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about… what this is about…
Language. Words. We use them everyday, 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 with just words, but David Sedaris does. And… when it comes to poetry, students think it’s dumb or that a poem has to rhyme to be considered “good.” This course dissects language, students’ thoughts, and encourage writing in many different forms.
ENGL110. PRIEBE. FALL 2010. 3 CREDITS.
Sybil Priebe, Assistant Professor Haverty 223 671-2346 Office Hours: TBA. firstname.lastname@example.org www.xanga.com/teacher47
legally… what it’s about, legally…
Course Description: 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. Students will receive guided instruction in the writing process as they begin writing based on personal experiences. An introduction to proper crediting of source material and research will occur toward the end of the course. Goals: Through writing from personal experience and reading examples of others’ self-discovery, students will develop 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. General Education Learning Outcomes: Written and oral communications Tie to Program Assessment Outcomes: This course contributes most directly to the Liberal Arts Program outcome involving communication. Reading and writing exercises will be completed to assess student ability in those areas. Upon completion of this course, the student will be able to: - Restrict a subject to a manageable size. - Express a clear main idea. - Focus, organize, and develop a short piece of writing effectively. - Apply the editing and revision process to written work. - Participate actively in self and peer essay evaluations. - Demonstrate the use of good sentence structure, paragraph structure, and grammar. - Recognize and utilize transitional words and phrases in the writing process. - Demonstrate comprehension in essay readings by recalling discussed elements. - Practice pre-writing strategies for written assignments. - Use basic MLA formats for written assignments and crediting of sources. - Improve writing and critical thinking skills by practice with a variety of genres. - Use assigned readings as models of composition in writing assignments.
stuff you need:
Books: ---Brain Droppings, by George Carlin, ISBN-13: 978-0786883219 ---Dress Your Family in Corduroy and Denim, by David Sedaris ISBN-13: 978-0316010795 ---The New, Well-Tempered Sentence Other items: ---USB. ---Stapler.
scale*: the grade scale*:
100 - 90 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D 59 and below = F *Since extra credit is offered throughout the semester, the instructor does not round up at the end.
this is just words.
pull weeds. plant new seeds.
three big rules:
- No late work accepted. - Plagiarism not accepted. - If the requirement is 1000 words, 999 is not acceptable.
the brief schedule:
Week 1: Introductions & first assignments. Week 2: Intro to P1. Week 3: George Carlin. Week 4: First project/paper due. Writing conferences. Week 5: P1.5Intro. Week 6: P1.5 Due/Research for P2. Week 7: Research for P2. Week 8: Presentations of P2. Week 9: P3 Intro. Week 10: P3 Due/Intro to P4. Find groupmates. Week 11: P4 Presentations. Week 12: David Sedaris & P5/P5.5 Intro. Week 13: P5 Workdays. Week 14: P5 Presentations. Week 15: P5.5 Due/Intro to P6. Week 16: P6 Due/P7 Intro. Week 17: P7 Due/Final stuff.
No late work will be accepted without an excused absence & proof (doc’s note, military, funeral, schoolrelated activity). Calling instructor or dean’s office does not constitute an excused absence.
Regular and punctual attendance is an integral part of the learning process. Poor attendance is likely to affect students’ quality of work and overall success in the course. In order to support a positive and comfortable learning environment for students and fair practice in our English and Humanities Department courses, the following policies have been adopted: 1) Since coursework can be both individual and collaborative, regular attendance is vital. If students have five unexcused absences, it will be considered excessive and may result in their withdrawal from the course. 2) Excused absences: a) Students are permitted to make up daily coursework, quizzes, and tests due to documented* illnesses, mandatory military duty or religious obligations, recognized college-sponsored activities, or funerals. b) Students must be aware that merely notifying the appropriate Division Dean’s office or their instructor of their absence does not equate an excused absence. 3) Unexcused absences: All other reasons for absences.
projects and papers:
P1: Report + Persuasive + Funny = Answer to “What is an Essay?” 50pts. P1.5: Profile = Magazine-style. 50pts? P2: Research = Multi-Genre. 100pts. P3: Lyrics + Analysis = Poetry in Disguise. 50pts? P4: Geeky Research of Punctuation/Spelling/Grammar + Collaborative. 100pts. P5: Visual Essay. 150pts. P5.5: David Sedaris + Visual = Something Cool. 50pts? P6: Personal Research + Multi-Genre = Answer to “Who Are You?” 100pts. P7: Combination of Bits & Pieces = Something Different AND Cool. 100pts?
*To document your excused absence(s), you must email the instructor with two items: 1) the missed homework attached (within a week of last excused class date), and 2) proof – doc’s note, email from coach, phone number, link to funeral announcement, etc.
college expectation of 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.
yep. 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. = Papers will be graded within 2 weeks of their due date, usually. = Emails to the instructor must be error-free.
BP=Bits and Pieces. Daily writing practice, essentially. Worth between 10pts-25pts x about 3040 class times = 300-500pts? My Words (MW). 5 words you don’t know meanings to. Research the following: 1) Where you heard it/found it/read it, 2) Definition, 3) Part of Speech, 4) History/Etymology, 5) New original sentence using word. 20pts (4pts per word). Roundtable Peer Review (RPR). Sharing drafts of papers aids the writing process. You will be expected to share drafts with classmates & your instructor. 1025pts possible per RPR.
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 Disability Support Services Office, Mildred Johnson Library (phone 671-2623) as early as possible in the semester.
plagiarism a.k.a. don’’t steal… don steal…
Integrity is an NDSCS core value and there is an expectation that all students, as members of the college community, adhere to the highest levels of academic 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 Planner or College Catalog under College Policies and Basic Regulations of Conduct. 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 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 repeatedly plagiarizes, more severe actions will take place.
breakdown of oints: points::
BP. 300-500pts. MW. 20 x 7? = 140pts. RPR. 25 x 3 times = 75pts? P1 – P7. About 700pts. (Bonus) Tests and Quizzes? Approximately 1300-1700 total points.
code of conduct:
Students will come to class on-time and prepared for discussion. All students will be respectful of others’ ideas and opinions. Participation in class is expected. Cell phones, pagers, and MP3 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:subject additions… chart:subject to changes, deletions, and additions…
Unit 1 Monday August 23: Classes start at 4pm. Wednesday 25 Introductions. Assign BP#1. Pre-Test? September 1 BP. “Strongbad,” “Totally Like Whatever.” Bedford St. Martin’s video (re:writing) on Organization? 8 Intro to Brain Droppings& George Carlin. 101 Greatest GC Quotes. BP. 15 WC. 22 BP. 29 Library Day. BP due online? 6 Peer Review. Test PPTs. 13 P2 Presentations. BP? 20 P3 Research. Look at: The Rosa Parks of Blogs blog? BP. 27 Intro to P4: Essays on texting (Mar/Apr’08 on Delicious). “Pay Attention”/“Does Facebook Unite Us or Divide Us?” TED talk. 3 P4 Presentations. 10 Intro to P5. Intro to P5.5. 17 P5 Workday. BP = Sedaris. Test PPTs. 24 P5 Presentations. BP? December 1 BP. 8 P6 Due in class.Intro to P7: BP Combo? Finals Week. P7 Due. Bonus Test emailed out? Friday 27 Share BP#1. My Words = “Erin McKean Redefines The Dictionary,” TED talk. 100 Words handout. CB/BP? 3 Intro to P1. Dave Eggers essay. Steve Carell essay. BP. BSM: Revising? 10 BP. “The Impotence of Proofreading.” Peer Review for P1. Sign up for WC. 17 P1 Due Saturday.Bonus Spelling Test. BP. 24 P1.5 Due Next Monday in class. WC in class? Bonus Test? BP. October 1: Instructor @TYCA. Continue to research P2. 8: Instructor @GPACW. Work on P2. 15 P2 Presentations. BP? Lucas Self-Assessment/Doc Sharing. 22 Peer Review. BP. 29 P4 Work. BP? Bonus Test on New, Well-Tempered Sent? 5 P4 Presentations. Bonus Test? 12 P5 Workday. Bonus Test on Sedaris. 19 P5 Presentations. BP = Sedaris. 26: Thanksgiving. 3 BP. Bonus Test? 10 BP. Bonus Test? Finals Week. Sept. 1: Last Day to Add Notes:
August 30 Essays that need work. “Shitty First Drafts,” “10 Grammar Mistakes that make you look stupid.” BP. 6: Labor Day. 13 WC = Writing Conferences. 20 Intro to P1.5: Profile. Samples from magazines? BP. BSM videos? 27 P1.5 Due. Intro to P2. BP. BSM videos? “Lies, Damned Lies and Statistics,” TED talk, 6 min. 4 Works Cited pages = WTH. BP. 11 P2 Presentations. BP? 18 Intro to P3/Intro to Poetry Booklet. “James Geary, Metaphorically Speaking,” TED talk, 9 min. 25 P3 Due. BP? Intro New, Well-Tempered Sent. November 1 BP? 8 Intro to Sedaris. BP. 15 P5 Workday. BP = Sedaris. 22 P5 Presentations. BP? 29 P5.5 Due in class. Intro to P6. BP: ABC Experiment. 6 Instructor @TIES conf? BP. 13 Student Evals? Final Test.
4 5 5 5 6
bits and pieces:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. Be bad: Write a bad essay. Attempt writing badly. Minimum: 500 words. Single-spaced please. [Before P1] 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. [GC] Watch your language: What are the words you love, or the phrases you wish would come back in fashion? Interest Inventory: What are your favorite things? Favorite movies, musicians, stores, foods, etc. Address the public: Revive the lost art of letter writing by addressing fellow citizens. [Before P1] Two sides to every story: Pick anything, any topic, and list all the Pros and Cons. [GC] Play favorites: Create some top ten lists. [GC] Be yourself: What are the things that you think only YOU love? [GC] Promote truth: Give us some of your own unique beliefs. [Steve Carell’s essay?] [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?)… [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. [Before P1.5] Collect people: Interview someone you admire but don’t necessarily know. [leahpeah.com/blog] Dear Abby: Write an essay modeled on an advice column, like Savage Love, Dear Abby, or the like. [Steve Carell’s essay?] Examine your paperwork: Find an old note or journal entry or email – Exploit ‘em. [queserasera.org] Make it easy: Tell us about the small habits you’ve adopted to make your life run more smoothly. [lifehacker.com] It’s classified: Create an ad for something you need or something you’d like to get rid of. Show some love: Tell us who your friends are and why they are a part of your life. Blow your budget: You’ve come into ten million dollars – How do you spend it? Spread the words: Pull out great paragraphs and quotes from things you are currently reading. Even headlines from the newspaper work. [Before P1.5] My Family: Write about the members of your family. Describe each person and what they mean to you. [Before P1.5] 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? [Before P1.5] Make your timeline: Make a personal timeline of your past. [Before P1.5] Surveys: It can be so satisfying to test people, and then put them into neat little categories. [surveymonkey.com] [Before P1.5] Make contact: You miss real mail; send postcards to readers, etc. 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? [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). [Before P3] Show us your B-side: What is the soundtrack to your life? Opposite Day: Always sunny & happy? Write a serious/sad post. Share the joke: When something makes you laugh, take note. Brain Droppings, Pg63. Leave the house: Go spend a day in the world. Report back. Reading Experiment:Write a mini-essay using sentences from our assigned reading for today. [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. [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] [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. Racial Experiment: Discuss how one element of your life would be different had you been born into a different race. Essay of Place: George Carlin sample pages 16-20 of Brain Droppings. Blue Collar: “You Know You’re _____ When _____” List. Brain Droppings, Pg21. Book Titles: Create Your Own. Brain Droppings, Pg44. Metaphors: Baseball vs football. Brain Droppings, Pg53-63? [Before P5.5]Homosexuality:Brain Droppings, Pg64-65. [Before P4] Language is Fun:Verbs (Brain Droppings, Pg66), Word Usage (Brain Droppings, Pg67), and Unnecessary Words (Brain Droppings, Pg69). Connect the dots: Of what we’ve read thus far, what connections can you make? How many? Make a list if necessary. Like, Yeah, Like: Write some dialogue like a “Californian Ditzy Blonde.” On the spot: _______. TBA: _______. What would you do for a Klondike bar? 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.”
34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.
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 abrogate abstemious acumen antebellum auspicious belie bellicose bowdlerize chicanery chromosome churlish circumlocution circumnavigate deciduous deleterious diffident enervate enfranchise epiphany equinox euro evanescent expurgate facetious fatuous feckless fiduciary filibuster gamete gauche gerrymander hegemony hemoglobin homogeneous hubris hypotenuse impeach incognito incontrovertible inculcate infrastructure interpolate irony jejune kinetic kowtow laissez faire lexicon loquacious lugubrious metamorphosis mitosis moiety nanotechnology nihilism nomenclature nonsectarian notarize obsequious oligarchy omnipotent orthography oxidize parabola paradigm parameter pecuniary photosynthesis plagiarize plasma polymer precipitous quasar quotidian recapitulate reciprocal reparation respiration sanguine soliloquy subjugate suffragist supercilious tautology taxonomy tectonic tempestuous thermodynamics totalitarian unctuous usurp vacuous vehement vortex winnow wrought xenophobe yeoman ziggurat
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 No: I always loose the product key. Yes: I always lose the product key. 2. It’s for its (or god forbid, its’) No: Download the HTA, along with it’s readme file. Yes: Download the HTA, along with its readme file. No: The laptop is overheating and its making that funny noise again. Yes: The laptop is overheating and it’s making that funny noise again. 3. They’re fortheir for there No: The managers are in they’re weekly planning meeting. Yes: The managers are in their weekly planning meeting. No: The techs have to check there cell phones at the door, and their not happy about it. Yes: The techs have to check their cell phones at the door, and they’re not happy about it. 4. i.e. for e.g. 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. Yes: The outage shouldn’t affect any users during work hours. Yes: The outage should have no impact on users during work hours. 6. You’re for your No: Remember to defrag you’re machine on a regular basis. Yes: Remember to defrag your machine on a regular basis. No: Your right about the changes. Yes: You’re right about the changes. 7. Different than for different from No: This setup is different than the one at the main office. Yes: This setup is different from the one at the main office. Yes: This setup is better than the one at the main office. 8. Lay for lie No: I got dizzy and had to lay down. Yes: I got dizzy and had to lie down. Yes: Just lay those books over there. 9. Then for than 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.
"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, onmessage 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, scientificallyformulated 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!" , ~ a comedic genius and poet extraodinaire
English 110 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: _________________ _________________ _________________ _________________ _________________
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