TORDA'S SPRING 2023 TEACHING SITE
  • Home
  • ENGL 303 policies
    • ENGL303 SYLLABUS
    • ENGL 303 Discussion Board Space
    • ENGL303 CLASS PROFILES
    • ENGL303 READING JOURNALS (assignment)
    • ENGL303 OVERVIEW FINAL HERITAGE PROJECT
    • ENGL303 NAMING WHAT WE KNOW
    • ENGL303 YOUR LIFE IN PICTURES
  • ENGL 226 policies
    • 226 Discussion Board
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage

ENGL101 Writing Rhetorically IN-CLASS WRITING

Need to be in touch with me? 
LEE TORDA
310 Tillinghast Hall
Bridgewater State University
508.531.2436
ltorda@bridgew.edu
www.leetorda.com

Fall 2020 Open Hours for students (office hours):
M 12:30-2:00
W 10:00-11:00, 3:00-4:00
Th 10:00-11:00
and by appointment.
NOTE: All classes, student meetings, and open hours (office hours) this Fall 20202 will be held virtually. ​

Links to Open Hour for Students Zoom sessions:
For Monday Open Hours, click here.
For Wednesday Open Hours @ 10:00, click here.
For Wednesday Open Hours @3:00, click here.
For Thursday Open Hours, click here. 

Need to make an during a time that is not an office hour? appointment? Let me know you want to meet by adding yourself to my google.doc appointment calendar here: https://goo.gl/3CqLf and I will send you a zoom link for the time you sign up for. 
Managing In-Class Writing in our online class (because we do a lot of it)
Nearly every class, I will ask you to do some in-class writing. Typically this is writing that I hope will help you to write your formal papers or otherwise help you to get work done in our class: start a paper, understand a reading, ask a question, generally check in with me on how you are doing in class. It’s also a way for me to gauge if you are paying attention to our class, doing the work, and, at the most basic level, attending class. It’s not a huge deal, but it’s important that you do it: you’ll write for 5 to 7 minutes at most on most class days. 
 
It’s also practice. Writing is a big part of what you’ll do in college, and like running sprints for a marathon or throwing a baseball about a million times to get your pitch right, you need to develop some writing muscle memory. In-class writing will help you with that. 
 
In a face-to-face class, I would totally do this the old-fashioned way and have you write it on a piece of paper and turn it in to me. Obviously that won’t work now. Thus, follow the directions below to set up your googl.doc in-class writing page. I’ll have access to it and provide feedback and comments to help you—let me repeat, just to help you. It’s a do it or not do it thing; it’s not a get a grade on it thing. 
 
  1. Click here to access the TEMPLATE google.doc for in-class writing. DON’T WRITE ANYTHING ON IT. 

  2. Go to the “file” tab in the upper left of the tool bar and select “make a copy” from the drop down menu. A dialogue box will appear and prompt you to title your copy. Title your new .doc YOUR NAME.IN-CLASS WRITING.doc. So, for instance, my in-class writing would be called “LEE TORDA.IN-CLASS WRITING.doc”. 

  3. Once you’ve titled and saved your google.doc, click on the “share” icon in the top right corner of the page. In the dialogue box that pops up, write both of these emails on the line that says “add people and groups”: ltorda@bridgew.edu AND lee.torda@gmail.com. 

  4. To the right of the “add people and groups” you’ll see a drop down menu. It might say “view.” Make sure that you select “editor” so that I have access to the document. 
 
  1. Once you’ve typed in the email addresses and selected the “editor” role, click “send”. 
 
Day-to-Day how to post to your in-class writing google.doc
  1. Always post AT THE TOP of this google.doc, directly below these instructions. 
  2. Type in the date for our class because this serves as one of the ways I take attendance. 
  3. Highlight the date and convert, click on the “normal text” drop down menu and select “heading 2”. 
  4. Start a new line of text, return to the drop down menu and select “normal text” again. 
 
Proudly powered by Weebly
  • Home
  • ENGL 303 policies
    • ENGL303 SYLLABUS
    • ENGL 303 Discussion Board Space
    • ENGL303 CLASS PROFILES
    • ENGL303 READING JOURNALS (assignment)
    • ENGL303 OVERVIEW FINAL HERITAGE PROJECT
    • ENGL303 NAMING WHAT WE KNOW
    • ENGL303 YOUR LIFE IN PICTURES
  • ENGL 226 policies
    • 226 Discussion Board
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage