Posted in English 1103, Teaching, Writing

ENG 1103: Beginning the Literacy Narrative

Today in class you will begin planning and drafting your literacy narrative, an an account of a learning experience, which may be a particular school assignment or an extracurricular activity, such as playing a sport or a musical instrument or serving in a leadership position in an organization.

How to Begin

Begin by asking yourself some of these questions: Who are you as a student/musician/club vice president/etc.? How have you come to think about yourself as a student/musician/club vice president/etc.? What were some of your most formative experiences in that role? What are some of the do’s and don’ts you have learned about that endeavor? How have they enhanced your confidence and skill in that role? You don’t need to respond to all of those questions. Try picking one or two as a starting point, then move to bringing your experiences to life.

Your aim is to recreate those experiences on the page and then to reflect on their significance. Your focus may be any one of the following:

  • an extracurricular activity, such as playing a sport or a musical instrument or serving in a leadership position in an organization.
  • a memory of a school assignment that you recall vividly  
  • someone who helped you learn
  • a writing-related school event that you found humorous or embarrassing
  • a particular type of writing that you found (or still find) especially difficult or challenging
  • a memento that represents an important moment in your development as a student (or an athlete, a musician, a club leader, etc.)

In class this morning you will receive the assignment sheet that details the guidelines for the literacy narrative. If you are absent today, you can download a copy of the assignment sheet from Blackboard or from this blog post. Next Wednesday, September 7, I will return your draft with my notes, and you will have the class period to revise on your laptop or tablet. You will have an additional week to continue to revise before you post your revision to Blackboard and publish it on your blog on or before the morning of Wednesday, September 14.

Today in class you will also receive a paper copy of the updated course calendar. If you are absent, you can download a copy from Blackboard

“Blogs vs. Term Papers”

For today’s class you read and summarized Matt Richtel’s New York Times‘ article “Blogs vs. Term Papers.” My sample summary of the article appears below.

“Blogs vs. Term Papers” Summary

In The New York Times article “Blogs vs. Term Papers,” Matt Richtel reports on the debate in higher education on how best to teach writing in the digital age. While some professors have followed the lead of City University of New York’s Cathy N. Davidson, replacing the traditional term paper with shorter, more frequent blog assignments, their detractors—including Douglas B. Reeves, columnist for the American School Board Journal and William H. Fitzhugh, editor of The Concord Review—argue that blog writing lacks the academic rigor that fosters critical thinking. For Andrea Lunsford, professor of writing at Stanford University, pitting blogs against term papers creates a false opposition. Rather than replacing term papers with blog posts, Lunsford requires students to produce multi-modal assignments: term papers that evolve into blogs, websites, and video presentations.

We will return to “Blogs vs. Term Papers” in the coming weeks. You will have the option to choose it for the subject of your analysis essay, and you may want to want to address Richtel’s article in your midterm reflection, too.

Next Up

Wordplay Day! To prepare for class, review Tips and Tools on the Scrabble site. Also review the blog posts devoted to Scrabble.

Posted in English 1103, Teaching, Writing

ENG 1103: Sample Student Writing

ENG 1103. 24, (L-R): Rachael King, Amelia Cambio, Jaden Gleiber, Harrison Walls

Yesterday in class, along with submitting your first Check, Please! assignment, you examined three of the paragraphs that students collaboratively composed last Wednesday on some of the habits of mind cultivated by successful college students. The paragraphs that follow are revised versions of those paragraphs. Changes I made include ones of punctuation, diction, and grammar. The paragraphs would benefit from additional concrete details, too, but those particular additions can be made only by the students themselves. Keep the annotated handout in your pocket portfolio, and look to it as a model for editing for both individual and group assignments.

ENG 1103. 24, (L-R): Sam Kaylor, Nick Laurenco, Victoria Leary, Melanie Hale

Student Writing, Sample One

Persistency, or continuing when faced with adversity, poses challenges for students who procrastinate. One member of our group shared an example from many years ago when they [he or she if the person is not nonbinary] received a failing grade on their [see previous pronoun note] first exam. Because the student did not study for the exam, he/she/they earned a failing grade, a grade that no student wants to earn and no teacher wants to record in the gradebook. That experience prompted him/her/they to develop the habit of preparing for class. By completing the same routine over and over, the student found himself/herself/themselves ready for any situation. By practicing consistent persistence, that student—and all of the rest of us—can always be successful.

ENG 1103. 24, (L-R): Jackson Tuomey, Chris Sciortino, Josh Stevens, Janie McDowell

Student Writing, Sample Two

Flexibility, or the ability to adapt in a new environment and unfamiliar situations, resonates with each of us in our group. Our group members are very similar in terms of how we have adapted to situations that challenged us to be flexible. For example: [name ommitted for anonymity]’s work environment involved conflicts with priorities and time management. In order to accommodate to such issues, he went with the flow when he faced problems at work. Doing so enabled him to minimize his stress, and he could often relax.

ENG 1103. 24, (L-R): LaToya Darden-Dixon, Rachel Cornovas, Mer Mixon, Sean O’Donnell

Student Writing, Sample Three

Curiosity—or the desire to learn new things about issues, problems, people, or policies—is a habit of mind that all of us have cultivated. We all grew up wanting to explore the unknown, wanting to learn the realities of other people and look at the world from different perspectives. [Name omitted for anonymity], specifically, is very curious about the food in different cultures. She was very picky when she was young but her willingness to try new foods stemmed from her innate curiosity, she learned which ones she liked through and trial and error. [Name omitted for anonymity] developed the habit of curiosity in the classroom. For him/her/they, school opened up broad subjects like psychology, which developed into a curiosity about the anatomy of the brain. [Name omitted for anonymity] is curious about the uniqueness of the human experience. She is fascinated by how we all experience the same life so differently. Embracing the beauty of difference allows small connections to manifest into much more. Through travelling, meeting new people, and experiencing other cultures, her curiosity has only grown. Our curiosity mindsets have enabled us to branch out and expand our knowledge.

ENG 1103. 24, (L-R): Alexa Hooten, Nick Kernaghan, Dary Guzman, Devlin Turner

Guidelines for Writing and Editing

  • When you’re composing collaboratively, make sure that everyone—not just the notetaker—is involved in the writing process.
  • After you have completed composing the piece, allow time for every group member to review the writing. If you recommend changes, let your group know and revise as needed.
  • Whether you’re writing collaboratively or alone, read your writing aloud. Hearing awkward passages will indicate where you need to edit for brevity. Noting where you pause in your reading may indicate where you need to add a comma or another punctuation mark.
  • Avoid passive constructions. The subject of the sentence should perform the action rather simply serve as a passive recipient—or worse, an absent subject.

Passive: The work was completed. Active: The students collaboratively composed the assignment.

Next Up

For Wednesday’s class, read Matt Richtel’s New York Times article “Blogs versus Term Papers.” Annotate (make notes in the margin) as you read, and afterward complete a short, fifty to one-hundred word, summary in your journal/writer’s notebook. Those of you in the 9:15 class (section 23) received a paper copy of the article in class. Those of you in the 10:40 class (section 24) should read the copy posted on Blackboard in the Readings folder or the one attached at the end of this post. Rather than annotating the article (since those of you in section 24 don’t have a paper copy yet), make your notes in your journal before you compose your summary of the article. In class on Wednesday I will give you a paper copy.

Important Note: The pages of the paper copies of “Blogs versus Term Papers” are not printed in the correct order. The front-to-back order is 1-3-2-4, so the pages should be read in this order: (1) front of first page, (2) front of second page, (3) back of first page, (4) back of second page. I apologize for the inconvenience.

Posted in Check, Please!, English 1103, Teaching, Writing

ENG 1103: Check, Please! and Student Writing Samples

Mike Caulfield, author of the Check, Please! starter course and Director of Blended and Networked Learning at Washington State University / Caulfield, Mike. Check, Please! Starter Course, 2021, htttps://

At the beginning of today’s class I will collect your worksheets for Lesson One of the Check, Please! starter course. My sample version of the assignment appears below (as well as on your worksheet and on Blackboard).

Sample Check, Please! Assignment

Check, Please! Lesson One Assignment

In the first lesson of the Check, Please!, Starter Course, Mike Caulfield, author of the course and Director of Blended and Networked Learning at Washington State University, introduces the four-step SIFT approach to determining the reliability of a source: (1) “Stop,” (2) “Investigate,” (3) “Find better coverage,” and (4) “Trace claims, quotes, and media to the original context.”

One of the most useful practices presented in lesson one is what the author terms the “Wikipedia Trick.” Deleting everything that follows a website’s URL (including the slash), adding a space, typing “Wikipedia,” and hitting “enter” will yield the site’s Wikipedia page. The Wikipedia entry that appears at the top of the screen may indicate the source’s reliability or lack thereof.

The most memorable segment of lesson one is the short, riveting video “The Miseducation of Dylann Roof,” which begins with the narrator asking the question, “How does a child become a killer?” Produced by the Southern Poverty Law Center, it documents how algorithms can lead unskilled web searchers down paths of disinformation. In the worst cases, such as Roof’s, algorithms can lead searchers to the extremist propaganda of radical conspiracy theorists.

Work Cited

Caulfield, Mike. Check, Please! Starter Course, 2021, htttps://

Sample Student Writing

Today in class we will also examine some anonymous student samples from last Friday’s collaborative writing on habits of mind. Among the questions I will ask you to consider are these:

  1. Have the writers briefly defined the subject (the habit of mind)?
  2. Have they included concrete details that demonstrate how one or more group members have developed that habit of mind?

Post Script

Scrabble invloves a combination of luck and skill, and luck was clearly on my side yesterday morning when I was able to Scrabble, or Bingo (for an additional fifty points), by playing all seven of my tiles. Using the e in ace as a bridge, I was able to play squeezes with the q on a double letter score, the first e on a double letter score, and the final letter, s, on a double word score for a total of 124 points.

Posted in English 1103, Scrabble

ENG 1103: “What’s in a Name. . .”

As another way of putting names with faces, today in class I took pictures of the Scrabble groups in the 9:15 class, which I have included in this blog post. On Monday during your Scrabble debriefing, I will take pictures of the groups in the 10:40 class. In between the pictures of the groups that follow, you will find portions of an alphabetical list of first names that are also common nouns and therefore playable as Scrabble words.

(L-R): Parker Pignataro, Shelby Scott, Jack Rhynning, Mark Epstein
  • Al: a type of East Indian tree
  • Alan: a breed of hunting dog (also aland, alant)
  • Alec: a herring
  • Ana: a collection of miscellany about a specific topic
  • Anna: a former Indian coin
  • Barbie: a barbecue
  • Belle: a pretty woman
  • Ben: an inner room
  • Benny: an amphetamine pill
  • Bertha: a style of wide collar
  • Beth: a Hebrew letter
  • Biff: to hit
  • Bill: to charge for goods
  • Billy: a short club
  • Bo: a friend
  • Bobby: a policeman
  • Bonnie: pretty (also bonny)
  • Brad: a small nail or tack
  • Carl: a peasant or manual laborer (also carle)
  • Carol: to sing merrily
  • Celeste: a percussive keyboard instrument (also celesta)
  • Chad: a scrap of paper
  • Chevy: to chase (also chivy)
  • Christie: a type of turn in skiing (also christy)
(L-R): Eric Laurenco, Hunter Tobias, Harry Hennessy, Emma Smull
  • Clarence: an enclosed carriage
  • Dagwood: a large, stuffed sandwich (named after the comic strip character who was fond of them)
  • Daphne: a flowering shrub with poisonous berries
  • Davy: a safety lamp
  • Deb: a debutante
  • Devon: a breed of cattle
  • Dexter: located to the right
  • Dom: a title given to some monks
  • Don: to put on a piece of clothing
  • Donna: an Italian woman of repute
  • Erica: a shrub of the heath family
  • Fay: to join together closely
  • Florence: a former European gold coin
  • Franklin: a nonnoble medieval English landowner
  • Fritz: a nonworking or semi-functioning state
  • Gilbert: a unit of magneto-motive force
  • Gilly: to transport on a type of train car
  • Graham: whole-wheat flour
  • Hank: to secure a sail
  • Hansel: to gift a gift, usually to commence a new year (also handsel)
  • Harry: to harass
  • Henry: a unit of electrical inductance
  • Herby: full of herbs
  • Hunter: a person or animal that hunts
  • Jack: to hoist with a type of lever
  • Jacky: a sailor
  • Jake: okay, satisfactory
  • Jane: a girl or woman
  • Jay: any of various birds, known for their crests and shrill calls
  • Jean: denim
(L-R): Brylee Gibson, A’Niyah Moore, Erin Feeley, Tate Berman
  • Jenny: a female donkey
  • Jerry: a German soldier
  • Jess: to fasten a strap around the leg of a bird in falconry (also jesse)
  • Jill: a unit of measure equal to to 1/4 of a pint
  • Jimmy: to pry open
  • Joannes: a Portugese coin (also johannes)
  • Joe: a fellow
  • Joey: a young kangaroo
  • John: a toilet
  • Johnny: a hospital gown
  • Jones: a strong desire
  • Josh: to tease
  • Kelly: a bright shade of green
  • Kelvin: a unit of absolute temperature
  • Ken: to know
  • Kent: past tense of ken
  • Kerry: a breed of cattle
  • Kris: a curved dagger
  • Lars: plural of lar: a type of ancient Roman guardian deity (also lares)
  • Lassie: a lass
  • Laura: an aggregation of hermitages used by monks
  • Laurel: to crown one’s head with a wreath
  • Lee: to shelter from the wind
  • Louie: a lieutenant
  • Louis: a former gold coin of France worth twenty francs
  • Mac: a raincoat
  • Mae: more
  • Mamie: a tropical fruit-bearing tree (also mamey and mammee)
  • Marc: the pulpy residue of fruit after it is pressed for wine
(L-R): Makayla Curtis, Kelly Samz, Ethan Webber, Lawson Kilpatrick
  • Marcel: to make waves in the hair using a special iron
  • Marge: a margin
  • Mark: a line, figure, or symbol
  • Martin: any type of the bird also known as a swallow
  • Marvy: marvelous
  • Matilda (a hobo’s bundle (chiefly Australian)
  • Matt: to put a dull finish on (also matte)
  • Maxwell: a unit of magnetic flux
  • Mel: honey
  • Merle: a blackbird
  • Mickey: a drugged drink
  • Mike: a microphone (also mic)
  • Milt: to fertilize with fish sperm
  • Minny: a minnow
  • Mo: a moment
  • Molly: a type of tropical fish
  • Morgan: a unit of frequency in genetics
  • Morris: a type of folk dance from England
  • Morse: describing a type of code made of long and short signals
  • Mort: a note sounded in hunting to announce the death of prey
(L-R): Rosalie Olsen, Carolina Taylor, Emma Miller, Lucas Baker
  • Nelson: a type of wrestling hold
  • Newton: the unit of force required to accelerate one kilogram of mass on meter per second
  • Nick: to make a shallow cut
  • Norm: a standard
  • Pam: the name of the jack of clubs in some card games
  • Parker: one who parks a motorized vehicle
  • Peter: to lessen gradually
  • Pia: a fine membrane of the brain and spinal cord
  • Randy: sexually excited
  • Regina: a queen
  • Rex: a king
  • Rick: to stack, hay, corn, or straw
  • Roger: the pirate flag
  • Sal: salt
  • Sally: to make a brief trip or a sudden start
  • Sawyer: one who saws wood
  • Shawn: past tense of show
  • Sheila: a girl or young woman
  • Sol: the fifth note on a diatonic scale (also so)
  • Sonny: a boy or young man
  • Sophy: a former Persian ruler
  • Spencer: a type of sail
  • Tad: a young boy
  • Tammie: a fabric used in linings (also tammy)
  • Ted: to spread for drying
  • Teddy: a woman’s one-piece undergarment
  • Terry: a soft, absorbent type of cloth
  • Tiffany: a thin, mesh fabric
  • Timothy: a Eurasian grass used for grazing
  • Toby: a drinking mug in the shape of a man or a man’s face
  • Tod: a British unit of weight for wool equal to twenty-eight pounds
  • Tom: the male of various animals
  • Tommy: a loaf or chunk of bread
  • Tony: very stylish
  • Vera: very
  • Victoria: a light, four-wheeled carriage
  • Warren: an area where rabbits live, or a crowded maze-like place
  • Webster: one who weaves
  • Will: to choose, decree, or induce to happen
  • Willy: to clean fibers with a certain machine

Bonus Point Opportunity!

The first student to correctly respond to the playable first names question below will earn a bonus point for his/her/their first major writing assignment.

How many students in English 1103. 23 and 24 have first names–meaning the first names that they go by–that are playable Scrabble words? Note that Jane and Shawn are playable but Janie and Sean are not.

Directions for Finding and Submitting Your Answer

  1. Review the list of playable first names, compare it with the students’ names on the class page, and determine which of the students’ names are playable in Scrabble.
  2. Compose a response of one or more complete sentences that includes (1) the number of students with playable names, and (2) the first and last name of each student, followed by the section number in parentheses.
  3. Post your comment as a reply to this blog post.
  4. To post your comment, click the title of the post, “What’s in a Name. . . . ,” then scroll down to the bottom of the post. There you will see the image of an airmail envelope with a white rectangular box for your comment. Type your comment in the box and hit return. Voila! You have submitted your answer. Good luck!
Posted in Check, Please!, English 1103, Scrabble

ENG 1103: Let the Games Begin!

Yesterday in class, in preparation for our first Wordplay Day tomorrow, I offered an overview of Scrabble  and presented an example of the potential importance of tile placement by the first team to play. The first word of the game may be played horizontally or vertically, but one letter must be on the center double-word square. I projected the sample below, noting that it was a valid first play but not the best option. Why, I asked, would the first team profit from a different choice?

The image that follows illustrates the benefits of placing the a, rather than the r, on the center square. With the r on the center square, zebra is simply a double word-scoring play for a total of thirty-two points. If, instead, the team places the a on the center square, zebra is a double word-scoring play with z on a double letter square for a total of fifty-two points, twenty more than the team would have gained by placing the r on the center square.

Imagine that early in your Scrabble game, the seven tiles on your rack are I-U-K-L-N-R-blank. If the q hasn’t been played yet, you would be wise to hold onto the u. There are only four in bag. If you play your u, and don’t draw another one but draw the q, it will be difficult to play the q since there are only a few words that contain a q that isn’t followed by a u.

Holding onto your blank is also a good idea. A blank has no point value, but it can be used as any letter. There are only two in the bag. Having one of the blanks late in the game may help you out of a tight spot or enable you to score high by playing the blank as a hook and forming more than one word.

Of course, there are exceptions to this. Early in your Scrabble game, if the seven tiles on your rack are I-U-K-L-N-R-blank, you may want to risk the chance of not drawing another u or blank. Playing the word lurking would be a Scrabble or a bingo, the terms for playing all seven of the tiles on your rack, which earns you fifty bonus points.

Next Up

Tomorrow, at the beginning of Wordplay Day, I will distribute the worksheet for your first Check , Please! assignment. If you are absent or misplace the copy you receive in class, you can download and print a copy from the link below, or download and print one from Blackboard. Your completed Check, Please! worksheet is due at the beginning of class on Monday, August 29.

Posted in English 1103, Scrabble, Teaching, Writing

ENG 1103: Habits of Mind

College writing offers you the opportunity to develop skills, such as supporting arguments with evidence, writing effective thesis statements, and using transitions well, but it also gives you the opportunity to develop habits. Successful college students develop certain habits of mind, a way of approaching learning that leads to success.

In 2011, the Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP) identified eight habits of mind that successful college students adopt.

In class on Monday, we began an exercise in written reflection focusing on four of the eight habits of mind. (The 9:15 class wrote on the first four; the 10:40 class wrote on the second four.) Later in class today, we will begin writing about the four that you did not address in your writing on Monday. The paragraphs that follow include the descriptions of the habits that you examined (and the ones you will examine today), as well as the questions that you answered in writing (and the ones you will answer in writing today).


Are you the kind of person who always wants to know more? This habit of mind will serve you well in courses in which your curiosity about issues, problems, people, or policies can form the backbone of a writing project.

WRITING ACTIVITY: What are you most curious to learn about? What experiences have you had in which your curiosity has led you to an interesting discovery or to more questions?


Some people are more open than others to new ideas and experiences and new ways of thinking about the world. Being open to other perspectives and positions can help you to frame sound arguments and counterarguments and solve other college writing challenges in thoughtful ways.

WRITING ACTIVITY: In the family or the part of the world in which you grew up, did people tend to be very open, not open at all, or somewhere in the middle? Thinking about your own level of open-mindedness, reflect on how much or how little your own attitude toward a quality like openness is the result of the attitudes of the people around you.


Successful college writers are involved in their own learning process. Students who are engaged put effort into their classes, knowing that they’ll get something out of their classes—something other than a grade. They participate in their own learning by planning, seeking feedback when they need to, and communicating with peers and professors to create their own success. Write about a few of the ways you try (or plan to try) to be involved in your own learning. What does engagement look like to you?

WRITING ACTIVITY: Write about a few of the ways you try (or plan to try) to be involved in your own learning. What does engagement look like to you?


You may be thinking that you have to be an artist, poet, or musician to display creativity. Not so. Scientists use creativity every day in coming up with ways to investigate questions in their field. Engineers and technicians approach problem solving in creative ways. Retail managers use creativity in displaying merchandise and motivating their employees.

WRITING ACTIVITY: Think about the field you plan to enter. What forms might creativity take in that field?


You are probably used to juggling long-term and short-term commitments—both in school and in your everyday life. Paying attention to your commitments and being persistent enough to see them through, even when the commitments are challenging, are good indicators that you will be successful in college.

WRITING ACTIVITY: Describe a time when you faced and overcame an obstacle in an academic setting. What did you learn from that experience?


College will require you to be responsible in way you may not have had to be before. Two responsibilities you will face as an academic writer are to represent the ideas of others fairly and to give credit to writers whose ideas and language you borrow for your own purposes.

WRITING ACTIVITY: Why do you think academic responsibility is important? What kind of experience have you already had with this kind of responsibility?


Would your friends say you are the kind of person who can just “go with the flow”? Do you adapt easily to changing situations? If so, you will find college easier, especially college writing. When you find, for example, that you’ve written a draft that doesn’t address the right audience or that your peer review group doesn’t understand at all, you will be able to adapt. Being flexible enough to adapt to the demands of different writing projects is an important habit of mind.

WRITING ACTIVITY: Describe a situation in which you’ve had to make changes based on a situation you couldn’t control. Did you do so easily or with difficulty?

Metacognition (Reflection)

As a learner, you have probably been asked to think back on a learning experience and comment on what went well or not well, what you learned or what you wished you had learned, or what decisions you made or didn’t make. Writers who reflect on their own processes and decisions are better able to transfer writing skills to future assignments.

WRITING ACTIVITY: Reflect on your many experiences as a writer. What was your most satisfying experience as a writer?  What made it so?

Next Up

Friday marks the first Wordplay Day of the semester. To prepare for class, review the Scrabble Ground Rules posted in Blackboard, as well as the Tips and Tools pages on the Scrabble website. Also, look for a Scrabble tips post on my blog. Some weeks, not every week, I will publish a post devoted to Scrabble strategies.

Posted in English 1103, Reading, Social Media, Teaching, Writing

ENG 1103: Notes on the First Day of Class

Required materials (l-r): Writing Analytically by David Rosenwasser and Jill Stephen, pen with dark ink, writer’s notebook/journal, pocket portfolio for class handouts, loose leaf paper for drafts and in-class exercises.

Am I the person who will teach your English 1103 class? I posed that question this morning as a starting point for analysis, one of the key features of the course.

To begin the collaboration and inquiry that will figure prominently this semester—along with analysis—you worked together in groups to find the answers to some of the most frequently asked questions about the course. Continue to review the syllabus, which is posted in the Content section of Blackboard. An additional copy of the syllabus is included at the end of this blog entry. If you have any questions about the assignments, the course policies, or the calendar, please let me know.


All of you in sections 23 and 24 of English 1103 are required to have the paperback edition of the textbook, Writing Analytically, 8th edition, by David Rosenwasser and Jill Stephen. Bring your copy to class on the days when the title, Writing Analytically, appears in bold on the course calendar. On those days, we will examine portions of the chapters in class and complete some of the exercises related to the reading.

Your first reading assignment in the textbook will be scheduled for mid-September, which will give you ample time to order and receive your copy before you are required to have it in class. (Unlike my copy, pictured at the top of this blog entry, your textbook will not be in a binder.)

Other Required Materials

  • Writer’s notebook/journal, bring to every class. 
  • Loose leaf paper (for drafts and short in-class assignments), bring to every Monday and Wednesday class
  • Pen with dark ink, bring to every class
  • Pocket portfolio (for class handouts), bring to every class

WordPress Blog

As practice in developing your web literacy and writing for a broader online audience, you will maintain a free WordPress blog for the class. As soon as possible, create a free blog at After you create your blog, email the address, or URL, to me, and I will link your blog to our class page, English at High Point. If you encounter technical difficulties creating your blog or publishing a post, email or contact the HPU Help Desk:, 336-841-HELP (3457).

You will post the revisions of all of your major writing assignments both to your blog and to Blackboard. The posts that you publish for class will be public. You are welcome to create additional posts on your own. If you prefer for some of those posts to be private, keep them in draft form or choose the private visibility option. 

You may also be asked to post comments to your classmates’ blogs and to mine.

Next Up

For class on Wednesday, August 24, complete the Habits of Mind exercise, Part I, distributed in class. If you missed today’s class, you can download a copy from the link below.

Syllabus and Habits of Mind Exercise, Parts I and II

<object class="wp-block-file__embed" data="; type="application/pdf" style="width:100%;height:600px" aria-label="Embed of Syllabus, Section 23
Syllabus, Section 23
<object class="wp-block-file__embed" data="; type="application/pdf" style="width:100%;height:600px" aria-label="Embed of Syllabus, Section 24
Syllabus, Section 24
<object class="wp-block-file__embed" data="; type="application/pdf" style="width:100%;height:600px" aria-label="Embed of Habits of Mind, Part I
Habits of Mind, Part I