DR C'S Academic Online Cruise Ship—Week Nine: The Crew Takes a Spring Break

To read the initial post about Dr. C's Academic Online Cruise, go HERE.

DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102
ONBOARD AND ONLINE—WEEK NINE: MARCH 10-16

SPRING BREAK!  No classes held.

DR.C's Academic Online Cruise Ship—Week Eight: Language and Power

To read the initial post about DR C's Academic Online Cruise, go HERE.

DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102
ONBOARD AND ONLINE—WEEK EIGHT: MARCH 3 to MARCH 9

ONBOARD—WEEK EIGHT
Day One

This week I focused on discussing the paper that will be due on Day Two. It will be the Diction Theme. There would be two choices:

Post-Colonial Composition 
Pedagogy

Choice A.  In Chapter 1, Shafer, author of Linguistics points out that language has power. In an excerpt from an essay in the book Post-Colonial Composition Pedagogy, edited by Monique Akassi, Akassi discusses language and “culture of power.” Also, Shafer how people “code switch” as, also, does Gerald Witherspoon in an article in Post-Colonial Composition Pedagogy. How does language give one power based on your personal experience and what Shafer, Akassi, and Witherspoon share? Write a well-developed five-paragraph theme answering this question.

Choice B. In Chapter 2, Shafer shows that words can be very persuasive. He points out this fact and gives directions for a paper: Words are explosive. They can be used to spark action where none otherwise be taken. They can inspire perception about life and survival that might not have previously existed. Look at the political language of Bush [George W.], Roosevelt [Teddy], and Beveridge [Sen. Albert] and discuss propaganda, how it operates, what it says and cleverly doesn’t say. Write a well-developed five-paragraph theme addressing these issues.

As you can see I gave the same assignment to my online crew. What I could do with this assignment regarding discussion would be to go into more depth. I worked to ease the crew’s feelings about doing either assignment. It was through discussion that I could work to get them to go beyond just what was written in the book or essay. 

DR. C's Academic Online Cruise Ship—Week Seven: Causes/Effects/Solutions

To read the initial post about DR C's Academic Online Cruise, go HERE.

DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102
ONBOARD AND ONLINE—WEEK SEVEN: FEBRUARY 24 to MARCH 2

ONBOARD—WEEK SEVEN
Day One

I focus intensely on the upcoming assignment—causes/effects/solutions.

The choices are:

Choice A. Write about the three causes, three effects, and three solutions of a personal challenge you are currently facing. In addition, to what you personally think is ONE of the major causes, ONE of the major effects, and ONE of the major solutions in body paragraph one, you need to provide a parenthetical citation for every cause, every effect, and every solution to support your discussion regarding the cause, effect, and solution. Thus, there should be at least three parenthetical citations, one for a cause, one for an effect, and one for a solution. And a works-cited page is needed.

Choice B: Write about a cause, effect, and solution to the serious situations that have occurred at Newtown, CT, Aurora, CO, and Parkland, FL. In addition, to noting ONE of the major causes, ONE of the major effects, and ONE of the major solutions in body paragraph one, you need to provide a parenthetical citation to support your discussion regarding the causes, effects, and solutions. Thus, there should be at least three parenthetical citations, one for a cause, one for an effect, and one for a solution in body paragraph one. And a works-cited page is needed.

Thus, I expect a minimum of three (3) different resources and three different parenthetical citations. I am trying to give my trainees an opportunity to cite. I need to see if they are beginning to understand how to do so. Yes, they have been with different captains on an English 101 ship. However, just the experience on the 101 ship is not enough. And based on their inquiries, this is made quite evident.

There are three (3) different samples for them to follow. They are in their handbook. I have written the samples. I have even demonstrated how to write such a paper totally objectively or personally. I do choose the personal challenge dealing with hypertension. I believe if one’s crew never sees the captain write, it is not fair to expect the crew members to do what they have never seen the captain do.

DR. C's Academic Online Cruise Ship—Week Six: Time for Conferences

To read the initial post about DR C's Academic Online Cruise, go HERE.

DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102

ONBOARD AND ONLINE—WEEK SIX: FEBRUARY 17 to FEBRUARY 23

ONBOARD—WEEK  SIX
Day One

This is the week I began conferences. I would have these in my office, not in the classroom or just outside of the classroom. Experience has taught me that, after the discussion and assessment of the assignment, trainees may choose to share some very personal things, nothing having to do with the assignment. I want to ensure total comfortability and no concerns about anyone hearing what they tell me.

The conferences are about 25 to 30 minutes per trainee. 

While I am in conferences, I have placed the trainees in groups of three or four. I give them a worksheet that has passages with mechanics and grammatical errors, single sentences that contain the same such errors, and the directive to write a group paragraph. 

The question each group must answer in one paragraph is the following: Why is learning the correct answers and the reasons for the answers for paragraphs and sentences so very important?

I peeked in the classroom to see how the groups were doing. They were working together. I was so pleased. I knew no group would be finished with this activity in one class session. That is why this activity could cover Day One and Day Two. 

After the Day One session, they were to place the test sheet and the answer sheet in my mailbox on the ship. Then, on the second day, I returned the test sheet and their answer sheets back to them so that they continue on the test.

Yes, theoretically, this should work. Trainees come to their conferences. Other trainees work in groups.

Reintroducing Bare Essentials Bit—The Audio Series

In 2017, DR C introduced a weekly audio series titled, Bare Essentials Bits: All You Wanted to Ask About a Grammatical/Writing Tidbit but Were Too Embarrassed To Ask!

Each 5-minute audio addresses a spelling challenge or grammatical issue that stumps or confuses writers, such as knowing when to use then or than or their, there, or they're. The series also explored punctuation marks, apostrophes, and commas.

Because of the solid response we received from listeners, we decided to repost the audio series. While you will hear MANA's DR C announce specific dates from August to October 2017, the grammar tips remain relevant.

If you still have questions about grammar or punctuation after listening to any of the episodes, feel free to email DR C at info@marketingnewauthors.com. Put on the subject line: "Bare Essentials Bits—Got a Question." Thank you! 

Now, enjoy the Bare Essentials Bits audio series! 

Audio Series

How do you use the apostrophe mark with contractions? Click on the player below for the answer. 

Miss Previous Episodes? Check Out the List Below:  

1. What's the difference between "affect" vs. "effect" and how are these words used? Click HERE to listen for the answer. 

2. When do you use "come" vs "came"? "did" vs: done"? "run" vs."ran"? "saw" vs."seen"? Click HERE to find out the answer.

3. This podcast gives tips on when to use "there," "they're," and "there." Click HERE to listen to the episode.

4. How do you use the apostrophe mark when a noun ends in "s"? Click HERE for the answer.

Want more "bits" about grammar? Then check out the book, Bare Essentials Bits—The Book: Providing the Puzzle Pieces of Good Grammar, Precise Punctuation, and Accurate Word Choice on MANA's website by clicking HERE: 

DR C's Academic Online Cruise: Week Five—Common Mechanics and Grammatical Challenges

To read the initial post about DR C's Academic Online Cruise, go HERE.


DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102
ONBOARD AND ONLINE—WEEK FIVE: FEBRUARY 10 TO FEBRUARY 16

ONBOARD—WEEK FIVE
Day One

This was another unusually stormy day at sea. The cruise line put out a message to all of its ship’s captains and crews that it would be best not to have any class sessions today. I made sure no one missed the e-mail contacts. 

WEEK FIVE
Day Two

Whew! The waters had calmed down significantly. So, my trainees were ready for the regular 1-1/2 session. 

The first thing I did was present a sign-up sheet for one-on-one conferences that would take place next week. Since everyone has other responsibilities besides just attending training sessions, my trainees signed up for the times on the sheet that fit their personal schedules. 

Some conference times were available during session times. This was to accommodate those who only would have time to meet with me during session time. I encouraged those who knew they were limited in times they could meet with me not to sit back and let those accommodating times be taken. I told them to let their fellow trainees know if they were not able to sign up before others had begun.

After that task was completed, I continued with the session encouraging any questions regarding what was expected during these conferences. Yes, I had covered this in the past. However, I have learned that it never will hurt to provide time for questions. Yes, there were some. 

DR C's Academic Online Cruise: Week Four— Preparing for the Midterm Exam Assignment

To read the initial post about DR C's Academic Online Cruise, go HERE.

DR C—CAPTAIN'S LOG
ADVANCED ENGLISH COMPOSITION 102
ONBOARD AND ONLINE—WEEK FOUR: FEBRUARY 3 to FEBRUARY 9

ONBOARD—WEEK FOUR
Day One 

My total focus is working to prepare the trainees for the upcoming midterm exam assignment. It is an argumentation assignment in which the hypothetical audience is the Congress of the United States. I may have mentioned this in an earlier blog post. By the end of Week Two, everyone should have posted his/her proposed topic keeping in mind that the topic had to be a controversial one that Congress may consider. 

Each trainee had to propose at least one topic; however, s/he could, also, post more. Then, I would review and approve or not approve every topic posted. The post was to be very short and follow the same format: For or Against? 

No discussion about the topic by anyone was to be added. If I did not approve a topic, I provided a detailed reason. I encouraged every trainee to read my reasons for disapproval to help them understand and see how a "critical reader" may view posts. Any topic approved, not just the one posted, anyone could choose for the assignment. 

Teaching Argumentation is a Requirement

Bare Essentials Handbook

Chapter 8 of the handbook, Bare Essentials, gives a thorough discussion of how the assignment should be developed. Argumentation is a major form of writing that this cruise line requires every captain to teach. Of course, each captain may choose this/her way of approaching this form of discourse. Still, everyone is expected to make certain that all trainees understand the importance of the following:

* audience
* development of a thesis that states a position and reasons for that position 
* development of support
* a respectful acknowledgment of opposing viewpoints
* a respectful refutation of those viewpoints

Having taught this discourse many times, I have asked my former trainees to critique my technique and the handbook used. They have given me very useful suggestions for improving my teaching and making the handbook even more effective in teaching this particular discourse. They have suggested my color-coding the format of presentation of the body paragraphs. This addition has been quite useful in helping my trainees understand the format I wanted and to insure they understand the reason for this format.