Alennie Cruz:
English 130 E-Portfolio
JOURNALS
Lesson 1 Journal
In this reading, yours truly learned that English 130 is a hybrid-in-progress class which is a class that combines both online and face-to-face opportunity. In this course, we will be using a management system called Blackboard 9.1 which is a website that keeps the class organized since it offers discussion boards, teachers’ information, syllabus, etc. This class will have a total of 4 papers, quizzes, journals, and in class presentations. It is divided into 20 lessons that contain specific activities to complete. This hybrid class is not the same or even easier than a regular class. Some consider this class a bit more challenging because you have to be a self-directed learner and always be current in the class.
Journal on Lesson 2
Yours truly learned that students will be assigned to read each week and the Student Director will lead a discussion for these readings. Participation for these discussions are required for the contribute to a large portion of the students’ grades. When reading, it is helpful to read more than once, one reading is never sufficient. The journals that are assigned are designed to help improve reading and writing skills. To receive an “A” for a writing assignment in this class means that the central idea is clear and easy, yet still logical and smooth for the audience to understand.
Journal on Lesson 3
In this assignment, yours truly along with the class is asked to familiarize the class management system (blackboard), help get to know each other better, test ability to follow directions and get started on the writing process. First, yours truly is assigned to add an avatar in our blackboard profile. Second, yours truly is asked to set up a homepage where the class can upload their artifacts. In this homepage, yours truly had a writing assignment called Efface “I” where we described ourselves through the eyes or something/someone else. In the second part of the writing which is called “Discourse Community” and where the class talks about a goal they want to accomplish and explain why they signed up for this class.
Journal on Lesson 4
(Unity/Topic Sentence) After this reading, yours truly was informed that the class is beginning Unit 2 of the course. (Central Idea/Body) The class is asked to read "Defining Who We Are in Society" by David Troutt and "Suite for Ebony and Phonics," by John Rickford taken from Everything’s an Argument and any other texts that may help inform the class argument. In this assignment, yours truly was requested to prepare the pre-writing steps for the second assignment and eventually compose a rough draft. Then, as soon as they are completed, the professor requests the class to individually meet up with the writing tutors. (Coherence/Conclusion) In the process of pre-writing, composing a rough draft and meeting up with a writing tutor, the class can organize their own ideas and even come up with a better strategy to write the essay.
Journal on Lesson 5
(Unity/Topic Sentence) In this reading, yours truly learned that the class was assigned another task: the Ebonics Debate. (Central idea/Body) In this lesson, yours truly was asked to read “Defining Who We Are in Society” and “Suite for Ebony and Phonics”, and was informed that the class is going to write an essay to either re-consider the school board’s stance or convince them to change their policy. Some of the steps required are: drafting an essay, discussing with a tutor, revising the draft, and submitting revision with the professor, revising again, and then turning in the final draft in the ePortfolio. Grading will be based on having a sufficient thesis, having relevant quotations and using the MLA format. (Coherence/Conclusion) This assignment’s goal is to convince the audience of the argument that is being proposed by the author through the topic of Ebonics.