TORDA'S FALL 2025 TEACHING SITE
  • Home
  • ENGL 489 Advanced Portfolio
    • ENGL 489 SYLLABUS >
      • GUIDELINES FOR BEING PRESENT ONLINE
    • ENGL 489 AUTHOR BIOS >
      • Class Profile fill-in-the-blank
    • ENGL 489 CLASS DISCUSSION BOARD
    • ENGL 489 PORTFOLIOS
    • ENGL 489 WRITER'S NOTEBOOK (ASSIGNMENTS)
    • ENGL 489 ICRN (ASSIGNMENTS)
    • ENGL 489 RETHINK/REVISE (ASSIGNMENTS)
    • ENGL 489 Interview with An Author (ASSIGNMENTS)
    • ENGL 489 MENTOR TEXT MEMOIR (ASSIGNMENTS)
    • ENGL 489 FINAL PROJECT (ASSIGNMENTS)
    • ENGL 489 Professionalization Presentations (ASSIGNMENTS)
  • Previously Taught Classes
    • POLICIES ENGL 511 SPECIAL TOPICS: YA LIT >
      • CLASS PROFILES YA LIT
      • LT UPDATES ENGL 511 YA LIT
      • Discussion Board YA Lit
      • SYLLABUS ENGL 511 YA LIT
      • ENGL 511 profile instructions
      • ENGL 511 YA LIT Mentor Text Memoir
      • ENGL 511 YA LIT Reader's Notes
      • ENGL 511 YA LIT pecha kucha final project
      • ENGL 511 Write Your Own YA
      • ENGL 511 FINAL PROJECT (individual)
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL344 YA LIT
    • ENGL101 policies
    • ENGL 226 policies >
      • ENGL 226 Writing Studies Timeline Project
    • ENGL 303 policies
    • ENGL 301
    • ENGL102
    • ENGL 202 BIZ Com
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition
    • ENGL 511 Reading & Writing Memoir
    • ENGL 513 >
      • ENGL 513 MONDAY UPDATE
      • ENGL 513 DISCUSSION BOARD
      • CLASS PROFILE ENGL 513 COMP T&P
      • SYLLABUS ENGL 513 COMP T&P
      • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
    • DURFEE Engl101
  • BSU Homepage
  • Blog

Guidelines for how to be "present" online 

Need to be in touch with me? 
LEE TORDA
Acting Dean, Undergraduate Studies & Associate Professor of English
200 Clement C. Maxwell Library
508.531.1790
Teaching Website: www.leetorda.com
[email protected]
[email protected]
www.leetorda.com
Open Hours for students (office hours):
By Appointment. Email me at [email protected] with times/days you'd like to meet, and I will respond within 24 hours. ​

​HOW TO ATTEND ZOOM CLASS:
​​Click here to attend. Zoom room opens at 4:30. 

​“Let’s save pessimism for better times”
--Eduardo Galeano ​(Who is Eduardo Galeano? )​​
General Guidelines for how to be “present” in our Zoom Classroom
Our semester together will be spent online. While you might be super comfortable learning that way, I’m still figuring out how best to manage it. So we’ve got to work together to make it so this class is a great one. 
 
First off, know that I love teaching no matter where and how I am doing it, and I promise to bring as much energy as I can to our meetings, virtual though they may be.


Here’s what I need you to do: 
  1. Come to  class. Not every teacher insists on attending class, but a lot happens in our class, and, if you miss it, you’ll miss a lot. And one thing I won’t do is re-teach a class you’ve missed, and I’m not going to record every class. I know there will be times when you have to miss, and I’ve made and will continue to make allowances for that. However, it is my expectation that you will zoom in to our class, on time, regularly, when the syllabus says too.

  2. When possible I would value and appreciate you having your camera on.  I know that it is not always possible for you to have the camera on, and I know that some students have clear and unavoidable reasons to be off camera. I will, always, respect that. I only hope that we, together, create an online atmosphere that encourages people to feel comfortable enough to be on screen when possible.   

  3. Sound on--yes, you read right, sound ON. Here is something I learned about myself last semester: I loathe the wall of silence I am greeted by in Zoom university. My IRL classes are loud, people. We are talking, groups are working, stuff is happening. I miss that a lot. I know it will not always be convenient or possible to have your mic on, but I seriously don't care about extraneous noise--your roommates comings and goings, your baby sister asking for a snack, your mother pretending not to be listening and still asking questions about who that nut on the other side of the camera is. Whatever. Let's be fully present with each other in our weird Zoom space.  

  4. If you need tech help, let me know ASAP. If you don’t have a camera or your internet is awful, I can put you in touch with people on campus that can get you what you need. If you don’t understand how to use something—like zoom, or google.docs, or whatever it is we are working in, tell me that too. If I can’t help you I can put you in touch with those folks who can. I’m no tech master, trust me. I know what it feels like to not know how to work something. 

  5. Things I don’t care about: Some teachers are going to care if you are in class and also in your bed. I am not one of those people. And I don’t care if you are still in your pajamas when we meet. Clothed is some capacity is all I care about. But I’m pretty relaxed about all that other stuff. T
    ​
    I also don’t care if you are actually eating while we are in class. I never cared when we met face-to-face; I don’t care now. And you don’t need to ask permission to get up and get food or coffee or whatever. 

    I also don’t care if your dog joins us for class (accidentally on purpose), your kid sister comes in to say hi, or your parents want to walk over and casually see who is running this madhouse. It’s online learning and living, and we can’t entirely control how this is gonna work. 

In general, let’s be patient with each other, and, by all means, let's be nice to each other. It’s hard enough out there without a mean English class. 
Proudly powered by Weebly
  • Home
  • ENGL 489 Advanced Portfolio
    • ENGL 489 SYLLABUS >
      • GUIDELINES FOR BEING PRESENT ONLINE
    • ENGL 489 AUTHOR BIOS >
      • Class Profile fill-in-the-blank
    • ENGL 489 CLASS DISCUSSION BOARD
    • ENGL 489 PORTFOLIOS
    • ENGL 489 WRITER'S NOTEBOOK (ASSIGNMENTS)
    • ENGL 489 ICRN (ASSIGNMENTS)
    • ENGL 489 RETHINK/REVISE (ASSIGNMENTS)
    • ENGL 489 Interview with An Author (ASSIGNMENTS)
    • ENGL 489 MENTOR TEXT MEMOIR (ASSIGNMENTS)
    • ENGL 489 FINAL PROJECT (ASSIGNMENTS)
    • ENGL 489 Professionalization Presentations (ASSIGNMENTS)
  • Previously Taught Classes
    • POLICIES ENGL 511 SPECIAL TOPICS: YA LIT >
      • CLASS PROFILES YA LIT
      • LT UPDATES ENGL 511 YA LIT
      • Discussion Board YA Lit
      • SYLLABUS ENGL 511 YA LIT
      • ENGL 511 profile instructions
      • ENGL 511 YA LIT Mentor Text Memoir
      • ENGL 511 YA LIT Reader's Notes
      • ENGL 511 YA LIT pecha kucha final project
      • ENGL 511 Write Your Own YA
      • ENGL 511 FINAL PROJECT (individual)
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL344 YA LIT
    • ENGL101 policies
    • ENGL 226 policies >
      • ENGL 226 Writing Studies Timeline Project
    • ENGL 303 policies
    • ENGL 301
    • ENGL102
    • ENGL 202 BIZ Com
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition
    • ENGL 511 Reading & Writing Memoir
    • ENGL 513 >
      • ENGL 513 MONDAY UPDATE
      • ENGL 513 DISCUSSION BOARD
      • CLASS PROFILE ENGL 513 COMP T&P
      • SYLLABUS ENGL 513 COMP T&P
      • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
    • DURFEE Engl101
  • BSU Homepage
  • Blog