty policy. All students are responsible for preparing and presenting original work. In accordance with the college’s policy, the penalty for plagiarized work ranges “from a grade of “F” on a given test, research paper or assignment, to an “F” in the course, or suspension or expulsion from the College. Please refer to the college catalog for a more complete discussion of academic

Dishonesty.

Resources

1. Information on important electronic tools:
   1. Blackboard – for more detailed videos and tutorials, visit here. For how to change your e-mail on Blackboard: https://youtu.be/By4kUTGCz38
   2. Zoom – for more detailed videos and tutorials, visit here
   3. Google Platforms (Docs, Meet, Hangouts, Drive) – visit here for support
   4. Microsoft Teams – visit here for information on how to install and access
   5. ePortfolio  – for more detailed videos and tutorials, visit here
   6. MyLaGuardia and student e-mail

2. Technical support: If you are having problems logging in or using any electronic tool, and the resources above are not helping you, use this form to get request help.
3. Request a laptop: If you need a computer, call the Student Information Center at 718-482-5000. They are open Monday & Thursday 9am- 7pm, and Tuesday, Wednesday & Friday 9am-5pm. Or e-mail them with your name and EMPLID atLaGuardiaNews@lagcc.cuny.edu.
4. Campus resources: For a listing of all campus resources and how to get in touch, visit here.
5. Health and wellbeing: For mental health and support, visit the Wellness Center site for information on counseling, support groups, and more.

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Tentative Schedule

Please note that all assignments/due dates are subject to change.

Week 1 (Sept 14-18)

T Sept 15: Zoom introduction to the class: reading and explaining the syllabus; responding to “Not a Kid Anymore” as a group in breakout rooms; writing the instructions for peanut butter and jelly sandwich.

Homework

1. Complete: Questions and comments  about the syllabus and ideas for extra credit.
2. Read: Neil Postman, “Five things we need to know about technological change,” underlining unfamiliar words and looking them up in a dictionary

Th Sept 17: Zoom session

1. Feedback on peanut butter & jelly sandwich exercise
2. Writing Skill: Annotating (using Neil Postman)
3. Brainstorming Postman’s talk (15 minutes)
4. Dr. X’s Model 7Ws using Postman’s talk
5. Responding to your comments and suggestions about the syllabus

Reading Teams

1. Team Carr: Pebbles, Josiah, (Elizabeth). 
2. Team Turkle: Rosa, Humaira, Mohammed
3. Team Alter: Yingqi, Kylah
4. Team Pariser: Starr, Troy, Raymond
5. Team Wu: Janet, Andrea, Andy
6. Team Shane: Smerlyn, Imanol, Yakez
7. Team Tufecki: Emmanuel, Jaylixa,  
8. Team Cadwalladr: Rancely, Jessenia, Ethykayleen

If your team has decided to try for a slide presentation, here are some pointers to consider: https://www.mcgill.ca/skillsets/files/skillsets/powerpointguidelines.pdf 

ENA Session: Here is the annotated version of Carr that you put together

Homework:  ENG/A 101 readings 

Read/Write:  7Ws journals on Carr, Turkle, Alter 

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Week 2 (Sept. 21-25)

T Sept 22: Note: Class meets on YouTube. ONLY Teams Carr and Turkle meet with me on Zoom afterwards

1.  StreamYard/YouTube session: https://youtu.be/FdxnH7ah0eo 

Lecture on Internet & World Wide Web, Part I: Beginnings of the Net to the birth of the World Wide Web 

After the lecture, please complete this form.

B.    Zoom meeting with Teams Carr and Team Turkle

ENA session: Here is a print version of Turkle’s talk with important ideas highlighted. By the end of today’s ENA session, I would like to see a summary of her ideas from each of you. I will be in our Zoom virtual classroom until 4:30pm

Homework:  ENG/A 101 readings 

1. Read/Write: 7Ws journals on Pariser and Wu 
2. Watch:  Andrew Blum, “Discover the physical side of the internet”; Lee LeFever, “World Wide Web in Plain English” (These two videos DO NOT need 7ws!!!)
3. Team Carr and Team Turkle: work on Reading Reports (600 words minimum)

Th Sept 24:  Note: Class meets on YouTube. ONLY Team Alter, Team Pariser, and Team Wu meet with me on Zoom afterwards

1. StreamYard/YouTube session: https://youtu.be/FA2KCJ6eHpQ 

Lecture on Internet & World Wide Web, Part II: The Internet of Things, The Surface Web, The Deep Web, The Dark Web

After the lecture, please complete this form.

B.    Zoom meeting withs Team Alter, Team Pariser, and Team Wu.

ENA session: Here is a print version of Alter’s talk and a version of Pariser’s talk with UNIMPORTANT ideas put in a very light font.  I will be in the Zoom virtual classroom until 5:30pm

Homework:  ENG/A 101 readings 

1. Read/Write:  7Ws journals on Shane, Tufecki, Cadwalladr 
2. Watch: Nurie Mohamed, “Why You Should Care About Net Neutrality” (This video DOES NOT need 7ws!!!)
3. Teams Alter, Team Pariser, and Team Wu: work on Reading Reports (600 words minimum)

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Week 3 (Sept 28-Oct 1)

T Sept 29: Note: Class meets on YouTube. ONLY Team Shane, Team Tufecki, and Team Cadwalladr meet with me on Zoom afterwards

1. StreamYard/YouTube session: https://youtu.be/nHsWAKur1SQ 

Lecture on Internet & World Wide Web, Part III: Net and Web Uses and Values

After the lecture, please complete this form.

2. Zoom meeting with Team Shane, Team Tufecki, and Team Cadwalladr.

NEW!!! Extra credit will be given for visiting the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment.

ENA session: Here is a print version of Shane’s article for us to summarize. I will see you in the Zoom virtual classroom at 3:25, though you can come earlier, of course. 

Homework: 

1. Finish your eight 7Ws journals
2. Watch: Madhumita Murgia, “How data brokers sell your identity” (This video DOES NOT need 7ws!!!)
3. Team Shane, Tufecki, and Team Cadwalladr: work on Reading Reports (600 words minimum)

Th Oct 1:  

1. Zoom session Writing Skill: Summarizing using a copy of our syllabus. Write your summary in this collective One Note document. Then give someone else constructive feedback.

2. Dr. X’s questions for presenters to consider:
   1. Carr: One of the problems of reading Carr’s text is that it is geared to an older audience well versed in the history of cinema, language, and industrialism. How can you “translate” the urgency of  his message for a younger audience that, for example, may not care whether they can spend hours reading long books? Why should they care?
   2. Turkle: Turkle has ample evidence that our online lives are spent communicating rather than conversing. But that was pre-pandemic. Has the way we use online tools changed with the pandemic? Do we have deeper conversations now that we cannot see each other face to face? Are we spending more time learning about our family and friends, both online and offline (in physical conversations, written messages, etc.?
   3. Alter: Think of as many ways as possible to detoxify your life from the constant request for attention from your Internet connected devices. What activities could you do instead that would bring you satisfaction, rest, and health?
   4. Pariser: This is a typical Postman “second thing” talk: some gain (the companies competing for your attention), some lose (the users who become narrow minded); if filter bubbles have benefits for the users, what could they be?
   5. Shane: What Mr. Harris did is not illegal under U.S. law–why? What would be the danger of making it illegal? 
   6. Wu: Following Turkle, how would more Instagram celebrity result in more loneliness? Who is really benefiting when our selfies and Instagram accounts democratize fame? 
   7. Tufecki: How could algorithmic persuasion architectures have been used to create the current polarization of U.S. politics? Who would benefit from dividing the country?  
   8. Cadwalldr: Cadwalldr tells the story of how her hometown was convinced by some well-designed ads in spite of their physical reality literally showing them that the ads were not true. If good online advertising can be that convincing, what can we do to stop it from influencing us both at the personal and national (world even) level?

Those who wish to stay with me and work on Reading Reports, I will stay on the  Zoom Virtual Classroom until 5:30pm

Homework: 

1. Read/Write: 7Ws journals on ONE text of your choice from our readings list
2. Due by the end of Friday, October 2 in Blackboard: Journals for eight required texts 

NEW!!! Extra credit will be given for visiting the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment.       

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Week 4 (Oct 5-9)

T Oct 6: Presentation of Reading reports by Teams Carr, Turkle, and Alter 

Homework:

1. Read/Write: 7Ws journals on ONE text of your choice from our readings list (the last one!!) 
2. Due by the end of the day in Blackboard: Reading Reports of Teams Carr, Turkle, and Alter

NEW!!! Extra credit will be given for visiting the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment.    

ENA session: We will learn about the differences between Revising and Editing and how to give productive feedback to others using today’s presentations 

Positive Feedback: I like the way that you…

Revising: 

1. What could be added?
2. What could be deleted?
3. What could be moved around?
4. What could be substituted for something better? 

Yingqi’s presentation: https://docs.google.com/document/d/1lC7cjj2mftZixxsxXhNCKSR_6uC_TYTTCa8gp_miXX8/edit?usp=sharing 

Rosa and Mohammed’s presentation: https://docs.google.com/document/d/11Jf7FBq64C8x76RKp-J0wGPHXx5OPfCXvm4siH7soQI/edit?usp=sharing 

Pebbles’ presentation:

https://docs.google.com/presentation/d/1bh7unOD6UG9pUYkg68ui4C42r-8_epCRel-SkAsswro/edit?usp=sharing

Th Oct 8: Presentation of Reading reports for Teams Pariser, Wu, and Shane

Homework:

• Due by the end of the day in Blackboard: Reading Reports of Teams Pariser, Wu, and Shane

NEW!!! Extra credit will be given for visiting the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment.    

ENA session: We will continue learning how to offer revision feedback, focusing on what can be deleted or moved around to make information clear and concise. 

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Week 5 (Oct 12-16)

T Oct 13: 

1. Presentation of Reading reports for Teams Tufecki and Cadwalladr
2. Online scavenger hunt! If you did not come  to class, you will need to go to the library: https://library.laguardia.edu/ 

             And answer the questions in this slide show: https://app.peardeck.com/student/tromsqrgd 

Homework:

1. Due by the end of the day in Blackboard: Reading Reports of Teams Tufecki and Cadwalladr
2. Due by the end of the day in Blackboard for everyone: two last journal entries as well as  reading reports

Th Oct 15:

1. Introduction to Wikibooks
2. Format for a Wikibook chapter proposal based on what kinds materials are covered in book chapters
3. Workshop on researching and writing a proposal for a book chapter
   1. Writing Skill: Thesis-based writing (page 8 of the writing packet)
   2. Review of online scavenger hunt and using the library databases to find sources related to the reading or topic you want to focus on; check our extensive topics and readings list!

Homework: 

Start work on the Wikibook chapter proposal 

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Week 6 (Oct 19-23)

T Oct 20: Zoom workshop on research and writing the  Wikibook chapter proposal 

Homework: 

• Work on the Wikibook chapter proposal 

Th Oct 22: Zoom workshop on research and writing the  Wikibook chapter proposal

• Writing Skill: Thesis-based writing (page 8 of the writing packet)
• Totally bogus sample proposal created on the fly by Dr. X to give you an idea of  how to write the proposal: https://docs.google.com/document/d/1oaNaw3ZnxbtNmI_wA3QuURhxjBxywSd02fluOaQsEXc/edit?usp=sharing 

Homework: 

• Work on the Wikibook chapter proposal 
• Due by Friday night in Blackboard: Proposal for a chapter in our Wikibook. If you cannot submit the proposal for this deadline, please tell me IN BLACKBOARD when you plan to submit it. 

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Week 7 (Oct 26-30)

T Oct 27: Zoom workshop on research and writing the Wikibook chapter

If you cannot come to today’s class, here are some models for IDEAS on how to write your Wikibook chapter. They go from the most simple to what I am ideally looking for. Browse them, think of your topic and begin planning what sections you want for the chapter. Please show me your plan before you actually start drafting. 

Simple: 

• https://en.wikibooks.org/wiki/Work_and_Life_in_the_Mobile_Society/Life/Social (chapter)
• https://en.wikibooks.org/wiki/The_Information_Age/The_Digital_Divide (chapter)

More complex:

• https://en.wikibooks.org/wiki/Muggles%27_Guide_to_Harry_Potter/Books/Philosopher%27s_Stone/Chapter_1 (Chapter 1 OF Harry Potter Book 1)

What I would love: 

• https://en.wikibooks.org/wiki/Introduction_to_Sociology/Race_and_Ethnicity (the chapter)

Homework: 

At this point, the class will be divided depending on what stage of writing you are

• If you have not submitted the Wikibook chapter proposal, work on it. If you cannot submit the proposal by Thursday, please tell me IN BLACKBOARD when you plan to submit it. 

Rosa’s proposal:

https://drive.google.com/file/d/1C2Zf1lprTfnhNkO6U9GK61WemtYshERx/view?usp=sharing

Pebbles’  proposal: https://drive.google.com/file/d/1wM_4umjjU8twLuVUzYU13uwPXjxHoz5w/view?usp=sharing

OR

• If your proposal has been accepted, start working on the PLAN for the chapter and let me check it before you start drafting in earnest. 

Th Oct 29: Zoom workshop on research and writing the Wikibook chapter

• Writing Skill: Paragraphing and Writing Skill: Using Sources using a sample paper that cites its sources in Modern Language Association (MLA) style:  American Psychological Association http://faculty.uml.edu/evlahakis/documents/MLApaperSAMPLE_000.pdf 

Homework: 

At this point, the class will be divided depending on what stage of writing you are

• If you have not submitted the Wikibook chapter proposal, work on it. If you cannot submit the proposal by Thursday, please tell me IN BLACKBOARD when you plan to submit it. 

Rosa’s proposal:

https://drive.google.com/file/d/1C2Zf1lprTfnhNkO6U9GK61WemtYshERx/view?usp=sharing

Pebbles’  proposal: https://drive.google.com/file/d/1wM_4umjjU8twLuVUzYU13uwPXjxHoz5w/view?usp=sharing

OR

• If your proposal and plan have been accepted, start drafting. Please bring to class one paragraph that uses the P. E.E method so I can give you feedback on how well you are using the method. 

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Week 8 (Nov 2-6)

T Nov 3: Zoom workshop on research and writing the Wikibook chapter

Today, you are doing one of 3 things:

• Submitting a revised proposal OR, if you passed this stage,
• Submitting a plan and one paragraph for me to check the way you are using sources in MLA style OR, if you passed this stage,
• Drafting your chapter

If you are drafting, I suggest that you visit the Writing Center to get help with your writing. Please see the Writing Center newsletter for how to make an appointment. One visit or more will count as extra credit (though it does not make up for missed work). 

Homework: Continue with what you are doing. The goal is to be working on the chapter by the end of this week. 

Th Nov 5: Zoom workshop on research and writing the Wikibook chapter 

Homework: Continue with what you are doing. The goal is to be working on the chapter by the end of this week.       

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Week 9 (Nov 9-13)

T Nov 10:

1-2pm: How to Find Reliable Answers During a Pandemic: https://us02web.zoom.us/j/97168376635 

Do you find it difficult to find reliable information about the SARS-CoV-2 virus? Who can you trust in an environment rife with misinformation and non-expert authorities posting and re-posting claims across social media? Get your questions answered by a real expert! Thanks to the American Society of Virology’s Chat with a Virologist program, the Library Department is happy to welcome Dr. Richard Condit to help us navigate all the questionable information in circulation. Dr. Condit brings years of experience and knowledge of academic research to not only answer questions, but demonstrate how to find credible sources to evaluate claims like a scientist.

2-3:15 pm and ENA time until 4:25: Zoom workshop on revising Wikibook chapter

Homework: Continue with what you are doing.

Th Nov 12: Zoom workshop on revising Wikibook chapter

Citation help: on the Library homepage, go to “Get Help” then “Citations” to get to this MLA 8 guide. There is also a 2-minute how-to cite video. And as always, Ann and other librarians are always there for you.

  Homework: Due by Friday night in Blackboard: Draft of Wikibook chapter OR a note telling me when you plan to have it

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Week 10 (Nov 16-20)

T Nov 17: Zoom workshop on revising Wikibook chapter. I will be here until 4:30pm. 

Need to meet with me outside class time this week? Please tell me when by using this calendar: https://calendly.com/mentoringf20/wikibook-meeting 

Th Nov19:   Zoom workshop: Quick reports on work; revising Wikibook chapter. I will be here until 4:30pm. 

Need to meet with me outside class time this week? Please tell me when by using this calendar: https://calendly.com/mentoringf20/wikibook-meeting 

Homework: Due by Friday night in Blackboard: Draft of Wikibook chapter OR a note telling me when you plan to have it

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Week 11 (Nov 30-Dec 4)

T Dec 1: Learning to revise your ideas

When you have a completely revised chapter, it is time to edit for grammar and style. Some checkers for you to try: 

• Visit a Writing Center tutor for help
• Grammarly: https://www.grammarly.com/plans 
• ProWritingAid: https://prowritingaid.com/  
• Turnitin submission on Blackboard titled “Next to last draft of Wikichapter.” If you submit your draft here, it will automatically give you a grammar report

Before you turn in your final draft, it must be edited; if I receive final draft that is clearly not edited, I will return it to you without feedback so that you complete the editing

Homework: Create a username and a userpage in Wikibooks 

Th Dec 3:  Demo: Formatting the chapter in Wikibook’s sandbox

Beyond that, you should be working on your drafts. I will be meeting with individuals in the Breakout Rooms (including a couple of students from another class)

If you are in ENA: Today I will be on Zoom only until 4:30 only because I have been grading for 5 days straight so I need a walk and stretch before it gets too dark. 

Due by Friday night, December 4 in Blackboard: Revision of Wikibook chapter OR a note telling me when you plan to have it

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Week 12 (Dec 7-11)

T Dec 8: Reflection on the Class: https://docs.google.com/document/d/10LXjM-bykkU1jFb4jwhcfod3yj8gs7o6BVqGDJAcUeM/edit?usp=sharing 

Th Dec 10: Revising Reflection on the Class

Reflection due in Blackboard by midnight on Thursday, December 10.

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Schedule of last days

I will be available on Zoom next Tuesday and Thursday during regular class hours. I plan to submit your final grade to Blackboard sometime on Friday, December 18. 

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