This document contains notes from English 101 class sessions. It includes samples of in-class writing assignments on various topics, such as personal experiences with writing, descriptions of classmates, debates, and reflections on writing processes and papers. The notes cover multiple sessions over several months and provide insights into the types of assignments and discussions in the class.

1. Taylor Foster
Brooks Rexroat
ENG-101-136
English 101 Class Notes
Session1 (8/26/14):
In Class Writing:
Throughout the years, I have always hated writing and I still do. However, my writing is
not too horrible. I have difficulty transferring my thoughts to paper. I would rather stand up and
give a speech, where I can explain myself without having to worry about punctuation, or spelling
mistakes.
Over the past year, I was forced to write many speeches and committee reports as student
body president. Committee reports are the easiest to write, because they are based on facts and
can generally self-organize themselves.
One of my biggest fears is reading personal stories aloud. My writing is one of my
biggest insecurities, so I prefer not to share it. I’d rather keep it to myself. I always hate when
teachers call on me to share with the class.
Session2 (8/28/14):
In Class Writing:
 Name: Shayla
 Major: nursing
 Hometown: Greyson. Kentucky
 Siblings: 1 younger sister, 2 younger brothers, and 1 older brother
 Hobbies: painting
 Choose Marshall because walked onto the track team
 Pets: 1 dog
This is Shayla Henderson. She is a nursing major from Greyson., Kentucky. She enjoys
painting. She has 1 dog. She walked onto Marshall’s track and field team. She does high
jump and long jump.
Session3 (9/2/14):
In Class Writing:
In the 8th grade, we had an in class debate. Our topic was abortion. I am very profile.
There was another girl in my class who was prochoice. She started the argument by stating
“everyone has their choice” and we just started debating back and forth that the baby also has a
choice. The debate lasted all of class until the teacher finally stopped us.
Session4 (9//4/14):

2. In Class Writing Part 1:
My best piece of writing was my 9/11 Memorial Speech. The speech was the 1st one I had
to make as student body president. I felt extremely pressured to make the speech perfect. After
hours and hours of trying to find the proper words to express such an emotional time and a tragic
event. I was so nervous about it. I read the speech to my parents first to have them help me make
corrections. They completely praised it, which is completely normal if you knew my parents. It
did, however, help me feel more confident when I showed it to my advisor. She loved it, as well.
I felt great about it and even more confident to make the speech at the memorial. I made the
speech and got so many compliments and feedback. I felt so good about it.
In Class Writing Part 2:
I want to study athletics and how it effects students, because I am a secondary education
major and want to be a coach. Students should be encourages to play not only one sport but
multiple sports.
Session5 (9/9/14):
In Class Writing:
My writing process hasn’t been too bad. I have acquired a lot of research and got a lot of
work done, or so I think. Once I have laid all the ground work, I start to rethink and question
myself. I also have trouble keeping myself on track. I like to procrastinate. It is a problem I
struggle with every time I get an assignment.
Session6 (9/11/14):
In Class Writing:
Edit proposal paper before peer review.
Session7 (9/16/14):
Unit One Post Write:
1.) The most difficult part of this assignment was staying on task. I kept getting
sidetracked whenever I would try to finish my paper.
2.) I set small goals for myself. I would set aside time for reading this and writing that to
help ensure that I could complete the paper.
3.) I finished my first college paper. I can feel as if a huge weight has been lifted off my
shoulders and I can finally breathe.
4.) The best advice I received was to elaborate on the coaches I have had in the past and
the different coaching styles they used.
5.) I don’t think there was anything I really left out.
Session8 (9/18/14):
In Class Writing:

3. The process I used took too long. I would write some then come back later to write some
more. I never sat down just to write. Next time I write my paper I will sit down, write it all at
once then I will be able to add on and make adjustments when needed.
Session9 (9/23/14):
In Class Writing:
1.) The model, Dwayne Wade
2.) The words used and their meanings
3.) The colors
4.) The circular motion
Session11 (9/30/14):
In Class Writing:
The fallacies helped persuade you to think the way the reporter wanted you to think. They
gave enough information to prove their point, but left out the information that could be argued.
Session12 (10/2/14):
In Class Writing:
My time management this week has been much better than others. I have been failing
behind in Biology, so my main focus has been on that. I have also spent quite some time on this
paper. Biology and English are my most time consuming classes. My only downfall of this week
has been my Netflix addiction. I started a new series, which was very stupid. Next week, I will
try to limit my Netflix usage.
Session13 (10/7/14):
In Class Writing:
For my essay, I feel I deserve an 18 or 19. I formatted my essay really well, but I feel I
may lack insightful analysis.
Session14 (10/9/14):
In Class Writing:
The memo was organized to make the paper easier to scan read. The headings and
subheadings really made it more effective. If I had a few more hours to work on my paper, I
would look more into the magazine itself. Describe the surroundings a little more.
I definitely look at advertisements differently, because now I focus more on how the
advertisement was put together than the actual product. I have learned a lot about advertisements
and argumentative fallacies.
Session15 (10/14/14):

4. In Class Writing:
The only time I’ve had to limit my writing is for Haiku poems. You have to set the tone
and meaning in 17 syllables. That is a lot of pressure.
Session16:
In Class Writing:
The government should be responsible for creating jobs for many reasons. The number of
people who are unemployed or on welfare is substantial. A lot of these people are able to work
but are unmotivated to do so. If the government were to provide jobs to these people instead of
just handing out free money, things would be a lot fairer.
Acknowledging Opposing Views:
The government should not have to create jobs. This is a democracy and the government
should not be able to control small business. They should want to help them thrive so that they
are able to provide jobs to the American people. Small town businesses for small town
Americans!
Practical Application:
An opposing view point is year round practice for a specific sport.
Session17:
In Class Writing:
Everyone has been at a point in their when a door gets shut in their face. The solution is
quite simple: HOLD THE DOOR! It’s a simple gesture that could help someone significantly. It
could keep them from having to take out their access card or from dropping everything in their
hands.
Solutions for Walking Around Campus:
 Leave for class earlier
 Be courteous to others
Session19 (10/28/14):
Unit 3 Post Write:
 While working on my paper I developed a few paragraphs, and added a little bit to
them every time I sat down to work on it. The night before the paper was due I
completely erased everything I had worked on and started from scratch to develop
my final draft which I am very happy with compared to the one I started with.
 The strongest part of my essay is the part where I was able to take about the
things I am very passionate about.

5.  The weakest part of my essay is the cover page. I should have went into more
detail about the magazine I selected.
 I would try to describe more benefits of athletes playing multiple sports than I did.
 I would give it a C, it is not as well thought out as it should have been.
I still need to expand more on the philosophies of coaching. I haven’t really been able to focus
on them much throughout the units.
Session21 (11/4/14):
In Class Writing:
1.) The family stickers
2.) “If you can read this get off my ass” in small letters
3.) All political bumper stickers
Bumper Sticker Comprehension:
For complete comprehension of the “coexist” bumper sticker, you have to understand
each part of the letters. You have to know that each symbol represents a different group. It shows
that the person who has the bumper sticker wants everyone to get along and “coexist” with each
other.
Notes:
1. Present a thesis and introduction
2. Use definitions, explain all words of your thesis and give good examples. Do NOT use
dictionary definitions, use your own definition that goes along with your topic.
3. Discover and use a clear history of your topic
4. Ask and answer good questions
5. Make connections between all research points to help give your paper background.
6. Wrap up the paper: reiterate the thesis and tie up all loose ends to make all the
connections you can.
Homework:
Build an updated outline of research paper and create an opening paragraph.
Session22 (11/6/14):
In Class Writing:
I’m supposed to be writing about ridiculous things so I can come up with a good strong
thesis statement. I am not really sure how I am supposed to do that but okay. My thesis statement
should contain things about coaching philosophies.

6.  Every coach has a different philosophy for taking charge of their team, each way reflects
the personality of the coach and a team as a whole.
Practice Research Paper:
 Present Thesis Statement:
 Within 30 years of the invention of the flying car, Canada geese will become extinct.
 Define Key Words:
 Invention
 flying car
 Canada goose
 extinct
 History:
 the evolution and flock size of Canada geese
 cars, the production and expansion
 extinction, how geese can go extinct other than by flying cars
 Ask and Answer:
 Why geese?
 Why cars?
 Is car feasible?
 Why 30 years?
 Why invention?
 Proximity?
 Conflict?
 Make Connections:
 Build sub claims (small baby theses that need proved)
 The flying car is realistic.
 Geese will be affected by flying cars.
 The time frame of 30 years.
 Geese will actually go extinct.
 Geese will be around and the extinction will be directly related to flying cars.
 Conclude:
 Make the conclusion of your thesis statement.
Session23 (11/11/14)
In Class Writing:
Create your own in class writin*g. Ask questions that you need to know.
Questions:
1. How did you pick your subtopics? How did you organize your paper?
2. If you could change your thesis, what should you change it to?
3. Rephrase your thesis statement 3 different ways.
4. What do you do when you hit a wall while writing?

7. Session 25 (11/18/14): no in class writing
Session 26 (11/20/14)
In Class Writing:
1. What have you put in to this class?
I worked on my essays outside of class with Shayla throughout every essay. We would
brainstorm ideas, read each other’s work, and make appropriate suggestions. Recently, we
started meeting with Sage to get more feedback and give our feedback on her work when
needed. Before turning in my papers, I would send it to my grandma who is an English
teacher. She would proofread* and give more scholarly advice.
2. What did you learn from classmates?
I learned to always show up to class or your classmates will talk about you and hate you. I
also learned you should get to know your classmates, so they can help you with hard
assignments.
3. What has been your biggest struggle with this class and how did you fix it?
My biggest challenge is procrastination. I need to start my assignments earlier than I have
been. I would wait until the last possible moment and stress myself out. I never fixed it, I
would just sleep it off.
4. What can you do now that you couldn’t do in August?
I can pull a paper together in less time than I could in high school.
5. Write a thesis statement on your time in this class.
Being able to allow myself to pick a new topic for each paper would have allowed me to
expand my knowledge and become excited about each individual assignment.
6. Something you learned in this class that you used in another class?
I took the material we learned about advertisements and used it to create a poster in one of
my education classes.
Portfolio:
 Revise two essays
 Reflective essay: narrate the changes you have made in the essay and why you have made
those changes, narrate the time you have spent in this class, and demonstrate what you have
gotten better at and what you can still improve on.
Session27 (12/2/14):
In Class Writing:
 My most successful day was when we were working on our first paper and I got my first
peer review back. It really helped me round out my ideas and better form my writing. It
helped give me more ideas on what to focus on. It helped me learn that I should get
advice and help from others before I turn in a paper.
 I was so worried about picking my course theme. I have a really hard time making
commitments. I am so use to making the commitment of what I am expected to do, that I

8. have trouble making decisions. When I finally chose a theme I was so excited, now that I
have completed the course, I am so sick of it!
 My most successful days outside of the class room was when Shayla and I got together to
work on our persuasive essays. She gave me important feedback that helped me form the
paper I turned in.
 People who have helped me:
o Shayla, she forced me to work on my papers and helped form my ideas into words
o The kid who sits on the other side of the room, I cannot think of his name, he was
just as interested in my theme as I was and gave some great ideas
o My grandma, she proofread all my papers and gave me useful feedback
o My brother, he brought me snacks and Red Bull when I was up late trying to cram
for my research paper