1. Illustrations
by
Antonina Kravchenko

2. …and before I knew it… …shards of electricity… …transformed me.
One day while I was preparing a lecture, a passing storm shot a bolt of electricity into my laptop…

3. Of yeah…if you have questions about anything
in this lecture, be sure to email me:
AnthonyPriest@MissouriState.edu.
Hello!
I’m Anthony Priest, chair of the
English department at Missouri State
University in West Plains and your
host for this informative dual-credit
lecture.
I’d like to cover some important points
about the basic requirements of the English
110 course and then provide tips for
teaching the course effectively.

4. The catalog
description of English
110 says students will
learn…
“Critical reading and
writing skills applicable
within and beyond the
college community.
Emphasis on composition
processes, argumentation
of diverse issues, and
collaborative learning,
such as peer review."
To that, I say,
“Peanut Butter and Jelly
Sandwiches!”
What in the world do I
mean by Peanut Butter
and Jelly Sandwiches?
Well, when someone
offers you a delicious
PB&J, you may visualize
the sandwich and
anticipate the overall
flavor of the combined
ingredients.
You don’t just think about
the peanut butter, the jelly
or the bread all by itself.
This isn’t
nuclear
science, but
bear with
me…

5. the jelly …
…and bread.
Peanut butter and jelly
sandwiches consist of…
Peanut Butter…
Jelly…
Ummm…that’s three
things.
In the same way a PB & J consists
of three ingredients, English 110
consists of three main components:
Argumentation
Composition
Diversification

6. the jelly …
…and the bread.
Ummm…that’s three
things.
Students will learn to use the
language and skills necessary to
participate in classical
argument. To do this,
they will study the
patterns and purposes
of argument and
apply them to their
reading, writing, and
discussions throughout the
semester. The skills gained from
this study will be especially useful
and meaningful to them throughout
their education and life experiences.
Students will learn the
composition process—how
to express an idea clearly
and convincingly through
the written word—by reading
about and practicing the art of
argumentative essay writing. They
will study the components of writing
such as purpose, audience and
qualities of good writing, as well as
organizing, writing, and revising. In
addition, they will study research
and documentation.
I break my course into six diverse
topics. This means students spend
two to three weeks on each—
viewing lectures, reading texts,
taking quizzes, discussing, and
writing essays about each one of
the diverse issues.
As an example, during week one, my students begin to study the form and
history of argument. I provide them with a number of readings about
argumentation (we’ll call this the peanut butter). They will also begin a series
of readings and lectures on the composition process (we’ll call this the jelly).
The focus of our discussions and essay assignment will deal with a diverse
topic…Pollution of Natural Resources (we’ll call this the bread).
1 2 3
It is important that you
understand the way this
course is structured. While
we focus on three distinct
areas (ingredients), these
areas will be combined to
form an overall body of
knowledge (sandwich).
If you are a person who doesn’t
like PB & J, try to envision the
course as a BLT or perhaps a
chocolate sundae with candy
sprinkles. Either way, make it
your goal to serve up the
semester as meal that will
satisfy your students!

7. …all of our
courses are identical.
We all use the same…
Whether you are
teaching this
course in Howell
County…
Oregon County… Or any other
county in our
service area…
I will provide you with a
sample syllabus, a sample
lecture, and a sample
assignment.
In addition to this lecture,
you will receive a link to
Additional Resources.

8. I want to shed some light on
other basic requirements for
this course.
Reading
quizzes and a
final exam
are required.
You are free to select readings from
the text, create your own lectures,
quizzes, and essay assignments, but…
Be sure to check for the
basic requirements
described in this lecture.
Want students to argue
for social revolution?
Fine…just be sure the
assignment is tied to
lessons/readings from the text.
Want students to write twelve
argument essays instead of six? No
problem. They will have met the
minimum requirement of six.
I thought I’d
share some
examples of what
I do with the
writing
assignments…

9. …..Gaps in dealing with immigrants.....Hurricane in
Headlines from around the world….Politics…Sports…Entertainment…Education…Technology…Finance
Intoday’s
news,the
BoyScouts
ofAmerica
localchapter
8 P.M. – 79 degrees . Tomorrow: High 78 degrees – Low 54
Essay Two: Argue
the effects of media
on culture.
LIVE
Essay Three:
Strategies
for developing
effective
arguments
Fourth essay…
students write a rhetorical
analysis of a well-known
argument.
Essay five is an evaluation
argument challenging a popular
position on the quality of a
product or service that
students know or use.
Essay six:
The Ethical Argument
For their first argument, I challenge
students to convince floaters on our
Ozarks rivers that pollution of
waterways is detrimental.
3-D…HD…
YES!

10. In order
for students to receive
dual credit, they must
meet the requirements
established by the
university.
Here’s the point.
Correctness: Students
will learn to control
surface features such as
syntax, grammar,
punctuation, and
spelling.

11. I hope this
orientation has been
helpful. You may have
additional questions,
comments and
concerns, so…

12. Remember: If you have any questions
regarding the information in this lecture, I am
only an email away. Feel free to contact me,
and I will do my best to respond quickly. My
address is AnthonyPriest@MissouriState.edu.
Thank you for partnering with Missouri State
University and the English department to
offer quality educational opportunities to the
students we serve!
FINAL NOTE