Ryan Lee
Lesson 1 Journals
Professor Gill-Mayberry
ENG 105 10am-11:50 am
Lesson 1
In the web page titled “Lesson 1”, I have learned what the goals for Lesson 1 are.  These goals are for me to become acquainted with the Blackboard website, as well as introduce me to my peers.  In addition to these goals, I have learned that for this class, attendance matters, as well as submitting assignments on time.  To submit these assignments on time I should refer to the course calendar, which can be found on the Blackboard website.  I also learned that this class can be broken down into four separate units, and each of these units is farther broken down into multiple lessons.  This web page has also instructed me to read the “Start Here Page” as well as the “Information Page”.  In addition I must access and read the “Assignment 1” page.

 

 

Start Here Page
On the “Start Here Page” I learned what to expect from the English 105 course, as well as how to navigate my way around, using the tools, and what my first assignment is.  I was reminded that my professor’s name is Barbara Gill Mayberry, and that she will be the instructor, writing coach, and guide for the English 105 class.  I learned that this is a hybrid class combining both in class meetings, as well as computer sessions.  I must attend these face to face meetings unless explicitly informed via email that there will not be an in class meeting on that date.  I was informed that on the first in class meeting I will be given a short diagnostic in order to assess my writing abilities, yet this will not affect my grade.  I was then given a photo of my teacher, which turned out to be a gold fish from clip art.  I then learned several interesting facts about my professor, such as that she used to play the oboe, and that she has a dog named Hero, after a character in a Shakespearean play.  On a more serious note, I was informed that if caught using the MAC lab printer for work for classes other than English 105 I would be dropped from the class.
In the “What to Expect” section I was informed of the many events that would transpire over my time in the English 105 class.  I have learned that I must keep an Editing Log for all of my writing assignments, which include the Homepage, Ebonics Debate, Media and Privacy Paper, and a research paper or ePortfolio project.  This editing log should record all my errors, so that I may partake in the learning process to better my writing.  I have learned that to succeed in this class, not only must I learn from my mistakes, but I must also be flexible in my work habits.  I must be prepared to do much reading, and take more responsibility in my own learning.  I have learned that if I have any problems or difficulties, I can phone 909-869-3838 to remedy the issue.  I was then given access to testimonials from previous students of this class.  Then, I was shown a page of emoticons, to demonstrate how one may show emotions over the internet.  My personal favorite was +:-) which means priest.
In the rest of the “Start Here Page” I learned many useful and interesting things, such as the fact that I am not alone in my endeavors.  My professor is here to help me learn, not to tell me what to think.  I also learned that Blackboard has its own help link which can give me access to an index for help topics.  In addition there is a specific web page that will assist me with technical issues, or I can telephone Studio Six at 909-869-3099.  If this fails to work, I can ask my peers for help, or my professor.  All content related questions should first be asked of the class, and if this is not satisfactory, then to ask the professor by calling 909-869-3838.  Some Blackboard documents will tell me to attempt to contact my professor at bigillmayber@csupomona.edu, however I should disregard this.  Cal Poly’s email system has proven to be too problematic in the past.  I have learned that in this class I will learn how to use Blackboard, which contains an electronic discussion board, as well as a chat feature and other tools.  I should further familiarize myself with this system in my spare time.  On Blackboard, there are several online tutorials, which will help me understand how to better use this system.  I have also learned that I can receive other student services by visiting the Cal Poly library homepage.  These services include accessing online support, bookstore services, and other important information, such as that regarding tutoring in the Writing Center.
In the section titled “First Writing Sample” I have learned that I should bring a response to this letter to my professor on the first day of the quarter.  This should include my response, my last name, and my section number.  I have learned that the subject line for this assignment should be in the following format:  Your Last Name, First Official Writing Sample, #XXXXX (Insert your class section CRN number from your class list.)  I will only receive automatic point confirmation if my subject line is formatted properly.  The body of my writing sample should include my full name, my CPP student ID, the email address I will be using for this class, phone and address information, where I have taken any previous online English classes before, if English is not my native language, how I decided to take English 105, if I took the placement test and the corresponding score, and if there is anything else my professor should know about me to help me more completely in this class.
In the section titled “Start Lesson 1” I have learned that I should start Lesson 1.  I can do this by following the column labeled “Overview” from the Course Calendar, then clicking on the “Expectations”, “Orientation”, “Chat and Discussions”, and “Lesson 1” links, and read all of them carefully.  Then, I should send the email response to the professor.

 

 

 

Preparing for English 105 Hybrid Online Class
In the web page titled “Preparing for English 105 Hybrid Online Class” I learned many important details for this course, such as prerequisites, computer settings, course requirements, frequently asked questions, tips, and advice from previous online students.  Some prerequisite skills required to succeed in this course include the ability to navigate the internet, download plug-ins, update my browser, utilize email systems, create documents, save documents, and copying text and images cross programs.  In addition I should always keep a positive attitude and a sense of willingness to share my experiences.  Also, I should have strong skills in writing, analyzing, and critical thinking.  Furthermore, I should be resourceful and polite.
Under the section titled “Preparing Your Computer Settings” I learned how to properly adjust my computer’s settings for this class.  However, as I already have background knowledge of the inter-workings of computer systems, I will not be summarizing this section of the web page.  In fact, it is my belief that a few of these “preferred” settings will in fact lead to slower internet connections, as well as probable compatibility issues with many modern computers.  I should probably discuss this issue with my professor.
In the section titled “Course Requirements & Expectations” I learned what my professor expects from me throughout this course.  I learned that participation in online discussions is necessary for me to remain in this course.  If I fail to complete all my homework and exercises by the due dates, then I am not being fair to my classmates, as I am depriving them of possible learning opportunities, whether from my own work or from giving critique on my work.  I learned that I must log into the course and access the Lessons area in order to participate in the class.  I am expected to view these pages at least twice a week, as well as posting to the discussion area at least twice a week.  It is recommended that I frequent the class and discussion areas consistently, as the course moves along at a quick pace.  I have also learned that I am expected to communicate in the class discussions, as well as weave in points and ideas from my readings in the discussion area.  In addition to this, I learned that if grades have not been posted for quizzes or assignments, I should contact the instructor immediately.
In the section titled “Frequently Asked Questions” I learned what some previous students had asked of my professor.  Firstly, it was asked how this hybrid class differs from traditional English 105 classes.  Secondly, it was asked what Blackboard consisted of.  This section included a glowing yellow emoticon, which my tired mind at 2AM found oddly amusing.  Thirdly, it was asked how this class worked.  Fourthly, it was asked if the hybrid class featuring online learning was right for particular students.  This section discussed many qualities students must possess in order to succeed in this class.  Fifthly, it was asked what to do when problems arise.  The professor’s cell number was given as 949-677-2721.  Her email address was given as professormayberry@yahoo.com, and she said that she will respond to messages within 48-72 hours.  Sixthly, it was asked if the Blackboard class was the same as a self-paced class.  Seventhly, it was asked how much time would be expected to be spent online.  Eighthly, it was asked if I had to log on to class at a particular time.  Ninthly, it was asked where we meet for class.  Tenthly, it was asked if taking the hybrid in-progress class was easier than taking a “regular” class.  Eleventh, it was asked what internet skills would be helpful in a Blackboard class.  Twelfth, I have learned that Eleventhly is not a real word, and that “twelfth” is hard to spell without auto-correct.
I have learned that the “Tips” tab from this page in fact does not lead to any tips.  Then once again I was shown the testimonials from previous students.  This time the word testimonials was spelled correctly.
Information
On the web page titled “Information” I have learned that the contents of this page will include announcements, the course description, required materials, contact info, writing center requirements, student services, class requirements, academic responsibility, assignments, and how to calculate my grade.  I have learned that none of the quick jump links work properly. 
In the section titled “Please Note” I was informed once again that I can call Studio Six at 909-869-3099 if I had any difficulties accessing the site.  In addition, if I desire to add the class I should check my email often, and attend class to wait the first opening.  I should also check my email often in order to make sure my email account is active.  If I have spam blocker on my email, I should add my professor’s email address to my list so that I do not miss any important messages or announcements.  I have learned that I should purchase my books before the first day of the quarter so that I will have them the first day of class.  The required books can be obtained from the Cal Poly Bronco Bookstore.  I have learned that if I desire to drop the course, it is my responsibility to fill out a drop slip and submit it, otherwise risk receiving an F on my transcript.  Also, it is a violation of academic conduct to share information regarding tests, quizzes, class materials, user names, and passwords.
In the section titled “Course Description” I learned that this course was designed to prepare me for business and professional environments, with emphasis on electronic communication skills.  Involving study and practice of expository and argumentative writing techniques, the goal is to prepare me for satisfactory writing.  I have learned that I must check my email at least two times a week.  In addition I have several assignments to include, which I should keep up with, as well as my readings, journals, and online meetings.  Also, I have learned that talking on the phone or using the discussion board is a good way to communicate.
In the section titled “Class Overview” I learned what different assignments will occur throughout the quarter.  I will be writing 4 papers, creating a home page, revising essays, completing journals, participating in student directed discussions, participating in presentations, taking quizzes, and writing a research paper and hardcopy portfolio or an electronic portfolio.  I learned that the class is divided into 20 lessons, each with certain activities, which are due on corresponding deadlines on the class calendar.  In addition to these activities such as reading, discussion board postings, and writing assignments, there are other activities such as revisions, editing logs, and reading journals.
In the section titled “Course Objectives” I learned what I will be able to accomplish upon completion of English 105.  I should be able to demonstrate appreciation of effective writing, to show critical thinking, to explain unity and coherence, to use exposition and argumentation effectively, to write logically and coherently with few errors, to explain relationships between audience, tone, purpose, and diction, to recognize and formulate thesis statements, to analyze the structure of essay development, to demonstrate an understanding of logical relationships, to study and log my errors to make my writing more effective, to study and practice stylistic devices, to choose a suitable research topic, to use the library, to use the internet, to evaluate potential sources, to integrate source material, to use the proper style format, and to use the proper forms of citation.
In the section titled “Required Materials” I learned that I should have a college level thesaurus and a dictionary, as well as the two required texts Everything’s an Argument with Reading and The Little, Brown Handbook.  These books are available in the library at the reserve desks.  If access to these is not enough, the financial office provides students with emergency loans.  In addition, a few copies are archived by the CPP Library.
In the section titled “Online Office Hours” I learned that the MAC LAB office hours are good for getting immediate answers to questions as well as getting feedback on issues with my writing.  In addition to the office hours, I can send an email to my professor at professormayberry@yahoo.com.
In the section titled “Email” I learned that I should not attempt to submit assignments via email as an attachment, but rather just included in the text.  When submitting assignments via email, you should include your own email address in the CC box, in order to keep a copy for yourself.  In addition, put your name in the message, thereby “signing” your email.  The subject line should look like “Cal Poly, # 72467, freshman comp, Smith, Assignment #1”.  I learned that I will only get confirmation if my email is filled out in the above manner.  Even if only the # sign is missing, I will not get confirmation.
In the section titled “Writing Center Opportunity for Extra Credit, if desired by the student” I learned that by communicating with a tutor a total of several times will earn extra credit.  I learned that while we will be reminded to visit the writing center throughout the quarter, it is our responsibility to pursue tutorials.  The Writing Center is located in Building 1, and you can call it at 909-869-5343.  The library internet databases are accessible anywhere with internet access.
In the section titled “Student Services for Freshmen” I learned that our tuition funds several services, such as the writing center, math center, reading center, disability programs and services, and extended opportunity programs and services.
In the section titled “Course Requirements and Expectations” I learned that failing to participate in meetings may lead to being dropped from the course.  Assignments must be submitted on time.  I learned we are expected to communicate in class discussions, as well as online discussions.  I also learned what the professor expects from students, in regards to courtesy, academic honesty, and plagiarism.  In addition to this, I learned the ten methods of evaluation the professor uses when grading written assignments.  The topic sentence must be concrete, there should only be minor lapses of unity, coherent devices should be used well, sentences should vary as well as remaining clear, thoughts should be strong, logical, and deep, grammar should be correct, the writer should evaluate and integrate all materials, and the writer should use proper documentation.  I then learned how grades are calculated.

 

 

 

 

Assignment 1
In the webpage titled “Assignment 1” I learned all about Assignment 1.  I learned that the purpose of the assignment is to familiarize me with Blackboard, help know my peers better, test my ability to follow directions, get me started on the writing process, and help me practice drafting, revising, and publishing.  After completing Assignment 1, I will have made my homepage.
In the section titled “Getting Started on your First Writing Assignment” I learned that I will be using the Blackboard program, and must first log in, then click on tools, then click on homepage, then enter the information in the introduction text box, then finally add a picture for the profile.
In the section titled “Graphics” I learned that I should add a graphic that represents my personality, taken from the internet.
In the section titled “Writing Assignment (Part 1)” I learned that I should introduce myself through the eyes of my pet in the first paragraph.
In the section titled “Writing Assignment (Part 2)” I learned that I should explain how the graphic I chose represents me.  In addition I should explain a goal that I wish to accomplish as a result of taking this English class, and why I signed up for the class.

 

Ryan Lee
Lesson 2 Journals
Professor Gill-Mayberry
ENG 105 10am-11:50 am
Lesson 2 Activities
In the web page titled “Lesson 2 Activities” I learned that the goals for this lesson are to learn effective reading techniques, to try journaling, and to understand the criteria for grading.  Step one is to read and journal chapters 1-3 in Everything’s an Argument and chapters 8-11 in The Little Brown Handbook.  I learned that to become a better writing I should read more.  I also learned that the reading activities will slow throughout the quarter.  However, to keep up with the reading, I should keep a journal of all readings throughout the quarter.  All the reading activities are opportunities to earn participation points in the class.  If I feel overwhelmed by all the reading, I should focus on my writing assignments.  I learned that all the reading activities and class discussions were created in order to help me develop ideas for my writing assignments.  I have learned that the first online student directed discussions will begin as soon as the reading begins.  Those who choose to lead discussions should post questions in the forum titled “Student Directed Discussions”.  If I have any questions I can call the 24 hour Hot Line at 310-635-4143 or email my professor at professormayberry@yahoo.com or post a message on the discussion board.
Step two is to actually post the questions for student led discussions.  If you choose to lead a discussion, you should indicate the Lesson # of your discussion by using a good subject line, such as “Smith’s Lesson 2 Discussion”.  I learned that directors should constantly participate in their discussions by replying to students.  After the discussion has adjourned, the leader should send the instructor an evaluation of the discussion.  Step three is to respond to the student directed discussion questions.  Step four is to read the Sample Paper Handout to become familiarized with good writing and grading methodology.  Step five is to complete the assignment explained in the Sample Paper Handout.  Step six is to view the video tutorials to become a stronger writer.  Step seven is to complete the interactive exercises to develop English skills.  Step eight is to create a Sample Error Log Process Report.

 

 

 

 

Journaling
In the web page titled “Journaling” I learned that there are three basic types of journals: reading, assignments, and personal.
I learned that Reading Journals are given with the intent of improving the reading and writing skills.  These journals will count towards my participation throughout the quarter.  I learned that reading journals are written responses to reading.  There are many questions that can be responded to in my reading journals, such as the following:
What are your reactions to the work? What in the work are you responding to?
How sound are the work’s central idea and evidence?
How well does the author achieve his or her purpose? How worthwhile is the purpose?
How authoritative, trustworthy, and sincere is the author?
How unified and coherent is the work? Do its parts all support a central idea and clearly relate to one another?
What do color, graphics, or (online) sound or video contribute to the work? Do such elements add meaning or merely decoration?
What is the overall quality and significance of the work?
Do you agree or disagree with the work? Can you support, refute, or extend it?
What claims does the writer make?
What kinds and quality of evidence does the writer provide to support the claims?
What assumptions underlie the argument, connecting evidence to claims?
What is the writer’s tone? How does the writer use language?
Is the writer reasonable?
Is the argument logical? Has the writer committed any fallacies?
Are you convinced? Why or why not?
I learned that Assignment Journals are directed towards journaling handouts given in class, as well as essays assigned throughout the course.  I learned that we are expected to read all the assigned essays and to answer the questions at the end of them, to improve comprehension and memory of the reading.  This is called “active” reading.  I learned that the more responses I have, the more participation I will earn.
I learned that Personal Journals are intended to strengthen my writing skills.  This process is purposed to help a writer convert thoughts to words.  The three types of personal journals are dream journals, learning journals, and private journals.  I learned that private journals will not be collected, as the author should feel as if they can write anything.  In addition, journaling should be free and expressive, so grammar, spelling, and other sentence structure concerns are unnecessary.

 

 

 

Student Directed Discussions
In the web page titled “Student Directed Discussions” I learned all about discussions led by student directors.  I learned that all students who desire a passing grade must direct at least one student discussion, and that discussions should cover concepts discussed in Everything’s an Argument.  I learned that participation is mandatory, and contributes to the student’s grade.  I learned that student directors must discuss readings appropriate to the current lessons, and should develop thoughtful questions that lead to analysis of the argument in the reading.  Student directed discussions should be posted in the forum titled “Student Directed Discussions”, and these posts should include your last name, the lesson, and the topic being discussed.  If you miss your turn at leading a discussion, points will be deducted from your final grade.  I learned that there is a grading criteria for credit in these student directed discussions.  Those students, who desire full credit should show perceptive analysis, identify strengths and weaknesses, present cogent responses, provide reasons to support their response, ask thoughtful questions, add elaboration, and always remain respectful and rational.  Examples of students who will not receive credit are those who fail to make postings, respond to the wrong article, show a lack of understanding of the article, respond in a sentence or less, or respond in a derogatory manner.

 

 

Sample Paper Handout
In the web page titled “Sample Paper Handout” I learned that I should become familiar with the grading criteria of English 105, as to what constitutes an A paper, a B paper, etc.  In order to fully understand the requirements of the assignment, I should also read the Grading Criteria Handout.  Finally, I should consider the format of the essay, as to whether it is documented correctly.  I then learned that I should participate in the discussion forums, and what to do in the situation that I am the first student to post a message, or if I am not the first student to post a message.  I then learned that I should respond to other student’s responses, either by agreeing with them, or disagreeing with them and defending the grades that I gave.  We will eventually discuss in lab the actual grades each paper earned.

 

 

 

Grading
In the web page titled “Grading” I learned about the qualities of effective expository writing, as well as what qualities determine what letter grade a paper receives.  Central ideas are judged by their relevance, scope, and clarity of the stance taken.  Organization is the arrangement of ideas, and how connected those ideas are.  Support is graded by how much the reader can experience my ideas, feelings, and opinions.  Voice is judged by how much the reader has a sense of the writer’s relationship to the topic and to the audience.  Diction is graded by how many ways in which ideas are joined.  Of course, grammar, punctuation, spelling, and format are important to achieving a good grade.  Unity is judged by how wholly the ideas communicate a clear, central purpose.  Development is critiqued by the reader being satisfied with their understanding of the writer’s points.  Fluency is graded by how well ideas are connected logically, avoiding clichés and generalizations.

 

 

Ryan Lee
Lesson 3 Journals
Professor Gill-Mayberry
ENG 105 10am-11:50 am
Lesson 3 Activities
In the web page titled “Lesson 3 Activities” I learned that the goal of this lesson is to complete Assignment 1.  The first step is to read chapters 4-8 in Everything’s an Argument and chapters 1-4 in The Little Brown Handbook.  The second step is to discuss the questions posed by the student directors.  To lead a discussion, first indicate the Lesson # that your discussion will cover, and include an appropriate title.  Discussions should last about a week, so leaders should update regularly, then email an evaluation to the instructor.  The third step is to respond to all of the discussion questions in order to keep the discussion flowing.  The fourth step is to respond to the graded versions of the sample essays.  The fifth step is to take the orientation quiz.  To take a certain quiz, you request a private teacher conference during lab.  You may use books and class notes during the quiz.  If you still have difficulties while taking the quiz, however, ask the professor to forgive your statement of readiness, and request to retake the quiz at a later time.  The sixth step is to complete Assignment 1.  The seventh step is to read ahead in order to prepare yourself for upcoming units.  The eighth step is to view the video tutorials in order to better develop and organize your essay for Assignment 2.  The ninth and final step is to complete the exercises to develop your writing skills.  In addition, I learned I must visit the writing center to ask for advice on the upcoming Ebonics Essay.  To receive the extra credit, I must send an email to the professor evaluating the first experience with the writing center.  In addition I must bring a stamped receipt of my tutor conference.