English 102 at Ashland

As I look at the end-of-semester assignments, there’s a lot of stuff coming in quick succession—and from my perspective a lot of grading that I must do very quickly (according to the syllabus plan, 156 assignments for 102 plus 34 for 101). We both could use a little relief, so here’s what I’m going to do: The Research Paper and Final Portfolio/REI assignments will be unchanged. They are pieces of the course which must stay put. The Abstract is out. It is a very difficult, specialized kind of writing that we have not discussed, and it would take more time than we have available. It’s also very difficult to grade. The In-Class Final goes back to the original plan: something you can write with pen and paper and no outside resources. By the way, as I said previously, if you must be out of town on University business during our Final Exam time, I expect you to schedule a time to write it at the Ashland University...

 A week ago, I was on campus, working in my office in the afternoon. That’s when the lights went out (and you got the email about that). Actually, the power did not just go dark; it went out, then came back a couple of times with very brief flashes. That kind of problem fries computers, and the last time around the black box which controls the projector got damaged. I am sitting at home now on Saturday, and I am guessing that our classroom electronics could have suffered this time as well. So here is the plan. I am posting the links to the three pages for toda’s lecture, and even if nothing works in the classroom, you can open them and follow along. Student example: "For Want of a Potato" by Susan Litzanger The American Research Paper Interacting with your Audience

  Monday, March 30, will be Library Day. We will meet in the Archer Library, and a member of the library staff will conduct the class. I wanted this to be earlier, but we had schedule conflicts, so now this is showing up pretty late in the research process. To get the most from the day, I am going to encourage you to arrive with specific questions about doing the research for this paper. If you think of a question earlier, so much the better. If you email the question to me, I will forward it to the library staff person.

It is an awkward research paper writing schedule to be sure—navigating around Easter Break and URCA and a library visit that got pushed too late because they have other obligations. Even though I warned in class that I was going to change things, I don’t see any real advantages (and a lot of disadvantages) to modifying the schedule. We will end up doing some things (the thesis exercise, for example) well before we need them, but I think it will work anyhow. So the original Blackboard schedule and syllabus will be the plan

The list below is an attempt to adapt the research schedule from the Research Papers for Dummies website to our Ashland schedule. (Personal note: This kind of project always drives me a little crazy because every semester ends with chaos. In the Fall, we have to navigate around Thanksgiving Break; in the Spring it’s Easter.) I used the “Five-week plan” version, but I had some challenges, mainly because of Easter and because the library visit couldn’t be scheduled any earlier. Some of the in-class exercises do not quite fit because of calendar problems as well, and as I write this (March 19), I see that a few of the in-class exercises will need to move around a bit. I am assuming you will work through Sunday (sorry about that) but not through Easter Break. Probably home with family. Here goes: Selecting a topic (includes preliminary reading) — March 16 – 22 Conducting research (finding and evaluating sources, note taking) —...

Beginning this week, we will do a brief computer tutorial at the start of every Wednesday class. I am doing this for several reasons. The first is that about three or four students per section really do not know what they are doing, and they blunder along, struggling to do even the most basic tasks. Second, many of you never had any real computer teaching, partly because your high school teachers didn’t know this stuff either, and partly because of the myth that any kid who could work Facebook, Instagram, or TikTok had learned it all. (And, to be honest, many high schools function under the delusion that in the future nobody will write anything anyhow.) And third, there is always something new to learn, even for experts. I recently showed a colleague who was writing a PhD dissertation a quick, easy formatting trick for his References page. He had years of experience, but had never seen that one. Personal note here: I have been around the computer worl...

This material isn’t my attempt to write the assignments I gave you; rather, it’s my reflection on the authors and (to be honest) some of the thoughts which your papers generated. Alex Myers Generally I’m on the same page as all of you: almost everyone pointed out that there really are a lot of good men out there. Myers reflects on growing up in a “safe environment: a small Maine town with loving parents.” I have to wonder just what Papa Myers was like. Did he make lascivious comments about women’s bodies? That wouldn’t fit with the “safe environment” comment—I suspect that Alex did know at least one good man. I find myself wondering just what part of manhood Alex was yearning for before the transition. When I think of an ideal man, I think of mental strength, fairness, and a willingness to do what is right even if the act involves personal cost. That’s why we think of “real men” doing things such as joining the military or volunteering as fire fi...