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James Ramos

Economy & Finance Education

Goal Earn “A’s” for the Fall semester ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Identifying Bottlenecks (~) for this week: More Internal versus External ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],James Ramos Com 499 October 17, 2007 iFactory

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Sample: (On a weekly basis) 5 Oct. 24 ,[object Object],HWST 107 9 6 Oct. 16 Oct. 18 ,[object Object],[object Object],ILO 201 4 Oct. 30 Write 7pg. Service Learning Opportunity Reflection Paper CAS 301 8 7 7 3 Oct. 15 (LATE) Oct. 17 Oct. 17 Oct. 17 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],COM 499 10 Oct. 16 ,[object Object],COM 340 Priority level (1-10) Due date This weeks HW inventory Classes

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English 1302.WC1: Composition II Fall 2014, Central Park Campus Course Number: ENGL 1302 Course Title: Composition II Instructor: Wendy Commons Office: E221, Central Park Campus Office Hours: Monday, 11:30 a.m.-12:30 p.m. online; 2:30-3:30 on-site Tuesday, 1:00-2:15 p.m. on-site Wednesday, 11:30 a.m.-12:45 p.m. on-site Thursday, 1:00-1:30 p.m. on-site Friday, 9:30-10:30 a.m. online (Other times available by appointment) Email: [email protected] (Preferred contact method; please allow 24-48 hours for response. Email may not always be checked on weekends.) Office Phone: 972-548-6823 Department office contact in case of emergencies: Office of Academic Affairs, B-122 F, 214.491.6270 “When asked, ‘How do you write?’ I invariably answer, ‘One word at a time.’” - Stephen King Class Information: Section number WC1, Online, Central Park Campus Special Considerations for Online Students: Because this class has no face-to-face component, your primary method of receiving information will be through text. You must read all course materials thoroughly and carefully. You also need to check course materials and email regularly (I’d suggest at least twice a week), which naturally requires a computer with internet access. If you don’t have one at home, I highly recommend choosing a study location where you can access one (library, home of a friend or relative, etc.) and planning to spend a lot of time there over the course of the semester. We do not have a strict schedule in which everyone is expected to be online at specific times, but all students are expected actively participate in class activities. Technology Requirements: To successfully complete this course, students must have ready access to a computer with internet access and access to Blackboard. Students should also know how to send emails, attach files to emails and discussion board posts, and type and save documents in Microsoft Word or a similar word processing program. Netiquette: Part of your evaluation will include work done in online class environments (Blackboard and TurnItIn.com). The activities in which you participate in our online class space should be conducted as if you were in a classroom. Be courteous to your fellow students and to your instructor. In discussion board posts, emails, and other online exchanges, I expect you to use the sort of written language I would see in an essay that you would turn in for a grade: no IM-speak, no slang, no all-caps, no no-caps. I don’t have problems with the occasional emoticon, but just make sure that everyone can understand the point you are trying to communicate. Course Description: Intensive study of and practice in the strategies and techniques for developing research based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, v ...

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Study day What to do How much time Fri Dec 7 Day 1 Sat Dec 8 Day 2 Sun Dec 9 Day 3 Study Day What to do How much time Mon Dec 10 Day 4 (I’m taking Sat off.) Tue Dec 11 Day 5 Wed Dec 12 Exam Day! Steps to Creating a Study Plan Step 1: Gather information about the exams at least a week before each exam. Ask your professors for information about the exam format. (Ex: multiple choice, short answer, essay, T/F, matching, fill-in-the-blank, etc.) Ask about the total point value & the point value for each section. (60 points for essay, 40 for MC.) Gather the dates, times & locations of each exam. (Write them all down in one place so that you can SEE them coming (calendar). This will help you plan ahead.) The worst thing an instructor might say is “I don’t know” or “I can’t tell you.” Steps to Creating a Study Plan Step 2: Create a Time Schedule Look ahead. Then, counting backward from the date of the exam pick 5 days on which you will study for the exam. EX: If your exam is on Monday, Dec. 10th, then your five study days could be Tues, Wed, Thurs, Fri & Sun (taking Sat off). Step 2: Create a Time Schedule… Now that you’ve picked 5 days, create a Study Plan chart like this:Study DayWhat to doHow much timeFri Dec 7 Day 4 (I’m taking Sat off.)Sun Dec 9 Day 5Mon Dec 10Exam Day!Study dayWhat to do How much timeTues Dec 4 Day 1Wed Dec 5 Day 2Thurs Dec 6 Day 3 Steps to Creating a Study Plan Step 3: Create a Menu of Effective Study Tools & Strategies MENU: A chart that shows all the possible study tools and preparation-review strategies that you might use during your study time. Examples of Tools: Dry erase board, flashcards, online quizzes, outlines, class notes, Powerpoint handouts, highlighter, mind mapping, etc. Preparing/Organizing Strategies: Are primarily writing strategies that help you to identify what you need to learn and help you to condense it, organize it and write it. May also include recitation. Review Strategies: Are primarily recitation strategies that help you rehearse, extend, understand, self-test, and evaluate your learning. May also include writing. Example #1: Menu for a Sociology Exam Study ToolPreparation/Organization Strategy Review StrategyHighlighting & Underlining Highlight all key terms & phrases. Underline key supporting details & examples. (Only highlight 10% of the text I am reading.)Look, cover & recite method. Read highlighted parts, cover the parts, recite out loud, then uncover & check to see if I got information correct. Note cardsWrite out the key terms and definitions on note cards.Flip through cards, memorize & test myself. Create piles of “know” and “don’t know” cards. Keep going through cards in “don’t know” pile until all are moved into the “know” pile. Continue to review all.Dry erase boardWrite out key ideas on board that I am having trouble memorizing. Summarize or paraphrase in my own words out loud. Erase and redo. PowerP.

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New directions for collaborative writing in courses across the curriculum, including practices that significantly reduce the grading workload. Slides are for faculty and graduate instructors who 1) use team writing projects in their courses and capstone projects, 2) have used team writing projects in the past and would like to make them more effective, or 3) would take advantage of team writing projects if they had tools for designing effective assignments that reduce the paper workload. Workshop Description Instructors may recognize that writing provides students with unique and powerful opportunities for learning, but the time commitment required for grading writing can be a barrier to using writing in class. Collaborative writing can help instructors realize the benefits of writing to learn while turning the burden of grading into efficient teaching. This workshop presents strategies for designing collaborative writing projects that reduce the paper workload by up to 83% while giving teams the structure they need to work together productively. We address questions about creating diverse teams and grading individual contributions, assigning teammate roles, and structuring peer review. We also discuss strategies for addressing common student concerns about unequal teammate contributions and conflict resolution. Learning Outcomes Participants will be able to Save time when grading student writing assignments Design writing assignments that promote learning of course content Use peer review to reinforce course learning objectives

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