A Mock Introduction

A Mock Introduction

I was born on May 29th, 1985 to two teenage parents, Kenneth Scott and Marcia Lynn. I entered this world, bloody, kicking and screaming as I exited my mother’s womb and here I am now at 25. While I have matured in some small ways, there is one thing that I have in common with the day that I was born and that is the dependency and support of my mother. On that day in 1985, I did not know that my mom was only 17, nor did I understand at the time of my arrival that my mom had dropped out of Braymer C-4 High School because of her unexpected pregnancy. I cannot begin to understand how my mother, in her senior year of high school, an A+ student for that matter, can leave behind her teenage years and embark on a new journey fulfilling her role as wife and mother to my father, Kenneth Scott. The choices my mother made were in no way easy because I, at 25, have never had children. By the time, my mother was 25, she had had me and my three brothers: Aaron, Axle and Alex. I cannot begin to comprehend how dropping out and having me may have affected her even after she had received her GED and now at 43, she is a nontraditional college student who is working toward her associate’s in accounting.

Task Two Outline

Task Two – Interview Paper

Carefully read over your interview notes and draft, then answer the following questions and use this sheet to outline Task Two.

What are the themes/issues/topics that are discussed in your interview? List them here:

Can each of these be its own paragraph? (To determine, answer the following questions.

•  Is there enough information for each paragraph? Please explain.
• Could certain themes/issues/topics be grouped together in one paragraph? Please explain.
• Is there enough detail in your answers or do you need to go back and ask follow-up questions? Please explain.

Block paragraphs and create topic sentences for each paragraph. Make sure that your topic sentence states the theme/issue/topic and a claim about it. List your topic sentences here:

Body P1

Body P2

Body P3

Body P4

Now, look over your topic sentences (and body paragraphs) and write a working thesis statement that provides focus:

Now, review everything and write down what you have learned from this interview and what you want your reader to learn. This information will appear n your conclusion

Research Regarding Blogs in the Classroom

Hi everyone! I am conducting research for a project that I am currently working on. I am interested in hearing your thoughts about this subject since you are utilizing the technology that I am researching (e.g. blogs).

Please respond by Friday, Oct. 1 a response to the question listed below. This can be posted using the comment feature or if you would like for your comment to remain between you and me, please email me at amichelechastain@yahoo.com. I encourage you to respond using the comment feature, not a post to your own blog (however, email is acceptable).

Question:  What did you know about blogging before this class? If you had not heard about blogging, what were  your first impressions before you posted for the first time. How do you feel about the technology now after utilizing if for nearly a month (consider how it has helped you in terms of comprehension of reading and writing assignments and contact between you and I).

Task Two

I encourage you to include who your subject is and what the focus is of your writing assignment to allow your peers the opportunity to see what you are writing about. This will also be an opportunity for you to narrow your focus of this writing assignment.

Identify a focus a focus to the class blog using the comment feature.

The person I am interviewing is ____________________________________.
The focus I would like to distinguish (e.g. explore or discuss) is )__________________________________
___________________________________________________________________________________.

Example(s) of the essay(s) we have read until this point:

The person I am interviewing is my grandmother, Barbara Ruth Booker.
The focus I would like to discuss is who influenced my grandmother and her decisions to pursue higher education.

The person I am interviewing is Sister Flowers.
The focus I would like to explore is the relationship she had with me as well as the topic of literacy.

Open-Ended Questions

** Taken from: http://wiki.answers.com/Q/What_are_20_examples_of_open_ended_questions

How to Ask Open Ended Questions

DAILY PRACTICE

Practice using Open-Ended Questions throughout your day. Remember you want a broad-based response, so your questions should be phrased in such a way that the other person can be expressive, sharing background information, feelings, and intentions. Begin your questions with the words WHAT, HOW, and WHY. Although it takes longer to listen to the responses to Open-Ended Questions, in the long-run you will gain valuable knowledge, which leads to establishing greater trust in your relationships

1. 'Know the difference.' An open-ended question requires an answer greater than a single word or two. A closed-ended question can be answered with a simple "Yes," "No," or other very simple answer.

2. After you've asked your open-ended question(s) and have not gotten the specific information you want, it is now effective and acceptable to ask more specific questions like, "What happened

3. Follow up with "Why?" or "How?" Another technique that can help you get specific information and a lengthier answer is to ask a closed-ended question followed up with "Why?" or "How?"

4. For example, if I want to know whether I might find a class useful, I can ask someone who took it.
Me: "Did you like that Sociology class?"
Him: "Nope."
Me: "Why not?"
Him: "Oh, well, it was a lot of reading and theory without much practical application, for one thing."

5. Listen! Sometimes we are guilty of formulating the next question without paying attention to the answer to the first. You miss great opportunities for follow-up questions if you do this! Make an effort to listen to the answer you asked for!

USING OPEN-ENDED

As you read through the sample Open-Ended Questions below, imagine how you might answer them. Notice how your answers might reveal a lot about your background, beliefs, and feelings.

• What are your strengths as a teacher?
• How would you know if your lesson was successful?
• What have you considered as areas of growth for the year?
• How do you think coaching will benefit your teaching?
• If you were a student, what kind of teacher would you like to have?
• What do you feel contributed to your success today?
• Imagine it is the end of the school year. What would you want to say about the year?

3. USING OPEN-ENDED QUESTIONS IN THE CLASSROOM

By asking Open-Ended Questions you can stimulate students to think, find out their agendas, and develop greater understanding about how to work with them. Sample Open-Ended Questions include:

• What does that mean to you?
• What do you think will happen next in the story?
• How did you go about solving that problem?
• How did you make that choice?
• What information do you have about that?
• What would you do differently next time?
• Why do you feel that way?

Peer Review

Hi Class,

I'm curious as to what insight you can provide for peer review. Please share with me your thoughts about peer review.

What would you like to see changed?

How would you like for it to be done?

Is there too much time in class that is devoted to peer review?

Writing Task Two

English 100

Task Two – Interview Paper

Introduction:

Have you ever wondered what your older family members have gone through to get an education or why some family members may have been denied an education? Do you have a family member or friend who has told you engaging stories about school or learning to read and write? Have you wondered if your experiences and opinions about education are similar to or different from others? And what do those similarities and differences mean? Why is literacy and education so important to some people and not to others?

This interview project can provide you with these answers.

After you have researched your subject(s) and found the answers to your questions, you must write a formal paper integrating the results of the interview. This assignment will allow you to take part in a form of research – interviewing – and will help you to formulate your own perspective about education while learning about other’s ideas and experiences regarding education.

Purposes of this assignment:

• To practice interviewing methods.
• To add to your own knowledge and opinions about education
• To meet and learn from others.
• To collect interesting and vivid stories and histories.
• To strengthen and refine your critical thinking and writing skills.
• To prepare you for the next writing assignment.

Writing Assignment:

You must interview at least one subject (If you wish to interview more than one subject to examine the response to which you will be drafting a minimum two page paper, that would be appropriate; however, you will only include one interview in the task paper).

This interview must be done on your own and must provide you with a different perspective on education (For example, interview an older family member to learn about educational experiences and opportunities in a past generation or interview someone who overcame an obstacle in order to learn). Take careful notes.

After you have interviewed your subject(s), you must write a formal paper integrating the results of the interview.

Guidelines and Strategies:

You will need to sort and arrange the material from an interview, but you must not take material out of context or change the meaning of the material. You can use revealing comments by your subject to set the scene or provide background.

You want to make sure that your paper makes it very clear who says what – what came from you and what came from your subject. You can utilize direct quotes and paraphrases.

The writing task will focus heavily on organization and structure. Your introduction should contain a focused thesis statement that interests and informs the reader. The thesis statement should also both identify the subject and explain or forecast the meaningfulness of the subject. Your body paragraphs should describe your interview subject, the subject’s own words and ideas and what you learned. Your conclusion should cohere to the rest of your essay and will emphasize the meaning of the interview and what you learned. In addition, you should display an increasing control of mechanical correctness and an improvement in style.

Format and Organization for this task paper:

Introduction: Introduce your topic and interview subject. Provide some useful background information on your interview subject. Include a thesis statement that states the purpose of the interview and what you learned from the interview. The thesis should also control the entire paper.

Body: This is where you will incorporate the information, direct quotes and paraphrases from your interview along with your own commentary. You can tell your reader what question you asked and then provide the response you received. You can also explain or comment on this response. Make sure who says what is clear and all punctuation (e.g. quotation marks) is accurate and correct. Do NOT set your paper up as a “Q and A” format. If it is set up in this format or is not a minimum of two and half pages, I will hand it back to you until you have written it in the correct format.

Conclusion: Sum up what you have learned from this interview/subject. If this interview also gave you some new ideas, perspectives or questions in regard to education, you can also include that information. Use this interview paper to truly help you to form your own and, possibly, new ideas about education as well as to help you to reflect upon and make sense of your past educational experiences.

Requirements:

This essay must be written in a formal academic format and be at least 2 ½ full pages in length, word-processed, double-spaced, spell-checked and edited for any grammatical or mechanical errors that may distract your reader such as sentence fragments and/or run-on sentences.

Rough draft due for peer review: Friday, Oct. 8

Final draft due for evaluation: Wednesday, Oct. 13

Schedule of Task Two

English 100: Introduction to College Writing

Task Two

Week Four
(M) Sept. 20 - Task One due. Introduce Task Two.

Homework for Sept. 22:
Read “A Road to Success” by Brittani Booker (253).

Respond to your blog, subjects that you are interested in interviewing and writing about for Task Two.

• Why are you interested in these subjects?
• What makes him/her interesting and unique?
• What sort of questions would you ask and why?
• What sort of problems do you think may arise for Task Two?
• What do you anticipate? Why?
• What questions do you have for Task Two?

(W) Sept. 22 - Discuss Booker’s essay in connection to Task Two. Interview process: What should I ask? What is an open-ended question?

Homework for Sept. 24:
Read “Sister Flowers” by Maya Angelou (92). To your blog, draft a response to one of the questions outlined under Writing Topics (98).

(F) Sept. 24 – Discuss Angelou’s essay in connection to Task Two. Writer’s Workshop: Workshop your ideas and interview questions.

Homework for Sept. 27:
Read “Casa: A Partial Remembrance of a Puerto Rican Childhood” by Judith Ortiz Cofer (131). To your blog, draft a response to one of the questions outlined in Questions for Reflection and Writing (136).

Week Five
(M) Sept. 27 - Discuss Cofer’s essay in connection to Task Two.

Homework for Sept. 29:
Respond to your blog, a list of at least five questions you will ask or have asked of your subject. Explain to us why you have chosen these questions.

Read “Everyday Use” by Alice Walker (242).

(W) Sept. 29 - Writer’s Workshop: Making since of your research.

Homework for Oct. 1:
Respond to your blog, how the interview process went.

• What questions still remain?
• How did it go?
• Where did you conduct it?
• What did you learn?
• How do you intend to transition to the writing process?
• What concerns do you have?
• How do you expect to overcome them?

(F) Oct. 1 - By this day, you should have conducted your interview(s).

Homework for Oct. 4:
Read “Notes of a Native Son” by James Baldwin (106).

Week Six
(M) Oct. 4 - Discuss Baldwin’s essay in connection with Task Two.

Homework for Oct. 6:
Read “Becoming Educated” by Barbara Jordan (212). To your blog, draft a response to one of the questions outlined in A Writer’s Response (214).

(W) Oct. 6 – Discuss Jordan’s essay in connection with Task Two.

Homework for Oct. 8:
Prepare rough drafts of Task Two for peer critique.
Read Chapter 21 and 16 in “A Troubleshooting Guide for Writers.”

(F) Oct. 8 - Rough drafts of Task Two due/Writers Workshop
Review Chapters 21 and 16 in “A Troubleshooting Guide for Writers.”
(This will be the only time that I will accept rough drafts of Task Two. Please provide me with a hard copy by this date)

Homework for Oct. 11:
Continue working on task papers.
Review Chapters 18, 19 and 25 of “A Troubleshooting Guide for Writers.”

Week Seven
(M) Oct. 11 - Writers Workshop
Review Chapters 9, 10 and 13 of “A Troubleshooting Guide for Writers.”

Homework for Oct. 13:
Prepare final drafts of Task Two for evaluation
To your blog, draft a brief evaluation about Task Two. The evaluation is in the same format as Task One. I will upload it to the class blog as time approaches.

(W) Oct. 13 – Task Two due

Self Evaluation

Self-Evaluation

What is the thesis for your paper?

List the main points you make in your paper.

What was the most helpful advice you received from your peer evaluation?

What was the most helpful information you received in class for your paper?

How many drafts of this paper do you think you wrote and how/when did you write them? For example, did you compose at the keyboard, did you write lots of notes to yourself, did you pre-write or outline, did you write in small chunks of time or sit down and produce an entire draft at one sitting?

What would you do differently with this paper to make it more effectively, or what did you try to do that you just don’t think you got a good handle on?

What are most pleased with about this paper?

Reminder for the Final Drafts

Remember class that you will turn in your rough drafts (that I have commented on) with your final draft on Monday.

Final submissions are due at the beginning of class. Also on Friday, I will show you an evaluation that you will post to your blog. I will include this self evaluation in a separate post. If you know how, please copy and paste the questions into your text box of your blog. You will need to key in your own answers. This is an evaluation of Task One. I will allow you until Wednesday, September 22, to complete this assignment.

Remember that I will not assign a letter grade to this final draft, because of the focus of revision. The idea in mind is that if you need the additional time even after the final draft is due, that you will be given appropriate time to work on any of the following areas of writing:

1) Sentence structure (e.g. fragments, run-on sentences)
2) Detail
3) Supporting material
4) Introduction
5) Conclusion
6) Proofreading

I do, however, encourage everyone to ask about their individual prospective grades about each task paper.

September 13: Peer Review

Revision – Writers Workshop

Construct a brief outline of your paper. It should look like this:

1) Introduction
2) Supporting Paragraph
3) Supporting Paragraph
4) Supporting Paragraph
5) Conclusion

Depending on your topic it may look different. For instance if I were writing a paper about my mom’s trip to the ER, it may look something like this.

1) A mother’s love.

a. Interrupted circumstances (For instance, what happens when something threatens to break the bonds of mother/daughter).

b. On Monday, August 23, something tragic happened that threatened the relationship I had with my mother. One emergency room visit awakened me to the possibility that I may lose my mother.

2) The ER visit.

a. The day’s events leading up to the ER visit.

b. The pain my mother felt.

3) The ER process.

a. The tests the doctor ran.

b. The painful enduring wait.

4) The results.

a. What this means for my mother.

b. How I have reacted.

5) What my mother means to me.

a. Use showing details, not telling.

b. For instance, I may use supporting detail about how my mother traveled with me to Cincinnati, OH to support me at a conference where I gave a presentation on blogs. AND she also went with me to Oxford, OH where I had an interview for a PhD program with Cindy Lewicki-Wilson.

6) Conclusion

a. The bonds of mother/daughter

b. What my mother means to me. Reinforce supporting detail by using showing details, not telling.

Your outline may not be this detailed because it is only a rough draft and that is ok. The outline of your paper should be constantly reworked as you revise your draft each day this week. An outline is a perfect opportunity for you as you read your task paper to go back and see if the flow of the paper is consistent. For instance, if your outline and your task paper looks nothing a like, what is the problem?

Once you have constructed your outline, get in your peer review groups and begin peer review. I will allow 30-40 minutes of peer review (e.g. meaning that each person should have roughly 7 to 10 minutes a piece with each draft. It is up to you how you would like to conduct peer review. If you would like to pass around your draft and have each person respond silently, that is appropriate. If you would like to read the paper aloud and receive oral feedback, that is appropriate. However, I have provided each person with peer review sheets that will need to be filled out and given to each writer. Use this time wisely. On each sheet, record the peer reviewer’s name and the writer’s name. An example is given below.

Peer Reviewer: April Gibson
Writer: Colton Allan

Videos

If you would like to watch these videos in your own time or share them with a friend, the links are listed below.

Enjoy!

Suheir Hammad, First Writing Since

http://www.youtube.com/watch?v=0fhWX2F6G7Y

Yellow Rage

http://www.youtube.com/watch?v=Y22ty-VPpbA

Your Blog

I would like for you to think of your blog as an online journal. Now once you have posted in response to a reading, think of it as an opportunity to voice your opinion and shared experience to the author's experience. Think about what he/she is saying and how it may relate to your experience. As a fellow writer, I would like to give you the space to write freely in response to the essay.

Because of this, I will be reading your entries, only if I think it is necessary will I comment on the postings that you make in response to a reading. Therefore, if you do make a post in connection with a task paper, I will respond -- only if it is posted on time.

If you have any questions, feel free to contact me by email.

FYI: Because of the word length required of journal entries, I encourage you, my fellow writers, to take every available opportunity to respond to an assigned essay fully and in depth.

Class Materials

As I understand there have been some students who have still not received class materials because of Financial Aid constraints. I understand that this is not in your control. Therefore, I have learned from the Director of Developmental Writing that there is an English 100 book which includes the essays we have read thus far in the Hearnes Center (e.g. the library). This text is on reserve at the front desk, so if you fall into this category, you may at any time during the library's hours access this text from the main desk; however, because it is on reserve, it must stay in the library. So plan on spending a sufficient amount of time allowing you to read assigned essays and respond to whatever journal entry is due. You will need your Missouri Western ID card to access this material. As I have stated I do not accept late work. Until you receive your financial aid voucher(s) to access the class materials, I will assume that you are either using whatever materials are available to you (e.g. meaning you can access it through the library or a friend). To allow enough time to do so, you have until Monday, Sept. 20 to catch up on the entries that have been due to your blog. However, this does not include the prewriting strategy that was due Monday, Sept. 6, because this post did not require a text, those who have not posted will not receive credit. If you are late on any further assignments, it will not be accepted.

If you have any questions, please contact me by email.

Evaluation (Options)

If you are wondering how I may evaluate blogs, please see the scoring guide below. It is beneficial for you to see how you are doing with the journal responses (e.g. meaning I don't want you to be completely baffled if you don't do well on a journal response). I will not accept late work after this week as stated in the syllabus.

Assessment

Each blog post will be assessed individually, normally during the mid-semester and final portfolio review, according to the following scale:

* 10 Points—The blog post and/or comment displays an active and critical engagement with the topic with well-chosen and attributed quotes and summaries of the readings and/or class discussion (including previous student comments). The comment is free of sentence level errors and grammatical errors or contains so few that the casual reader does not notice them.

* 8-9 points—The blog post and/or comment displays an active engagement with the topic with quotes and summaries of the readings and/or class discussion (including previous student comments). The comment might include some sentence level errors and grammatical errors but they are either so infrequent or unimportant that they are barely noticeable.

* 7-8 Points—The blog post and/or comment displays adequate engagement with the topic and normally includes at least some summary of the reading and/or a reference to the class discussion (including previous student comments). The comment may contain some sentence-level and grammatical errors but they are not distracting.

* 5-6 points—The blog post and/or comment does not display adequate engagement with the topics, often relying on cliché or “common sense” to avoid critically engaging with the ideas. The comment includes distracting sentence-level and grammatical errors.

* 0-5 points—The blog post and/or comment provides little more than an “I agree,” “I think this is interesting,” or similar off-hand responses that contain little or no thought. The comment is riddled with editing and proofreading errors. Comments posted late but before the subsequent portfolio assessment cannot receive more than two points.

Late Work

As stated in the syllabus, I do not accept late work. We are into the second week of classes. As I stated in class on Friday, I will provide some "wiggle worm" for these first few assignments (e.g. meaning the posts that you make this week). If you are uploading your assignments to your blog account on the day that it is due, then you have nothing to fear. However, if you post days after the assignment is due, then I will not respond right away in order to provide a satisfactory response to others who do post their assignments on time.

Therefore, if you do have issues with technology in the future, I ask that you come to be prior to the due date (e.g. which is why I ask everyone not to wait until the last minute; although, it can be tempting!). If it is becoming a consistent thing, then I will act appropriately regarding each individual case. But I would like to reiterate that after this week, I will not accept late work.

Fill In The Blanks

By Friday, I would like each writer to fill in the blanks using the comment feature.

My topic is _________________, and my assertion is _______________________.
The main idea I want my reader to understand is ____________________________.

"How It Feels To Be Colored Me" by Zora Neale Hurston

“How It Feels To Be Colored Me” by Zora Neale Hurston

1) Who is Zora Neale Hurston without looking at the text (besides the fact that he is the author)?


2) View video clip.
http://www.youtube.com/watch?v=y_M-PfhgMsg

3) Identify the thesis.

4) Dissect the essay through discussion.

5) Focus questions for discussion:

a. What does Hurston mean in saying “I remember the very day that I became colored”? How is it possible to “become” colored?
b. How does Hurston feel about being a granddaughter to slaves? How does she relate to the history of blacks in the United States?
c. How does Hurston address racial discrimination in this essay? Do you agree with it? If so, why do you think you might disagree?

"Rite of Passage" by Anthony Brandt

“Rite of Passage” by Anthony Brandt

1) Who is Anthony Brandt without looking at the text (besides the fact that he is the author)?

2) How would you define “right” as opposed to “rite?”

3) Can you list a few examples of “rites” in our country?

4) Identify the thesis.

5) Using description. List all of the descriptive words, phrases that you can to describe the following characters.
a. 1 P.M.
b. 2 P.M.
i. Group 1: Brandt’s father.
ii. Group 2: Brandt’s mother (before).
iii. Group 3: Brandt’s grandmother.
iv. Group 4: Josephine, the maid.
v. Group 5: Brandt’s Uncle Bob.
vi. Group 6: arteriosclerosis, the disease and how it affected Brandt’s grandmother.
vii. Group 7: Brandt’s mother (after – 30 years later).

6) Focus questions for discussion:
a. How is the relationship between Brandt’s mother and grandmother similar to the relationship between Brandt and his mother?
b. How does Brandt’s relationship with his mother differ from the relationship she had with her mother?
c. What questions are you left with at the end of the essay? What else do you wish Brandt had told you about his mother?
d. How does the introductory paragraph set the scene for the essay? What phrases did you find the most striking?

Contact, continued

If you have any questions in regard to HW and reading assignments, task papers or in-class work, please respond to me by email only. I have posted the times that I will respond to email right away.

Monday - Wednesday 8 a.m. to 3 p.m.
Thursday - Friday 8 a.m. to 12 p.m.

I will not access my email on the weekend, so if you have any questions over the weekend, contact a peer.

Also if there is a problem in class or a concern anyone may have, I encourage you to visit me during my actual office hours.

Mondays 11 a.m. to 1 p.m.
Wednesdays 10 a.m. to 12 p.m./3 p.m. to 4 p.m.

If these times do not work for you, then contact me by email to set up a time to meet.

Friday, Sept. 3

Friday, September 3, 2010

Class Agenda:

Reminder(s):
1) No class on Monday, Sept. 6
2) For those who have Writers Workshop on Monday(s), you will still meet next week. BUT you will meet on Wednesday, Sept. 8 at your designated time. Attendance will be taken.
3) The letter of introduction is due today by 4 p.m.
a. If you still haven’t emailed me your blog URL, I have no way of knowing that you have done the assignment; therefore, it will not be accepted.
4) HW for Monday, Sept. 6 to your blog.
5) HW for Wednesday, Sept. 8 to your blog.
6) NO late work accepted! If it isn’t posted, by 4 p.m. of the day, it will not be accepted.
7) Blogspot tutorial. How to copy/paste from a Word document if you are using a PC.

Peer review groups:
What is your writing process like? How is it different from your peers? How does it or does it not work for you? When you begin a paper, what do you do?

1 p.m. - Writers Circle

2 p.m. – Writers Circle

Discussion of readings:
“Shitty First Drafts” by Anne Lamott
“Learning to Let the Past Go” by Brianna Howell

2 PM - Writers Circle

Haley 
http://haleyanderson27.blogspot.com/


Amy 
http://delaneycook.blogspot.com/


Penny 
http://pelifrits.blogspot.com/


Aza 
http://crazyaza.blogspot.com/


Savanna 
http://smcclain37.blogspot.com/


Chris 
http://nihilobstat-chris.blogspot.com/


Greg 
http://gregory31.blogspot.com/


Josh Z.
http://josh-ziemann.blogspot.com/


Tyler 
http://tylerziolkowski.blogspot.com/


Josh D.
http://jdiggs24.blogspot.com/

Taylor 
http://taylor-collins.blogspot.com/


Kyle 
http://kcongerenglish100.blogspot.com/


Damond 

http://damond19.blogspot.com/


Shawn
http://cruseafix7.blogspot.com/ 


Atlana
http://tooutspoken.blogspot.com/

1 PM - Writers Circle

Chayse 
http://chaysecollegewriting.blogspot.com/


Colton 
http://coltoncollegewriting.blogspot.com/


Cristina 
http://caschemanwriting.blogspot.com/


April 
http://aprilrenee29.blogspot.com/


Josh 
http://joshthecollegeboy.blogspot.com/


Samantha 
http://kamkam08blog.blogspot.com/


De'Angelo 
http://d3angelomack91.blogspot.com/


Kayde 
http://aydek.blogspot.com/


Cliff 
http://cliffordpetersen.blogspot.com/

Junior 
http://jsanford55.blogspot.com/


Jerann 
http://jwhite38.blogspot.com/


Kirk 
http://kresseguie.blogspot.com

Jay 
http://jaynuu.blogspot.com/


Clay 
http://www.cmaupin1-clay.blogspot.com/


Korey 
http://korey-jo.blogspot.com/


Krista 
http://kheastan.blogspot.com/


Tyler 
http://tylersschoolcrap.blogspot.com/


Arion 
http://arionduncan.blogspot.com/


Scotty 
http://scottyhanway.blogspot.com/

Contact

I understand that with the first week of classes there brings fear and intimidation. I understand your fear. I was once in your shoes not long ago. While I don't mind giving out my phone number to students. The nature of the phone calls and texts that I have received can be clarified in email format. Therefore, I am asking you to contact me via email: amichelechastain@yahoo.com. If for instance, you must reach me by phone I ask that you consider the circumstance. What is the nature of the call? Is it an emergency? Is it about a HW assignment or an email address? If it pertains to a HW assignment or contact info, email me. You can also access this info via the syllabus/schedule available on the class blog. Access this info through this medium. If you weren't in class, then you will need to ask a classmate about the day's festivities.

Thank you,
Ms. Chastain