Thursday, May 30, 2013

Lesson 6 Notes


Dear Class,
Welcome to Lesson 6! I hope you're ready to reason through complicated dilemmas this week. As you prepare to go through the lesson, please note the following things:
  • Please read the optional resource in the Grammar Lesson called "Avoiding Awkward Sentences." It will only take a few minutes to read, and it is well worth your time.
  • Watch for debatable quiz questions again. I have submitted one course fix for a grammar quiz question, and I welcome emails addressing additional quiz concerns. I use your feedback when I consider which questions to drop, and which ones to present to Curriculum Development as "bad eggs".
  • I hope you appreciate the reading assignments this week. Do yourself a favor and refuse to skim! Which article do you prefer? What makes one article better than the other--for you?
  • The rubric for your essay this week has some typos and awkward phrasing. This is the rubric I will use to assess your Lesson 6 essay (like last week, my rubric is asking for the same things the other rubric requests, but I try to make the rubric clearer here):
Grading criteria for Lesson 6 Writing Assignment Final Draft
Max ScoreDescription
5The student's first paragraph clearly demonstrates the problem and provides a clear answer in the thesis statement. 
10The student clearly supports the thesis in subsequent paragraphs through logic, experience, examples, and maybe even research. 
5The writer ends on a strong note, reinforcing the thesis and indicating the larger significance of this issue.  
5The presentation has been carefully crafted and edited. It uses Times New Roman, 12 point font and meets the length requirement of 1-1 1/2 pages (350 - 450 words). 
Total: 25
  •  There is no Thesis Statement guidance in Lesson 6, so please click here to review guidelines for thesis statements. The document will help you write a strong thesis statement.
  • For some reason, the Mid-Course feedback is posted in this lesson again. You have already submitted your mid-course feedback, so you can ignore this.
Thanks for gutting out this intensive writing and reading class. I can't emphasize enough how well you are doing. Keep impressing yourselves--if you want to frame your work, or save it in a writing portfolio, you're on the right track!

Love,
Sister Bowen

Wednesday, May 29, 2013

Lesson 5 Email Regarding "This I Believe" essays

Dear Class,
 
I have graded all of your "This I Believe" essays and offered you all individual feedback. Please click on "My Grades" and see your score and feedback. As I move on to grade my other class's essays, here is some general feedback to keep in mind:
 
1) The average score for "This I Believe" essays was a 23. I don't share this to make you feel either brilliant, depressed, or "middle of the pack" but to demonstrate that you are not "alone" if you haven't been receiving perfect scores on your essays. I look at your essays in light of the assignment guidelines and the rubrics, and notice "distractions" that get in the way of a savory reading experience. I am so touched by your essays, and strengthened by what you write. Giving you a "23" does not mean I think your essay isn't good enough. It means that there are things in your essay that still need attention, in my opinion. (You can decide that my opinion is a bunch of bologna, of course:)).
2) As you proofread your work, try going through it looking for different "distractions" each time. For example, you can comb your essay once for comma use, then for singular/plural tense shifts, then for past/present tense shifts, then for wordiness. Then you can read it again for transitions, and for smooth wording. So much goes in to making writing great. I want you to feel proud of your polished work.
3) Look for outside help if you feel blind to your own grammar and punctuation errors. You may send your essays to the Writing Center and tell tutors exactly what you want them to look for. We're all blind to our own "motes"--getting outside help is critical. While the Pathway Gatherings are incredibly helpful to many of you, consider getting additional help as well.
4) Finally, after all of that--how are you doing maintaining balance in your life? Is this class taking over your life? If you are spending more than 12 hours on this class each week, consider how to spend less time on the course. What can you do? If you want to spend more time proofreading your work, but you are spending three hours on the comma rules, or several hours in discussion boards, can you rearrange your priorities?
I am here for you, I care for you, and I am praying for your success.
Love,
Sister Bowen

Monday, May 27, 2013

Welcome to Lesson 5 Email

Dear Class,
Some of you may be off having fun in the woods or at the beach, and/or honoring loved ones who have passed beyond the veil. But some of you are probably doing schoolwork today, like me. Remember that you still have Wednesday night deadlines like usual, so make sure to get going on classwork as soon as you can.
I worked hard to make my "Notes From Instructor" useful this week as you embark on technical writing for the first time in class (conducting research and analysis, rather than doing creative, memoir writing). Make sure you spend time in "Notes From Instructor" now, even if you glanced through it last week. I have made changes.
Finally, I found a verse in 1 Nephi 17 I wanted to share with you, as it relates to going forward with faith when life is challenging. Christ says, "And I will be your light in the wilderness; and I will prepare the way before you, if it so be that ye shall keep my commandments; wherefore, inasmuch as ye shall keep my commandments ye shall be led toward the promised land; and ye shall know that it is by me that ye are led" (13).
I love seeing how the Savior protected and comforted Nephi on his journey to the promised land, and I know he will protect and comfort us as well.
I'm praying for your success and happiness.
Love,
Sister Bowen

Thursday, May 23, 2013

Course-wide feedback on River Tooth Essays, Lesson 4

Dear Class,
I'll give you each individual feedback on your river tooth essays by the end of the week, but these are the things I wanted to share with you collectively right now:
 
1) Word length: Work to meet the length requirements. Many of you have written in your journals about how it is so hard to meet the length requirements. I understand how you feel!
A few days ago, I wrote a personal statement to go along with my application; I had a word length requirement to deal with, just like you do. I needed to demonstrate why I was the person for the job, and it was hard to do when I couldn't say everything I wanted to say. So I chopped and revised, and chopped and revised some more.
Also, I am helping my brother condense his personal statement for medical school. The same process is necessary: chop, revise; chop, revise. I understand that this is a difficult process. Do it anyway. It's like lima beans--very good for you. I took one point off river tooth essays that exceeded 500 words. From now on, I'll automatically deduct one point if an essay's word count is not within the specified length window--there will be no more extra 50 word cushion. For the "This I Believe" essay, and for all future essays, work to honor word length requirements. It will make you a more thorough, careful proofreader. I'm not trying to be mean; I just feel like you'll miss out on this challenging aspect of writing if you ignore the length requirements.
 
2) Titles: Please write titles for all of your essays. Think about them for a while, and select the "perfect" title for each piece. This is part of the writing process, and titles make your essays even better.
 
3) Commas: Keep reviewing comma rules. I have studied them for a lot of my life, and I am still not a comma master. To use commas with confidence, you'll have to keep reviewing the rules.
 
I am stunned as I read your beautiful writing. You will be ready for future English classes; you will be prepared to write important things as you serve in Heavenly Father's kingdom. Here is what Joseph Smith had to say about writing:
 
"The Art of writing is one of the greatest blessings we enjoy. To cultivate it is our duty, and to use it is our privilege. By these means the thoughts of the heart can act without the body, and the mind can speak without the head, while thousands of miles apart, and for ages after the flesh has mouldered [moldered] back to its mother dust. Beloved reader! have you ever reflected on this simple, this useful, this heavenly blessing! It is one of the best gifts of God to man, and it is the privilege of man to enjoy it" (Joseph Smith, published in The Evening and the Morning Star, September 1832).
 
I pray for your success and happiness! Please let me know if you have any questions, concerns, or insights after reading this.
Love,
Sister Bowen

Lesson 5 Notes from Instructor

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Dear Class,
 Welcome to Lesson 5! We'll depart from personal essays this week, charting new territories in research writing. As I went through this lesson, I jotted down the following points to help you navigate through the lesson and have a good experience:
  •  Watch for the missing word in the Writing Center tutorial regarding wordy sentences. If you catch it and email me about it, I'll add a point to your grammar quiz score this week! (Make sure you take the quiz before emailing me, so I can automatically add the point when I read your email.)
  • Some of the quiz questions are debatable. Email me if you take issue with a quiz question, and tell me why you picked the answer you selected.
  • Make sure to take notes on anything new you learn in the Paragraph and Development folder. Keep in mind that I will hold you accountable for the fantastic information shared in the presentations. I would strongly suggest reading the two additional resources in the Paragraph and Essay Development folder this week--The Transitions and Quotations sheets are very useful. 
  • I don't like the current rubric for your Opinion and Response Essay, and I have submitted a request to revise the rubric course-wide. Here is the rubric I'd like you to use as you craft your essay. It calls for the exact same things as the original rubric, but the wording and organization is better on my rubric, in my opinion:
ENG 106 Opinion and Response Grading Rubric

5
The essay gives a clear, short summary.
5
The student quotes or paraphrases one or two key passages from the article in the summary.
10
The student clearly responds to the author’s points. The student discusses why he/she agrees or disagrees with the author's arguments.
5
The essay has been carefully crafted and edited. It uses Times New Roman, 12 point font and meets the length requirement of 1-1 1/2 pages (350 - 450 words). ***I will count your words from your title to the end of your paper. I will not count your header nor your reference as part of your word count.


  •  The student sample is excellent. . .but you can only see the first page of the student's work. Take what you can from it, but don't forget to make your own essay 350-450 words long. Also, the sample essay is easier to read if you download the document.
  • Here is a screencast that walks you through your experience reading materials on the "Opposing Viewpoints" website. Here is a screencast showing how to write your essay. I would encourage you to post the reference for the essay you discuss at the bottom of the page, like the professor does in her sample essay.
  • Finally, please complete the Mid-Course Feedback. You will automatically get full credit for completing it when you follow the directions in the Mid-Course Feedback folder. I will use your feedback to guide my teaching, and I will also compile your course suggestions and submit them to Curriculum Development. I want this class experience to be as valuable for you as possible.
Keep up the fantastic work. I am praying for your success and happiness.
Love,
Sister Bowen

Monday, May 20, 2013

Welcome to Lesson 4 Email

Dear Class,
Good morning from Ammon, Idaho, where the sky shows patches of blue for the first time in three days! I'm excited to work with you this week.
 
Because Memorial Day weekend is coming up, I strongly recommend jumping into our class as soon as possible, and getting everything done as soon as you can. The deadlines are the same as always (on Wednesday and Saturday night), but I have made the Lesson 4 Weekly Report visible now, so you may complete it this week at any time. I don't mind if you give yourself credit for attending your Pathway meeting before you attend the meeting this week, as long as you go and participate fully.
 
Good luck with your "This I Believe" short essay. I hope you will share it with your loved ones after it is polished because it will represent who you are and what you believe.
 
Finally, I want to thank you for working so hard to write so well in this class. Our writing gifts can dim or burn out just like testimonies if we don't deliberately work to keep these gifts alive. I am so happy to see your efforts.
 
Love,
Sister Bowen

Wednesday, May 15, 2013

Lesson 4 Notes From Instructor


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Dear Class,
Welcome to another week of studying important grammar rules, reading excellent writing, and writing about things that matter to you! I have reviewed the whole lesson as a "test student", and things look pretty smooth. I submitted a few minor course fixes that should be resolved at the start of this week (one bad quiz question and an incorrect link). Here are a couple things to keep in mind this week:
  • You may gain more grammar and punctuation confidence by printing out the grammar sheets each week. A few students have done this, and it may be a good idea for all of us. One student plans to review her grammar lesson as she watches the grammar presentations. I also recommend going to Grammarbook.com for help with troubling grammar or punctuation rules. Do whatever works for you.
  • Let's review the Grading and Feedback reminder presented on the Lesson 4 main page:Grading and Feedback: For the first six weeks of this course the short assignments will receive a minimal amount of feedback and critique from the instructor. If you want more extensive feedback you must email the instructor individually and make this request per assignment. Also, another great way to get detailed feedback is to use the online writing tutors.
    Please be patient and understanding as I attempt to provide "a minimal amount of [useful] feedback and critique". It was so fun to create video feedback for you last week, but it sent me way over hours again. I have decided not to provide video feedback except on your two major assignments (the persuasive essay and the personal narrative essay). With that said, I would be happy to review your work with you during my office hours between 8-9 pm, MT. Please feel comfortable emailing me about any questions, concerns, or requests you may have after reviewing your grades and feedback.
  • Finally, I hope you are feeling wonderful about your hard work so far! I believe that you will be the top students in your English classes in the future as a result of the efforts you are putting in now. Keep up the fantastic work!
Love,
Sister Bowen
 
 
 

Monday, May 13, 2013

Additional note about river tooth essays, posted as announcement and in Lesson 3 Notes from Instructor

Dear Class,
A very wise student pointed out today that the "river tooth" essays we read this week are all pretty intense and traumatic. Please don't think that your river tooth essay ought to be traumatic.
 
The river tooth directions state, "Often 'river tooth' experiences are memories of scenes or short events with high emotional content. Your job is to write about your own 'river tooth' experience by simply describing the memory of a past life event. Convey the emotional impact it had on you. You do not need to reflect on the meaning of the event (you’ll do that for your personal essay). You are just capturing the imagery and emotional impact of the experience through detail and narration (story telling)."
 
As you write your essay, remember that you will have to share your essay with your peers at the Thursday Gathering, and with me. The wise student mentioned above writes that some students "may divulge ordeals that only bishops or trained therapists should hear. The first reading, about lust and trauma, plants in the mind images that could invite students to share abuse or other topics that are not appropriate to share in casual class settings."
 
So be prayerful as you decide what to write. You can write about something that had an emotional impact--and the emotional impact can be positive!
 
I know I've bombarded you with marathon stories, but describing how I felt at the finish line of my marathon would be an absolute pleasure. Look at me: I'm not doing anything for anyone--I am pure happy. Describing that moment in detail would meet the river tooth requirements, and it would be fun to write. If you are concerned about the content of your essay, will you please email me? I want this to be a good experience for all of us.
Love,
Sister Bowen

Welcome to Lesson 3!

Dear Class,
Good morning! This week is river tooth week, and I know your essays will be memorable. River teeth are basically the memories that won't wash away from your mind--they are still preserved with sharp detail. I love the content in this lesson, and I hope you will as well.
I want to share a river tooth moment from the scriptures that has always stood out to me. When Joseph Smith was a prisoner in Liberty Jail, he begged to know," O God, where art thou? . . How long shall thy hand be stayed? . . Yea, O Lord, how long shall [thy people and servants] suffer these wrongs and unlawful oppressions, before thine heart shall be softened toward them, and thy bowels moved with compassion toward them?"(Doctrine and Covenants 121: 1,3).
 Then, Heavenly Father comforts Joseph, beginning with, "My son, peace be unto thy soul; thine adversity and thine afflictions shall be but a small moment" (7).
 He comforts Joseph for several pages, but these specific details stand out to me: "If thou art accused with all manner of false accusations; if thy enemies fall upon thee; if they tear thee from the society of thy father and mother and brethren and sisters; and if with a sword thine enemies tear thee from the bosom of thy wife, and of thine offspring, and thine elder son, although but six years of age, shall cling to thy garments, and shall say, My father, my father, why can't you stay with us? O, my father, what are the men going to do with you? and if then he shall be thrust from thee by the sword, and thou be dragged to prison, and thine enemies prowl around thee like wolves for the blood of the lamb. . .know thou, my son, that all these things shall give thee experience, and shall be for thy good" (Doctrine and Covenants 122:6-7).
 This river tooth description of Joseph being torn from his family is so vivid, and it shows that Heavenly Father has always had a softened heart, and complete compassion for His children. He sees what is going on, and He loves us dearly.
 I hope that our course will "give [us] experience, and shall be for [our] good."
 I am thankful for you and pray for you every day.  Good luck this week!
 Love,
Sister Bowen

Friday, May 10, 2013

Lesson 2 Email: 5-Hour Dilemma

Dear Class,
I hope you are having a beautiful Friday. Remember to get everything submitted on time tomorrow, before 11:59 pm.
I posted an announcement about the love letter essays just now--I have graded your work, and I hope you will review my announcement and my personal feedback on your essay in the gradebook.
On To the 5-Hour Dilemma: I have received a few emails from students requesting more specific feedback on the love letters--specifically, justification for missing points-- and I feel torn about it. I want you to understand my dilemma: While I would love to provide extensive feedback on your work (marking passages I love, and identifying trouble spots that need more grammar/punctuation attention--then sending your marked essays back to you) I just cannot. These short assignments are opportunities to demonstrate your writing skills, and I'll award you points according to the rubric. I'll also leave a brief note for you in the comments box for every short essay assignment.
I am expected to grade all of your short assignments within 5 hours each week, which equates to 10 minutes per student essay. Can you see how this is a challenge? I went over that 5-hour limit by several hours this week, and I'll need your understanding as I try to achieve something closer to that expectation.
When you submit your two major essays (the persuasive essay and the personal narrative), I will be very happy to post comments on your essays. I'm actually only supposed to add one extra hour total during the weeks I grade those essays, but I'll do more than that.
So how can you get more substantive feedback? You may submit your work to the Writing Center, and ask for specific feedback. For example, if I suggested that you examine your comma use in your Love Letter, you may ask for help identifying comma concerns in your essay drafts. You may submit your essay to the Writing Center a few times during the week. You may ask for specific help from your peers at Gatherings. You may ask your loved ones for feedback as well.
I promise to be prayerful as I read, grade, and comment on your work. I want to help you succeed, and I'll work to center my feedback on the most important things.
Sincerely,
Sister Bowen

Lesson 2 Announcement: Love Letters Graded

Dear Class,
I have graded all of your love letters (excpet Diana's, for technology glitch reasons). I made comments about every essay, and I determined scores based on the rubric and my email admonition to use MLA formatting. Please review the rubric and my feedback. If you lost points in the last row of the rubric, it could be for two reasons:
1) Your paper wasn't completely polished, and needs more grammar/punctuation/typo attention or
2) Your paper didn't honor the MS Word MLA formatting I asked you to use for this assignment.
Overall, your papers were as well-written as anything I have seen students write in Advanced Writing classes. You are incredible writers! As you keep reviewing and applying the grammar and punctuation rules, and work to make everything you write matter, your work will get even better.
Sincerely,
Sister Bowen

Wednesday, May 8, 2013

Lesson 2, Wednesday Email

Dear Class,
I hope you're having a good week so far. I love that the technology in our class has been kinder this week. Here are some things to keep in mind:

1) You have stuff due tonight. Review the deadlines on the Lesson 2 Main Page to see what is due, and make sure you have done it/submitted it before 11:59 pm.
2) When you submit your "Overlooked Beauty" final draft, will you please just paste it in the comments box, rather than attaching it? You'll go to "Writing Assignment Final Draft", click "Open", and paste your polished, stunning essay in the comments box. It will be quicker to grade your essays this way, and I won't deduct points for incorrect formatting. (The Times New Roman font and size, spacing, headers, etc. will likely not transfer.) Still make sure you write well and have everything in paragraph format. For all future "short essays" (where you post a draft by Wednesday and a final draft by Saturday), I'd appreciate it if you will submit your essays in the Comments box. The big essays can be attached with their perfect formatting later on in the semester.
3) I'll host my office hour tonight here between 8-9 pm, and I'd be happy to answer any questions or talk with you about concerns in the office. Remember to type your full name, and click "enter room."
4) Make sure your journal entries meet the word limit. A few journal entries have only been a few sentences long, and this doesn't match the expectations.

Finally, thanks for working so hard. I love the quality of your posts in the discussion boards, and the love letters are fun to read.

Love,
Sister Bowen

Tuesday, May 7, 2013

Lesson 3 Notes From Instructor

Lesson 3: May 14-19

Dear Class,
The content this week is fantastic, and I look forward to being grossed out by some of your river tooth essays and deeply moved by others. Here are a few pictures of river teeth to lodge in your mind as you read through this lesson:
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I love that the river teeth on the left-hand side are rough and sturdy, and the ones on the right have been polished and smoothed.
Some things to keep in mind this week:
  • Some of the videos took a while to load on my laptop. If you have a slow connection like I do, pause your video so it can load, and move on to another task. There are plenty of things to keep you occupied in this lesson, or you can read your scriptures while you wait:).
  • As you have done in the past, use the rubric and assignment guidelines to direct your writing.
  • Remember to honor the length requirements for your journal writing and for your other assignments. Work to be within 50 words of the required length.
Good luck this week, and know that I am cheering for you!
Sincerely,
Sister Bowen

Monday, May 6, 2013

The Whole Marathon Story (new stuff starts in paragraph 10, regarding "Duck Tales"). The Title is "A Beautiful Marathon"

My goal for my very first marathon was to run it in fewer than 5 hours. My vision (which, in my mission language meant the goal I REALLY wanted, but probably wouldn't get) was to run the race in under 4 hours and 22 minutes, because this is how long it would take to run the race if I ran it with sub-10 mile splits. Starting last week, I even had a dream: I dreamed of running the race in fewer than 4 hours and 4 minutes because that is how fast my sister ran her marathon a few years ago. I was hesitant to share that dream with anyone but my husband because it seemed like such an impossible task. Who was I to target such a low time for a first marathon? Would it depress me if I couldn't realize that dream?
 
As I neared race day, advice scrolled across my mind from runners who had completed marathons before. The advice is paraphrased:
Bekah Saltsman, a dear friend from college: "Don't set a time goal for your first race. Know that your body will shut down and you'll have to find new muscles to serve you to finish. Having a fast half marathon doesn't mean your marathon will be fast."

A famous marathoner whose name I forget, who tipped his hat to slow marathoners, saying: "I can't imagine running for 5 or 6 hours."

Katie Belnap, a fellow Beehive advisor," Oh, I ran my marathon in 4 hours. You'll be fine. You can do that."

Katie Slade, a friend at the Apple Athletic Club, where I work in the childcare facility to pay for my gym membership, "I ran mine in 4:25 injured. You'll do great!"

Steve Gudmonson, my neighbor, who ran and won marathons for years, "You will hit the wall. Plan on it. Just relax your muscles and run through it. After your first marathon, you are going to be so tough."

With all these numbers, warnings, and encouraging words in mind, I also debated the right socks to wear, when to shave my legs, whether to bring hairspray to my mom's house, when to take Ibuprofen, how many Power gels to tuck into my sports bra at the start of my race, when to drink them, how many trips to take to the port-a-potty, when to eat, when to take off my sweats, when to take off my long sleeve t-shirt, and how to put my time chip in my laces in such a way that it wouldn't fall off or impede my running.

I was bussed up the canyon at 4:45 AM on race day, making friends with my seat-mate, Eva. We saw all the runners huddled by campfires for warmth, and joined a small huddle so we could be closer to the fire. We joked that we'd make ourselves smell "better" by campfires than we would by racing, and we stood in the gusts of smoke because the crowds were smaller there. It was eyelid-closed black that morning, except by the camp fires, and veteran runners of the Provo City Marathon assured us that it was warmer than last year.
After long huddled conversations, jogging to the finish line and back, 3 trips to the port-a-potty with new friends, and stripping off my sweats but NOT my long-sleeve t-shirt in the warm, inviting bus, I had 3 minutes to go before start time. I tucked my clothes in my backpack, froze out to the start line, made my way to the 9:09 pacing team, and was surprised to hear the starting gun go off. I uttered a quick prayer with a new friend, Lynnette, and off I flew to chase my goal, vision, and dream. . .

The first song on my Ipod was "Duck Tales." I played it two times. I ran past maybe a hundred runners, deciding that my race strategy would be to run sub-9 mile splits until I couldn't do it anymore. I had been running sub-9's for more than a month, with the one exception being my 20 mile run, which I ran at a 9:09 pace. So I just ran to feel comfortable, listening to my body. At every mile marker, I calculated what my time should be, based on my sub-9 split goal. My times grew steadily shorter than the 9-mile split pace. Every mile, I saw myself distancing myself from that 9MPH pace, and just felt happy that I felt comfortable and healthy. I felt so grateful that I wasn't injured. I prayed throughout the race, thanking Heavenly Father for this gift to run and feel well.

At the start of the race, a man wanted to chat with me for a bit, and pointed out that I was on track to qualify for Boston. I told him I had no interest in getting a BQ this race--I was a "wild card", just doing my first race.
Throughout the race, runners would let me know they were going to use me to pace themselves and I advised against it, always letting them know I was  a wild card.

I had asked Doug (my sweet husband) to meet me at around 13.5 miles to give me two gels and a packet of salt. I worried when I didn't see him at the 13.5 location. I had turned off my Ipod so I could hear him if he called for me. Also, I wanted to give him my long-sleeve t-shirt, which I had wrapped around my waist around mile 7. I was a little disappointed that we had missed each other, but just kept running. Luckily, at mile 14, at the Provo Town Mall, Doug called out to me, and we did a quick exchange--I got water, gels, and salt, and he got my long-sleeve blue shirt. I let him know my half-marathon time--a 1:45--so he could report it to my family. They were going to use my half marathon time to decide when to come to the race.

My quads and hamstrings burned, but I told myself they were just warm. The sun was out and I wished there were more aid stations and more supplies at the aid stations. I would have liked some sunscreen and Vaseline. But every three or so miles, I got water and Gatorade, and had a gel. I walked at each station, and it felt nice! It was never for longer than 10 seconds, and so much easier than placing waters and gels at different intervals along my training routes, and rifling through plastic bags to get gels and water. 

My first time getting a 9+ split was at mile 21, but I stopped doing the math to see where I would be if I were going at a 9 mile pace a few miles before that. At mile 20, I calculated what times I would need to get to achieve a sub-4 hour marathon. If I could stay below ten minutes for each mile, I could achieve my new goal. So from then on, I viewed my miles against the required time needed for each mile, and the distance grew again between my allotted time and my actual time. I hit a few more 9+ miles, and a few in the 8's, and started to get excited. I was almost there! 
 I ran down University Avenue, thanking the traffic cops who never made me wait. 
I am so thrilled to report that I achieved my goal, my vision, and my dream during my race. I blew kisses to my family as I made it to the finish line in 3 hours, 42 minutes, 41 seconds. 
 
I'll never forget the overwhelming joy and wonder I felt as I saw my cheering family (Doug, Marshall, Shauna and Blake) and knew I had done my very best in this race. My very best exceeded my wildest hopes, and I felt gratitude for the strength I never knew I had.
Thanks to everyone who prayed for me, supported me, and loved me through this special experience. Thanks in particular to those at the finish line, and to my mom, Isaac, Lucy, Brooklyn, Peanut, River, Haven, Cabell, Summer, and Valley--who all missed me finish, but were there a few minutes later.

Welcome to Lesson 2! (Email #1)


Dear Class,
Are you ready for another week of reading and writing? I sure hope so. I went through the lesson as a student and didn't have any technological problems, so I hope and pray that is the case for you as well. If you do encounter snags, please contact the OSC (Online Support Center) at 208-496-1800 for technological help. You may notify me as well, but the OSC is trained to help you with technology problems--I'm here to help you with class content and your writing.
 
I suggest that you jump into our class after reading this email so you can get started and have a sense for what is expected this week.
 
I wanted to close by sharing with you that I had a beautiful experience in my marathon on Saturday. This brief account is my attempt at applying the descriptive lessons from Lesson 2:
 
My goal for my very first marathon was to run it in fewer than 5 hours. My vision (which, in my mission language meant the goal I REALLY wanted, but probably wouldn't get) was to run the race in under 4 hours and 22 minutes, because this is how long it would take to run the race if I ran it with sub-10 mile splits. Starting last week, I even had a dream: I dreamed of running the race in fewer than 4 hours and 4 minutes because that is how fast my sister ran her marathon a few years ago. I was hesitant to share that dream with anyone but my husband because it seemed like such an impossible task. Who was I to target such a low time for a first marathon? Would it depress me if I couldn't realize that dream?
 
As I neared race day, advice scrolled across my mind from runners who had completed marathons before:
 
Bekah Saltsman, a friend from college: "Don't set a time goal for your first race. Know that your body will shut down and you'll have to find new muscles to serve you to finish. Having a fast half marathon doesn't mean your marathon will be fast."
 
A famous marathoner whose name I forget, who tipped his hat to slow marathoners, saying: "I can't imagine running for 5 or 6 hours."
 
Katie Belnap, a fellow Beehive advisor," Oh, I ran my marathon in 4 hours. You'll be fine. You can do that."
 
Katie Slade, a friend at the Apple Athletic Club, where I work in the childcare facility to pay for my gym membership, "I ran mine in 4:25 injured. You'll do great!"
 
Steve Gudmanson, my neighbor, who ran and won marathons for years, "You will hit the wall. Plan on it. Just relax your muscles and run through it. After your first marathon, you are going to be so tough."
 
With all these numbers, warnings, and encouraging words in mind, I also debated the right socks to wear, when to shave my legs, whether to bring hairspray to my mom's house, when to take Ibuprofen, how many Powergels to tuck into my sports bra at the start of my race, when to drink them, how many trips to take to the port-a-potty, when to eat, when to take off my sweats, when to take off my long sleeve t-shirt, and how to put my time chip in my laces in such a way that it wouldn't fall off or impede my running.
 
I was bussed up the canyon at 4:45 AM on race day, making friends with my seat-mate, Eva. We saw all the runners huddled by campfires for warmth, and joined a small huddle so we could be closer to the fire. We joked that we'd make ourselves smell "better" by campfires than we would by racing, and we stood in the gusts of smoke because the crowds were smaller there. It was eyelid-closed black that morning, except by the camp fires, and veteran runners of the Provo City Marathon assured us that it was warmer than last year.
 
After long huddled conversations, jogging to the finish line and back, 3 trips to the port-a-potty with new friends, and stripping off my sweats but NOT my long-sleeve t-shirt in the warm, inviting bus, I had 3 minutes to go before start time. I tucked my clothes in my backpack, froze out to the start line, made my way to the 9:09 pacing team, and was surprised to hear the starting gun go off. I uttered a quick prayer with a new friend, Lynnette, and off I flew to chase my goal, vision, and dream. . .
 
My story was getting too long! I'll have to finish it on my blog so I don't put you to sleep or waste your precious time. In brief, I am so thrilled to report that I achieved my goal, my vision, and my dream during my race. I blew kisses to my family as I made it to the finish line in 3 hours, 42 minutes, 41 seconds.
 
I'll never forget the overwhelming joy and wonder I felt as I saw my cheering family and knew I had done my very best in this race. My very best exceeded my wildest hopes, and I felt gratitude for the strength I never knew I had.
 
Love,
Sister Bowen

Thursday, May 2, 2013

Lesson 2 Notes From Instructor

Lesson 2: May 6-11


Dear Class,
You have so much to read and write this week--I won't keep you here long. I just wanted to let you know I went through all of Lesson 2 as a student, and I was able to get through everything without broken links or marking things complete before moving forward. If you still encounter difficulties navigating, please contact the Online Support Center at 208-496-1800. Here are some things to keep in mind as you go through this lesson:
  • It is okay if you don't love reading detailed pieces, or writing with tons of detail. Think of Lesson 2 as spending a week in a foreign country, eating different foods and discovering a different lifestyle. See what you want to bring home with you when the week is over. Give details a chance.
  • Because there is a lot to read and write this week, I strongly recommend working on this lesson every day.
  • Remember that the deadlines are firm. 
  • I am breaking you up into groups of ten in the discussion boards this week. I don't want you to worry that 2/3 of the class dropped out! I'm just trying to make it so the boards aren't so overwhelming. I plan to do this for the rest of the semester.
This week, I will be busy reading through your Love Letters and offering feedback. I won't provide extensive feedback on these short essays, but I will let you know some strengths I see in your work and some things to work on. If you want more feedback, please submit your work to the Writing Center. I won't be offering extra credit for submitting work to the Writing Center anymore because the Writing Center is swamped--and they have requested that we no longer offer extra credit for this wonderful tutoring option. Alas, I'll have to think of other Extra Credit opportunities as we move forward. Let me know if you strike upon a meaningful, relevant Extra Credit idea.
Good luck this week, and know that I am cheering you on every step of the way.
Love,
Sister Bowen

Lesson 1, Email #3: Due Today. . .and some guidelines

Dear Class,
It is Wednesday of Lesson 1, so you have homework due today! To review what is due today, please go to Lesson 1>"Lesson 1 Main Page">Weekly Overview. You will see what you need to get done by tonight and by Saturday night at 11:59, your time. You cannot post assignments after the deadlines. Do your best to meet deadlines and email me if you feel like your reason for missing a deadline merits an extension (like if you were rushed to the ER). Basically, you don't want to have an excuse to miss deadlines. Please work ahead. . .
Also, I have been reading through your drafts (they are very good!), and here is some course-wide feedback to help you as you polish your love letter:
Course-wide feedback:
1) Make sure you have read the directions and reviewed the rubric for this assignment. Here are the rubric guidelines:
ENG 106 - Love Letter Rubric



 10
The essay focuses on one object, discussing the most significant qualities and expanding upon those in the paragraphs.
5
The essay is well organized; the writer uses transitions effectively.
5
The student addresses the object directly.
5
The essay has been carefully crafted and edited. It uses Times New Roman, 12 point font and meets the length requirement of 1-1 ½ pages (350-450 words).

2) You want your essay to earn the "easy" formatting points. Please use Times New Roman, 12 point font, and use MLA formatting, just like the  "MS Word For Beginners" presentation calls for. If you don't know how to create this format, revisit the "MS Word for Beginners" presentation. I will be looking for this MLA formatting for the rest of your final essays for the rest of the semester.
3) What about going over or under the length requirement? For this essay, you may go over or under the length requirement without worrying too much about it. For future essays, I'll allow you 100 words of wiggle room--you can be over or under the specified length by 100 words before I will take away points.
4) Look up "Comma splices" online for a quick review of this punctuation problem, and scan your paper to make sure you don't have comma splices.
Finally, I'll be hosting my office hour tonight here at 8 pm, MT. Please come if you have questions for me. I'd love to help.
Sincerely,
Sister Bowen