When Will I Know My Grade?

Here are the dates grades must be turned in:

Kean: January 5, 2009

UCC: December 24, 1 p.m. These grades were submitted at 12 noon, Dec. 24

I intend to have them in by this Sunday so students can check their grades online.

Please don't e-mail me about getting your grade before that time. Right now I'm ill with a bad cold and I'm not doing anything but trying to feel better.

What Happened in Class 5016

We discussed the questions from the readings.

The instructor provided an APA handout with examples for the two most commonly used electronic sources: web sites and electronic databases. We went over the APA style guidelines.

Students turned in their papers.

We planned the presentation for The Tower.

1402 What Happened in Class

This week we have been having persuasive speeches. Next week, we will continue. Speakers for next week are:


December 15: Angie L, Katherine D, Nicolette C, Brian S, and Antonio S
December 17: Angelica, Melissa, Mike T, and Priyanka

101 What Happened in Class

Thu., Dec. 11

A couple people asked me about the soundtrack from the movie, so I'm providing this link.

I'll post what happened in the last few minutes of the movie when I get my briefcase out of the car (where my notes are). Right now it's cold and raining.
-------------------

The instructor returned some A & P final papers.

She gave the handout for the optional extra-credit assignment, "Reaction Paper." We went over the handout and the instructor explained how to do such a paper.

The instructor also reviewed "narrative," as this is what the film "Stranger Than Fiction" is about. We watched part of the film while the instructor reviewed notebooks. Almost all the notebooks (except for four) were completed. At the next class, we will catch up those notebooks plus do Langan check-ins.

102 What Happened in Class

Some research papers were returned.

We reviewed hyphen use and then did a hyphens worksheet.

Next we started on the apostrophe; unable to conclude it, we will finish it at our next and last session. We will also see a presentation and do a worksheet on how to use the colon.

To do for next class:

Read Ch. 5, Lukeman, and read the remaining chapters in Lukeman.

102 What Happened in Class

Dec. 4

Students handed in their final research paper.

We had two poetry presentations.

The instructor went over hyphen usage and we will have a worksheet to reinforce the hyphen rules at a future class.

In the last two classes, we will cover more Lukeman chapters and punctuation.

Dec. 9, Tuesday
Hyphens worksheet.
Apostrophes (.ppt)
Dec. 11, Thursday
Colons: .ppt and two-page worksheet
Other Lukeman: page breaks, paragraph breaks, etc.
Worksheet that covers commas, hyphens, possessives, correct pronouns, and spacing.


Dec. 11: papers will be returned with grade/feedback.

Students should read the rest of the Lukeman book over the next two weeks.

101 What Happened in Class

December 4:

Students wrote a title for their paper.
The instructor delivered a Powerpoint on the importance of titles. The presentation also showed how to write a title.

Students turned in their papers. Papers will be returned on Dec. 11.

Notebook check at next class.



December 2:

We went over grading and what items were missing for each student. The instructor told students what her attendance records showed. The instructor showed an chart on the doc cam of how attendance, the notebook, and the class participation part of the grade is figured.

The following are due dates until the class concludes on Dec. 11:

Dec. 4:
Argument and persuasion paper due
"Late paper" freebie week. Turn in any paper; no penalty for being late

Dec. 9
Notebook check. Use the handout provided by the instructor for the categories.

Dec. 11:
Langan check-in. Chapters have to be done all the way to the end.
Argument and persuasion papers returned.

Dec. 18:
Deadline for reaction paper, an extra-credit assignment

1402 Mon-Wed What Happened in Class

Wednesday, Dec. 3

The instructor went over the nonverbal communication field guide, the video, and the handout.

We discussed credible sources. The instructor talked about propaganda and how to find credible sources. We discussed whether the models for supporting the press and in particular, the advertising model used by the U.S. and the method the U.K. uses. Here is a link to the "free press" rankings. You may be surprised at where the U.S. ranks.

Here is a link to a table of think tanks. Be careful when using these sources.

Jen told the class about Q&A at the libraries. The librarians have been helpful with determining the credibility of a source.

Note: the librarians who have put together Q&A also have a directory of credible sources. At the Q&A link, click "Librarian’s Index to the Internet."

The instructor finished up remarks on the use of visuals in print and screen. She showed an example of pixelation.

Speeches will begin next Monday. If your name is in a color, that means I have reviewed your outline.

December 8: Armand, Jen R, Isabel V, and Bobby
December 10: Lucy B, Jamie S, Stephen L, and Antonio S
December 15: Angie L, Katherine D, Nicolette C, and Brian S
December 17: Angelica, Melissa, Mike T, and Priyanka


Monday, Dec. 1:

We talked about Powerpoint and learned various file formats for graphics. We discussed resolution for print and screen.

Assignment: full-sentence outline for persuasive speech.

Attn: All Writing Students

This weekend I am reading rough drafts of final papers. To keep track of the papers, I have initiated a status report. Check the status of your paper with the link at left "RD Papers Status."

If for any reason you cannot get into this file, e-mail me and I will copy and paste it and send it to you.

Note: all students writing about universal health care should see this newspaper story at the Washington Post.

Writing 101 What Happened in Class

9:30 a.m. class



Miscellaneous papers and research exams were returned.


We checked in the intros to the argument and persuasion paper and the instructor will review them over the holiday. Students rec'd 3 pts for each item: creative intro, thesis statement, and preview. Each student labeled the other student's introductory items.


Students who want a rough draft reading should email their paper to the instructor by Nov. 30. In the subject line, the student must put: RD101930. These papers will be returned with feedback by Dec. 2. The final paper is due Dec. 4.


We went over a paraphrasing handout.

Writing 102 What Happened in Class

We had numerous poetry presentations today and would have continued but the AV equipment presented problems. Adam, in fact, had to present blues poetry without his Powerpoint. We have approximately 10 presentations remaining.

Students who would like a RD reading of their research paper, should mail it to the instructor at the Comcast address and put "RD102" in the subject line. These must be turned in by Nov. 29 and the instructor will get them back by Dec. 2. Copy and paste your RD into the dialogue box. Do not send as an attachment.

Reminder: Papers are due on Dec 4 and will be returned on Dec. 11. We will have the final notebook check on the last day of class, Dec. 11th.

1402 What Happened in Class

Note: Please note I have added the topic selection table to the links at left.


Wed., Nov. 26

We worked on speech topic selection. Updates are posted at the file in the Links section (left).

The instructor explained an optional extra credit assignment.

We chose speech dates. The instructor assigned speech dates for students who were not in the class today. The dates are:

December 8: Armand, Jen R, Isabel V, and Bobby
December 10: Lucy B, Jamie S, Stephen L, and Antonio S
December 15: Angie L, Katherine D, Nicolette C, and Brian S
December 17: Angelica, Melissa, Mike T, and Priyanka

The instructor then handed out a nonverbal communication field assignment. She showed a video that illustrated the important terms in nonverbal communication. The due date for this assignment is Dec. 15th if the student wants instructor feedback. If the student doesn't request feedback, the due date is Dec. 17.

Note to students who were not in class today: the video and handout with your name on it is on reserve in the Multimedia Room at the library. Go to this office, ask for a copy of the tape which has been put on reserve for Prof. Kipple, and watch the tape. Then take your handout and do the field trip. Please note: you should read the handout and underline the terms before watching the video. Also, one term in this video is not articulated, and that term is "oculesics." The film simply calls it "eye movement."


Monday, Nov. 24:
First Katherine gave her speech on antidepressants. Then the instructor distributed Monroe's Motivated Sequence and we went through it step by step.

After reviewing the outline, we chose persuasive topics. The persuasive topic table will be posted at the left later today.

There is a nonverbal communication assignment that the instructor will be distributing, possibly on Wednesday. In addition, the instructor will go over benefits. Copies of the informative speech evaluations will be handed back on Wednesday.

Assignment: Research your topic. The full-sentence outline is due Dec. 3 Students who were in class today can go ahead with the n/v field trip.

At the next class, the instructor will talk about visuals in .ppt presentations. We will do an exercise in paring down words in presentations. She will show how to find public domain media and the permissible use of stock photos. APA documentation of visuals will also be explained.
Logic (arugment) and emotion (persuasive appeal) will also be covered. Please note that you must bring one study from an academic journal to class on Dec. 1.. Points will be awarded for having the study. It must be from an academic journal.

Persuasive Speech

Topic selection dates: Nov 24 & 26
Topics/student choice entered on table at left

Research dates: Nov. 26-Dec. 2
Bring one research study from an academic journal on Dec. 1

Full-sentence outline date: Dec. 3
Must have "persuasive outline" in the subject line

Presentation dates: Dec. 8, 10, 15, 17
Students and presentation dates will be listed here

Other dates:

Text check-in date: Dec. 17
Class notebook grade date: Dec. 1

5016 What Happened in Class

First we discussed the chapter questions. This was a very lively discussion, with class members telling about various products and alternative means of advertising.

We then discussed the newspaper project. We heard a reading of the newspaper ad and talked about the focus groups. More details on this discussion to be posted here later (it's cold, it's 6 a.m., and my notes are in the car!). We set a date for the Google Adwords project and decided to go with two types of businesses, a pizzeria and a dance studio.

No class this coming Wednesday, and Happy Thanksgiving!



Readings:

Chapter 15, Questions 1, 3
Chapter 16, Questions 5, 10
Chapter 17, Questions 8, 9
Chapter 18, Questions, 5, 6


------------------------

Some articles timely to our discussions in class:

PCMag to Cease Print Publication (NY Times).
This article not only tells about why the publication is discontinuing its print edition, it gives background on other publications that have done so. There are references to what Prof. Lauro talked about in regard to the economics of print and the economics of the web. There is a second article linked in this one that tells even more, "Mourning the Decline of Old Media."

Writing 101 What Happened in Class

Nov.20

In the earlier class, we checked in the research article. This had previously been done for the 2 p.m. class.

The instructor presented an outline for the persuasion paper. Students are to write their rough draft (2 p.m. class) or one-two pages (9:30 class) and bring it next Tuesday. The information is to be arranged independently by the writer, however. Certain conventions must be observed, though, such as the fact that the thesis goes in either the first or second paragraph.

The outline is cut and pasted below.

In the 2 p.m. class, the instructor gave students a handout on paraphrasing and plagiarism. The handout was deemed necessary because of papers that are coming in that are plagiarized.

After we completed the discussion of the paper, we corrected the research exam. Papers were returned to the instructor for recording in the gradebook, but will be returned at the Tuesday class.

Assignments:

Write rough draft or several pages of the argument persuasion paper, depending on which class you are in.

Complete Langan for the check-in.




Nov. 18:

We had the research exam today. It was broken into two parts. Students had to complete citations, so they were allowed to use their handout, class notes, and the Hacker guide. We completed correcting most of the exam, but not all of it. We will finish correcting it on Thursday.

Also on Thursday, we will continue working with the text of Aaron for assistance in writing the argument and persuasion paper.


Assignments:

Langan check in will be next Tuesday , Nov. 25th, and students should have chapters 19-26 completed.
After that, complete Langan chapters 27-32 for the final check-in on December 11.

Schedule for Argument and Persuasion Paper:
Turn in rough draft on Tues., Nov 25
Instructor will return RDs on Tues., Dec. 2
Student makes corrections on Tues and Wed, Dec. 2 & 3
Student turns in final paper on Thurs Dec 4
Instructor reads and corrects from Dec 4 through Dec.10

---------------------

Introduction:

Establish clearly the problem or controversy that your paper will examine.



Summarize the issues.



Define key terminology

Example: Id, superego.

Make concessions on some points of the argument

Example: I can well understand why people want leaves off their lawns. Leaves, when they have turned brown, can be unsightly. We judge our neighbors by how they keep their property.

Use quotations or paraphrases to explore the controversy.



Provide background information.



Write a thesis to establish your position

Body

Develop arguments to defend one side of the subject
Analyze the issues, both pro and con
Give evidence from the sources, including quotations from the scholarship as appropriate

Conclusion
Expand your thesis into a conclusion to demonstrate that your position has been formulated logically through careful analysis and discussion of the issues.

Writing 102 What Happened in Class

Nov. 20:

We had five poetry presentations: Greg, David, Kristian, Philip, and Girolamo. The presentations have all been graded, except for the few that students forgot a paper. The papers will be returned at the next class.


Nov. 18

Today we had three poetry presentations. We will continue with the presentations at our next class.

Assignment, research paper: On Thursday, bring in the intro complete with thesis statement and preview. Have it doublespaced. We will trade with a colleague. Students will receive one point for having a creative intro, a point for the thesis and a point for the preview. Afterward the paper will be handed into the instructor.

1402 Mon-Wed What Happened in Class

Wednesday, Nov. 19

Today Mike , Antonio, Lucy, and Jen did their informative speeches.\

At our next class, Katherine will speak and then we will be through with the informative speeches. The instructor will show students how to do the persuasive speeches and we will also choose topics. Students should look at the persuasive topics at the link at left before coming to class. Be prepared with an alternate choice.

Monday, Nov. 17

Today we had three speeches: Angelica, Armand, and Isabel.

At our next class we have Antonio, Lucy, and Nicolette. If we have time, Jen will speak.

We need to log in the topics for the persuasive speech, so please have your topic selected.

After the speeches, the instructor logged in outlines.

5016 What Happened in Class

The class met with Pat Lauro, the adviser for the newspaper. We learned about the history of the paper, how it is set up and how it works, and the position of the newspaper in the mix of publications available at the Kean campus.

Students turned in their political narratives.

We met in small groups for the newspaper to plan out the details of the newspaper project.

The instructor will choose the two questions from the chapter and post them here.

-----------------

Janice sent along this timely article on Google.

---------------

Text questions:
OK, I know I said two questions but in reviewing this chapter, it all looks so interesting. Ch. 13:
questions 5,6,7. Chapter 14: 3, 9.

What Happened in Class 101

November 13

We worked on the argument and persuasion essay, which is the most heavily weighted paper for the term.

The instructor put a worksheet up on the screen. The purpose was to help students organize for the argument and persuasion essay. As a class, we worked through each point. The worksheet is copied and pasted at the end of this blog entry (way at the bottom).

We looked at student examples intermittently throughout the class period.

Toward the end of the class, the instructor showed students where the electronic databases were at the library's web site. Each student has to find an article from the databases and bring it to the next class.

Students should continue their research and writing on their topic. In addition, they should do another two chapters in Langan.

At our next class session, we will continue working through the worksheet. We will also have the research exam. Bring your internal text citation worksheet and study over your notes from the research lectures.

Note to students with infrastructure topic:

Here is a link that will help. You might argue that this bill be passed.



November 11

We talked about the role of research in higher education and how the frontiers of knowledge are expanded. We also discussed how public libraries differ from academic libraries. There will be an exam on the notes from this class session and the last. You will be asked to do MLA citations, so have your handout on internal text citation with you, as you will be allowed to use it.

Assignment: Read 328-44, 345-49, "The Waste Generation." As you are reading, apply what the text says about persuasion to your persuasive premise (what you are trying to persuade your reader to think or do). A more detailed example will be posted here later.

The test on research is a week from today, Nov 18th.

Note: students in the 2-3:20 class must bring in one academic source from the databases at the library's web page. Two points.

Note: the table with student topics has been updated at 2:35 a.m. Wednesday
The persuasive topics are at the link at left. I changed my mind about putting them in the other document.

---------------------

Argument and persuasion worksheet:

1. Write out your persuasive premise:
What do you want people to do as a result of reading your paper?
(instructor's example) I want people to stop using leaf blowers and instead to chop their own leaves and make compost or mulch out of them. I want them to keep the leaves on their property as food for their plants and trees. I want them to stop using fossil fuels to haul something organic (leaves) around.

2. Argument: (what are my points of reason?)
a) We are running out of fossil fuel and should prioritize our use
b) Fossil fuels emit pollution and NJ has the second highest air pollution in the country, second only to California
c) Mother Nature designed leaves to serve as food for trees, shrubs, and other plants
d) Having heavy trucks and heavy equipment removing leaves increases traffic congestion


Persuasion: (what are my emotional appeals?)
We used to be able to enjoy fall days with our windows in our homes open. Now we have to keep them shut because of the noise
The health of Americans is suffering because we use technology to address nearly every aspect of everyday life
Working together on tasks can give the entire family exercise while enjoying togetherness and a sense of purpose




3. Thesis statement formulation:
Defend or attack a position
Suggest a solution to a problem
Challenge a value or belief

4. Break your central assertion into subclaims:
1.
2.
3.
4.

5. What are the opposing arguments?


How do I dispense with them?






6. Organize the points of the argument into a clear, logical structure that pushes toward my conclusion.

Writing 102 What Happened in Class

Note: some student papers were not handed back today and are on the top of the computer between it and the top of the desk: David M, Jodi Ann, Jessica V (drama paper), Felix C, and Alicia J. If you would like to to pick these papers up on Friday so you have them to work on over the weekend, please do. They are in folders, so keep them neat.

November 13

Today we exchanged papers and we counted transitions that were written into the three points. There was a high of 44 and a low of 4.

In a few instances, the instructor conferred with students who wanted to learn how to make their thesis original. In one case, a student is combining his research with telling his own personal story. In another situation, a student might tie her research to someone whose health is tied to not-so-healthy eating habits. Another option for this student is to do primary research and center her paper around her findings, combining it with the secondary research sources.

All students who wish to qualify for an "A" for this paper should be thinking about how to make the thesis original.

After working with the transitions, we began listening to poetry presentations. We had two presentations on the prose poetry genre. We also had one on chance operations.

We will continue with the presentations at our next class. Students should finish their transitions and begin writing their intro. The intro should include the thesis statement and a preview of what the writer will cover in the paper.

Important (and at the risk of sounding repetitive): to receive a grade higher than a "C," the thesis must have an original point.


November 11

We watched a video clip about punctuation.

The instructor provided a handout on transitions. Adriana shared her transitions sheet with the class, too.

First we worked with a paragraph that needed organization through the use of transitions. On the overhead document cam, we examined how two students worked with the paragraph by using transitions to organize the material.

The assignment is for students to take their three points and add transitions. At the next class, we will spend approximately 10" reading the transitions of others. Students will receive a score for how many they are able to use.

Poetry presentations begin on Thursday. All students whose last name begins A-K should be prepared to deliver their 5-minute presentation on their genre.

Other assignments: Read Lukeman, Ch. 4, on the colon.
Read Ch.10 from Lester. Have your three points next to you when you read. Be sure you have correctly blended in your reference material.

1402 What Happened in Class

Nov. 12

We had three speeches today, Bobby, Melissa, and Jamie.

The instructor alerted students to the persuasive topics that were posted and we agreed that topic selection will be completed by next Wednesday. At that class, we will fill in a table with each person's choice of topic.

Students are not limited to the topics posted by the instructor but if another topic is chosen, it has to have the approval of the instructor.

After the speeches, we did the chapter check-ins. Students who had incomplete chapter outlines must show them to the instructor at Monday's class.

Nov. 10

We listened to three presentations today and the instructor returned the group symposium folders with the grades. In addition, the speakers received their grade for the speech today. All speakers are to bring their evaluation with them, however, as the instructor needs to make copies for an online database.

On Wednesday, our speakers will be Melissa, Bobby, Jamie, and Antonio.

Bring text outlines to the next class. In addition, at the next class the instructor will provide the persuasive assignment sheet and topics for the persuasive speech.

Writing 101 What Happened

November 6

We talked about the elections and students turned in their signed letters from the polls. Some students had pictures of themselves at the polling precinct.

What was due today was three-four paragraphs of definition writing. The topic being defined is pertinent to the student's argumentation/persuasion paper. We checked in definitions and one point was given if students had this completed. The due date for the argument/persuasion paper is December 4.

After checking in the papers, the instructor asked students to refer to their internal text citation handout. We went over the purpose of citation systems and the instructor showed how to do internal citations.

What Happened in Class 5016

NEWSPAPER MARKETING PROJECT • PRINCIPLES OF CORPORATE ADVERTISING

Three groups have been formed to assist in the marketing of the student newspaper:

• Marketing research group, which will conduct a focus group to learn what students think of the newspaper’s content (Allison, Danielle, Gerry, and Janice)
• Media kit group, which will put together demographics, rate card, and sample publication (Kristin, Ilaf)
• Radio/TV/youtube group, which will write a 30-second radio and TV/youtube ad (Egdanis, Olu, Ximena, Nari)


We spent most of our Wednesday, Nov. 5 class laying out the details for The Tower marketing project. Here are the details:

Marketing Research Focus Group

Focus group questions were discussed and written by the students. Kristin finalized the questions and e-mailed them to the instructor. The questions, which still need to be reviewed with The Tower adviser and staff, are:


1. Tell me about what you like to read.


2. Tell me about where you spend your free time on campus.


3. Tell me about the campus newspapers.


4. Introduce The Tower. What do you like? What don’t you like?

The date for the focus group will be December 3, and Allison Edgeley will be the focus group facilitator. We need to speak to the Tower adviser about booking a room appropriate for the focus group. Ximena will check with her department about possibly taping and we will also speak with Media/Film about getting cameras to record the session.

We discussed other audiences for The Tower, such as the graduate students and professors. For reasons of time limitations, we decided to focus on the undergraduate student body.

We will need to recruit approximately 10-12 students for the focus group. An incentive will be that we will serve pizza. Ilaf suggested that we work through the 1402 instructors to give an extra credit for attending the focus group. The instructor will contact Dr. Fitch about this, as he is the 1402 director. The 1402 students are ideal because they are from all disciplines and are not strictly communication students.

Media Kit

The kit will include a page that will not only show the sizes of the ads graphically, but the ads will be ideas for promotions and ad content that would be successful with the Kean student body.

There will be a demographics page that will explain the demographics of the Kean campus.

We hope The Tower office can obtain Kean University folders in which to insert the media kit.

Radio/TV/youtube:

We reviewed the Starbucks election day coffee video, which was posted on youtube. The instructor showed it as an example of a fairly simple-to-produce commercial. Such a commercial can be produced using stills from digital camera shoots and through use of such a program as Windows Moviemaker, which is found on both XP and Vista. In addition, we may incorporate the use of a video camera.

Next week the instructor will present to the class the benefits that are important to customers. Students need to understand the benefits so they can focus their copy on a benefit of importance to the Kean undergraduate students.

Corporate Advertising students will write the copy for the radio spot and we may turn it over to the student radio station staff to produce. The TV commercial could run on the campus’s closed circuit TV network. There is one spot on campus where video is looped and we would like this commercial inserted into that loop.

We have yet to discuss how we will use the video on youtube.

After the organizational work for the newspaper project, we discussed the election results.

Writing 102 What Happened in Class

November 5

Most drama papers were returned.

Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)

In addition, the other information in the presentation is pasted below.

The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.


(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience

DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!

Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card




Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.

Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.

To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.


-----------------------------------

November 4:

Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.

For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.

In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.

The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.

Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.

1402 Mon-Wed What Happened in Class

Nov. 5

Students turned in the remaining papers required for the Group Symposium assignment.

Today we worked with SurveyMonkey in learning how to construct a survey for purposes of a
primary source. Each student opened an account and did a survey with three questions. We also answered Priyanka's survey, which is for her informative speech.

In addition, we read an article from The Atlantic on communication and the campaign.

Next Tuesday informative speeches start.

We will check book outlines after the speeches at the next class.

Note: here is an online status sheet for student feedback on the informative speech outlines.
It will be updated periodically, as outlines are reviewed.



http://www.surveymonkey.com/s.aspx?sm=K3wnaaOaPsMq3KW4pCxLsw_3d_3d

------------

We told a ghost story or two in honor of Halloween. After that, we had our final group symposium, which was about the lack of support for people in American society.

After the group, the instructor talked about primary and secondary sources. We may have a chance to work with primary sources at our next class.

Please bring your outlines to class so they can be checked in. Also, the reaction to speeches should be brought to class so the final grade for the symposium can be issued. The DVD recording must be made available to the instructor either on disk or uploaded to the internet.

Speakers for next week:

November 10:
Stephen
Angie
Priyanka
Jen R.

November 12:
Melissa
Antonia
Bobby
Jamie

Voting on Tuesday: Free Starbucks Coffee

Many students are planning to vote on Tuesday, so I thought everyone would like to know Starbucks is offering a free coffee for voters. Youtube video about it:

http://www.youtube.com/watch?v=a2J8KJDsqqY

5016 What Happened in Class

Oct. 30

The instructor handed back the written questions from the text, the flyers with grades, and feedback on the political narrative assignment.

She also presented projects for the newspaper advertising project. Students decided which area of the project on which they wanted to work.

We watched student agency presentations by examining agency web sites. We saw what we thought were highly effective sites and some that were not so effective.

The instructor used a .ppt to explain how creative works.

We chose chapters for the next week.

Writing 101 What Happened in Class

Oct. 30:

The instructor checked Langan chapters while students reviewed Judy Brady's essay, "I Want a Wife." We then discussed the rhetorical technique of definition. We talked about male and female stereotypes.

The assignment for Thursday, Nov. 6 is to write approximately four paragraphs of definition on the topic of one's argument persuasion paper.

On Tuesday, November 4, students are given the class period to go and vote. For students who are not registered, there is a writing assignment in addition to the one above. Students are to write approximately one page of definition. The topic to define is "participatory democracy."

Students who are voting should have the poll letter signed and also try to have their picture taken at the polls or to take their own picture of their precinct. All of the above will be due on Nov. 6.

Oct. 28:

Students who needed more time handed in the comparison-contrast paper today.

The instructor handed out the next assignment, which is the argument/persuasion paper. We went over the assignment and then reviewed topics (link at left, "2008 Topics"). Students must have their topic selection made by the next class. The instructor has composed a table of students and topics (again, link at left).

In addition, she also handed out an internal text citation guide that will be reviewed at the next class.

The instructor handed back the division analysis (election year issues) paper. The papers are corrected but not scored. We will score in class in the future.

We finished the comma worksheet. There will be a comma exam in the near future.

Next class:

We will do a Langan check-in. Have everything from Ch. 11-18 done. Seventeen and eighteen are for this week.

Writing 102 What Happened in Class

Oct. 30

The instructor handed back Point 2. Too many students have written their research papers in a style more like a magazine article (journalism). The instructor showed students a paper that a student from the class did that met the requirements for development of a point in an academic style. Students read the paper on the overhead document cam.

Then the instructor asked students to get out the internal text citation guide which was given as a handout a few weeks ago. She went over how to do internal text citations and told students that the handout was more thorough than anything they will ever find in a guide. The instructor developed this handout by using several different guides.

We went over the differences in Works Cited, References, and a Bibliography.

Next class:
At our next class there will be a .ppt on semicolons using Lukeman as the source. Be sure you have read this section of Lukeman. Read the next chapter in Lester. The instructor will read Point 3 and have it returned by Tues., Nov. 4.




Oct. 28

We revised the research paper schedule and Nov 11 will be the days to write the intro and conclusion. On Nov 18, we will write the intro and conclusion in class.

This Thursday , Point 3 will be due.

The explication sheet was handed out and we went through the Dylan Thomas poem, "Do Not Go Gentle." We used the explication questions to arrive at a meaning for the poem.

Next class: we will explore the thesis statements for the one to two-page paper on DT. In addition, be reading Lukeman, semicolons. Read the next chapter in Lester.

1402 Mon-Wed What Happened in Class

Oct. 29

We had two more group symposiums, one on HIV and STDs and the other on eating disorders.

Students should be working on their informative presentations. Outlines for this presentation were due at midnight, Oct. 28.



Oct 27
We had two group symposiums today. There will be two more on Wednesday.

Students should be working on their full-sentence outline for the informative speech, which is due tomorrow by midnight.

5016 What Happened in Class

Here are two files that will help with your political narrative project. I will explain them in class or if you have questions about anything in the file, e-mail me.

Sample Bulleted Summary

References


Oct. 29:
What happens in class on Wednesday will be reported here.

5016 What Happened in Class

We spent the first half of class discussing the possibilities of the newspaper project. The latter part of class was spent discussing the Google Adwords project.

Intrigued by the possibilities for the newspaper, I looked around for people who envision the future of newspapers. I found Philip Meyer, professor emeritus in Journalism at the University of North Carolina at Chapel Hill. He is the author of "The Vanishing Newspaper: Saving Journalism in the Information Age." In this follow-up article, he says:

The newspapers that survive will probably do so with some kind of hybrid content: analysis, interpretation and investigative reporting in a print product that appears less than daily, combined with constant updating and reader interaction on the Web.

Here is another strong point of newspapers: community influence.

I still believe that a newspaper's most important product, the product least vulnerable to substitution, is community influence. It gains this influence by being the trusted source for locally produced news, analysis and investigative reporting about public affairs. This influence makes it more attractive to advertisers.

Read the entire article.


Next week we will have student presentations of their agency web site and the instructor will discuss creative strategy. We will look at television ads for the Las Vegas campaign.

Students turned in their flyers and rough drafts of the political narrative project.

We are reading Chapter 10 and the questions we're doing are X and X (instructor has to look up the chapters and post back).

Writing 101 What Happened in Class

Oct. 23

We wrote compare-contrast essays using Leanita McClain and work done for the division/analysis essay as our sources.



-------------------

Oct. 21
The objectives for the class were to go over midterm grading and work on commas.

First, however, students pointed out that November 4, election day, falls on a Tuesday. Students asked if it would be possible to get the class period off to vote. Because the high number of students who are registered to vote, about 80% of the class, the instructor agreed to this request. Another reason for granting the request is that voting is easier when it's done first thing in the morning. Students agreed to document their voting by having a letter signed by the poll worker and also to take a picture of the polling precinct with their cell phones.

Students who are not registered to vote will receive a separate writing assignment that will be due the follow class session.

Next we went over midterm grades, and following that, we checked in the writing question assignment from Aaron. The final part of this writing assignment will be checked in on Thursday, and students will receive one point for having this assignment done ("Language" section).

The instructor had a comma handout for students to follow along while watching a video. We watched the video and after that, the instructor provided a worksheet for students to test their knowledge of what they had just learned. Primarily, we learned about commas with independent clauses and dependent/independent clause, but other comma rules were reviewed.

Note to students: there may be a comma quiz at a future class.

Next class: In-class writing assignment with comparison-contrast. Students will be required to quote from the McClain essay. Students should be doing the next two chapters of Langan, 15 and 16. At our next class, we will also be given the argument/persuasion assignment.

Writing 102 What Happened in Class

October 23

We turned in Point 2 of the research paper. In addition, today was the due date for the drama paper. In class students highlighted the glossary terms they used in their paper.

The instructor handed out the poetry assignment sheet and we decided on dates we would deliver the presentations:

November 13 & 18:
Last name ending A-K
November 20:
Last name ending L-Z

Other dates and assignments:

From now through October 30, be reading various poets in your genre. Check the literary databases online at the UCC library.

October 28: instructor will show how to explicate a poem. There is a printed out handout for this class but if you wish to see it in advance, see the links at left, "explication."

October 30: explicaton of Dylan Thomas "Do Not Go Gentle." There will be a one-two page paper for this poem. At the next class, the instructor will ask you to name your poet and show three of his/her poems you have examined.

November 4: instructor will show how to convert written paper to key word outline form.
Be prepared to show three printed out poems from your poet.

November 6: practice date for presentations. All students must have key word outline on an index card.

Other reading: Lester, read Chapter 6. Page through Chapter 7.



October 21 class:

The instructor returned the drama exams for students to put in the test/quiz section of their notebooks. She also returned Point 1 of the research paper. Students who have not yet turned in Point 1 and turn it in with Point 2 on Thursday.

We went over scores for midterm grades and each student now has an approximation of what the grade is to date.

Next we discussed the poetry assignment. The assignment sheet was put on the overhead document cam and we read through it. It will be posted later at this blog. Then we went to poets.org and examined various poetry genres. Each student chose a genre, which is listed on a table.

Please note that on the table, there are a few "?." We will go over this at the next class and fill in the blanks.

For next class: Drama paper and Point 2 of research paper is due.

------------------------

This link is for Jodi-Ann. Jodi-Ann, please note the search terms this article provides in the middle. Also, the content of the article is quite relevant to your topic.

1402 What Happened in Class

Monday, Oct. 20:

We chose topics. The instructor handed out the informative assignment sheet and we went over the requirements for the next speech.

Next we chose topics. The instructor had a list of suggested topics, although student could choose their own topic. It must be OK'd by the instructor first, however.

The topic/student are listed on a table.

Student speech dates are:

November 10:
Stephen
Angie
Priyanka
Jen R.

November 12:
Melissa
Antonia
Bobby
Jamie

November 17:
Mike
Isabel
Armand
Angelica

November 19:
Lucy
Shin Young
Nicolette
Katherine

At our next class, we will begin the group symposiums. Please leave the three chairs in the back corner by the window open for the instructor for grading purposes. In addition, this is a reminder that each group is to have their full-sentence outline, note card together in one file for the instructor. The paper evaluating the second rehearsal (worth 15 points) is also due.

1402 What Happened in Class

This was our only class meeting of the week due to the Columbus Day holiday.

Students did their second recording in preparation for both the group symposium and the paper.

First the instructor provided a handout that detailed what students should be looking for in their presentation.

The students then went to rooms with their groups and a DVD camera and recorded their presentations. Now students will use the recording to do their critique paper (15 points) and to prepare for presentations, which start next week. The critique paper will be handed in after the presentation. Each group's moderator will prepare a folder which will be turned into the instructor. It will include the keyword outline, the full-sentence outline, and the critique paper.

Next week:

Deliver presentations. Continue with reading and outlines. Instructor may do a check of outlines next week.

5016 What Happened in Class

Added Oct. 19, 10:30 p.m.: There is a digital media conference coming up on Nov. 4th:

Through November 4^th, $35 gets you access to
the exhibits and the keynote addresses.
This year is Jonathan Klein, CEO of CNN and
Shelley Lazarus, Chair/CEO of Olgilvy & Mather.

Theme: how digital is transforming ALL media

http://www.ad-tech.com/ny/adtech_new_york_register.aspx

Thanks to Janice for alerting us.
---------------------------

Added 11:45 p.m., October 15: The malware protection program I spoke about in class is Webroot Spysweeper. Google "webroot spysweeper" and a sponsored ad has a $15 off coupon. :)
Note: If you get it for an extended period (mine was 3 years, I think), it comes down to a cost of around half a cent a day. The spy removal tool I mentioned XoftSpySE.

----------------------------


Tonight we listened to the instructor discuss Google Adwords. This was a Powerpoint presentation that explained how the online search marketing service works. We discussed freeware. Prior to the presentation, the instructor gave the class a NY Times article to read, "Why Google Makes Everyone Else Nervous." The article told how Google has turned the advertising world upside down through its efficient way of delivering customers. Through the presentation, students learned how Google reaches customers through search and content partners. Sponsored ads are another avenue.

Danielle has a possiblity for someone who may want to do Google Adwords so this may be our means for an Adwords assignment. Danielle will be contacting the instructor this week so she can construct the potential assignment.

Next there were student presentations on agencies. Next week students will take their colleagues through the web site of their advertising agency.

We looked at several student's flyers on the overhead document cam. Students are revising their flyers to turn in next week.

Kristin presented DISC, a personality profile. She had a handout with information on this profile and she told the class how she used it in her work. This profile is important because it can indicate personality traits that would indicate success in the advertising field. "Influence," for example, would be a personality well-suited for the field.

Next we reviewed the class projects. The instructor said she was meeting with the newspaper adviser on Monday and will have a better idea of the parameters of this project by our next class meeting. The instructor took out the two papers as assignments as we will be substituting the newspaper project for one of the papers and substituting the individual advertising assignments (flyer, Google Adwords, radio/TV copywriting) for the second paper.

Students handed in a folder of their responses to the question of the chapters.

For next week:

Rough version of bulleted summary on candidate narrative. Includes Words Cited or References page. Documentation can be rough, too.

Read Chapter 9 and do questions 6 and 9.

Prepare 3-5" presentation of Web site for advertising agency.

Final of flyer is due.

Instructor will deliver .ppt of Ch. 8 with exercise related to Las Vegas campaign, so please review the pages from Ch. 8 shortly before class.

Writing 101 What Happened in Class

Thursday, Oct. 16

The class did the "Staying Consistent with Person" test and we graded them in class.
Next we looked at some of the Division/Analysis papers on the doc cam.
The instructor checked in Langan workbooks toward the end of class.
Next week we will be working on comma rules. We will also figure out a midterm grade.
Do Chapters 13 & 14 in Langan. Chapters 11 & 12 were to have been done this week.
Review the comma rules in Hacker.
Read Aarton, Chapter 10, pages 230-39, Comparison & Contrast. Read McClain's "The Middle-Class Black's Burden." There may be a class exercise with this essay. Do the questions at the end on page 261-62. Have the "Meaning," "Purpose and Audience," and "Method and Structure" done by Tuesday. Have the "Language" section done by Thursday.


Tuesday, October 14:

Students turned in their Langan books for midterm credit.

We wrote the Division Analysis first draft in class. First the instructor explained the purpose of this rhetorical technique. She then showed an outline on the overhead projector.

After the students wrote their first drafts, we looked at drafts on the document camera.

While students were writing, the instructor checked in the Langan chapters and gave this effort a midterm grade. The "A" students voted on whether to allow their colleagues another shot at raising their grade if they completed the rest of the Langan chapters by this Thursday. In both classes, the "A" students voted to give their colleagues another shot, so the instructor will look at Langan again on Thursday. Students need to have everything through Chapter 10 completed, including the blue quizzes at the end.

Next class:

Turn in revised and typed division analysis paper. Document sources in the text. Finish Langan if you have not already done so.

Writing 102 What Happened in Class

Thursday, October 16

The class took a drama exam which we graded in class.

After the drama exam, students turned in their Google personalized web page keywords and their first page of Point One of the research paper

Next week we will start on poetry. The first assignment, which will be done in a group, will be given out next Tuesday. In addition, on Monday we will work on commas. This is a review of the rules of commas and has a three-page worksheet to accompany it. Students were previously asked to read the Lukeman chapter on commas, and we will continue to work on commas the following Thursday from the Lukeman standpoint.

Next Thursday, two papers will be due. One is the drama paper and the other is two pages of Point Two of the research paper.

Readings: Skim over Chapter 4 of Lester and read Chapter 5 thoroughly ("Recognizing Ideas and Setting Goals").


Tuesday, October 14
The instructor reminded the class of the drama test on Thursday and gave the students pointers on what areas to study. The exams will be corrected in class on Thursday. Bonus 10 points: bring one page of your Medea printout with it annotated.
At the next class, students should turn in a printout of their personalized news page (print out only the first page). This will be worth three points.
We went outside to the gazebo for the rest of the class. Unfortunately we were plagued with leaf blowers. Nevertheless, students wrote out a working thesis and three major points that would be made to support their thesis.
Students are to turn in one page of Point One of the research paper at the next class.
The instructor reminded students that they should be putting their sources in as they write. Toward that end, she passed out a handout on how to cite sources within the text. We went over each of the different ways to note the source in the text.

Next class: Write one page of Point One of the research paper to hand in to the instructor.
Study for the drama exam.
Readings: Lukeman, comma.
At an upcoming class, we will be working comma rules.

-----------------

Kyle Switek: see these links re your research paper:

http://www.nytimes.com/2008/10/12/magazine/12policy-t.html

http://community.nytimes.com/article/comments/2008/10/12/magazine/12policy-t.html?s=5

Writing 102 What Happened in Class

Today we learned how to set up a personalized news page for the research paper. The instructor showed students how to set up the page using Google: personalized news page, RSS (really simple syndication) using a feeder, and via "news alerts" to an e-mail box. The instructor recommended the news page as the best way to have the news agent gather information.

Students then wrote their search terms on the bottom of their research page assignment sheet. The instructor reviewed the research paper search terms with each student. Then the students set up their own pages.

In some cases, the instructor worked with students to develop outlines. In a few cases, students had made an inappropriate research paper choice and a new topic had to be developed.

For next class: to be posted later. Check back on Friday.

Writing 101 What Happened in Class

Thursday, Oct. 9

The instructor handed back the narratives and showed students how to do a corrections sheet based on the errors marked on their paper.

We focused first on comma splices. The instructor handed out a worksheet and first showed students three ways to correct the comma splice. Then the students did the worksheet, locating correct sentences and marking the ones that were comma splices. Finally, the students corrected the comma splices on the worksheet.

Next the instructor wrote up the format for a corrections sheet and showed it to students on the document camera. Students then did their own corrections sheet, documenting their corrections with the Hacker or Langan books.

For next class:

Do the next two chapters in Langan. Come to class with the research you did for the candidates. Students will be writing in class, so the research is essential to complete the work on Tuesday. The worksheet (Divison/Analysis) must be filled out. Also, bring your class notebook and the Langan book so the instruction can check them in.

5016 What Happened in Class

Note: This is just a reminder that we dropped the one paper that was due at midterm. If you recall, we were asked to do a special project related to the school newspaper. That project will replace the midterm paper. No papers other than the answers to the questions from the text are due this week (see penultimate paragraph of this post).

Another note: NY Times article on John McCain's narrative.

We started class off by discussing the previous night's debates and in particular, we focused on what personality characteristics were displayed that served to promote or detract from the narrative for each candidate. An example cited was Obama's origins, where money and other resources were tight but where opportunity was not.

We did some followup with our previous week's exercise about the used and new car buying decision making and psychological steps. We came to the conclusion that the process was the same but the application a bit different. An example is the search for information. New car information acquisition on the internet is much more colorful than interesting than the used car, where one might be consulting state records on whether the car has ever been in a wreck. Another cited was the actual ads, where color, style, etc., might be limited to what is on the market at that particular time.

We discussed the questions from the text, with extensive exploration of the first one about the risks of celebrities.

The instructor handed out a Google adwords glossary and told students which words were the most important to know.

Next we had some agency reports, with students reporting on what agency they chose to study and why. We will continue with these reports next week.

Finally, the instructor returned the flyer assignment with feedback. There were no grades, however, as there is one final step to complete the flyers. We will go over them on the doc cam next week.

Janice told the class about the archetype profile. The link will be posted here later. She thought the profile to be quite accurate.

Next week marks the midterm, so bring the answers to each of the chapter's questions since we started doing them. Put the answers in a folder to turn in so the instructor can give you credit. It is not necessary to type them if you have previously handwritten them, but each one should be marked with the chapter and question number.

Next week:

Read chapter 8 and answer questions 5 and 10. More agency presentations.

1402 Mon-Wed What Happened in Class

Wednesday Oct.8

Today the instructor checked in notebooks while students recorded their presentations. Students were given a time sheet to record how long each speech and the intro/transitions/conclusion took.

The instructor only had time to check in the outlines. The notebooks will be checked next week. There were only a few notebooks that would get the three points, so students are advised to set up their notebooks exactly as the sheet specifies. The sections must be labeled. Envelopes are not suitable for this notebook. Get a 3-ring looseleaf notebook and make sections.

Checking in the outlines was a lengthy process due to the fact that the notebooks were not organized.

Next class: There may be a quiz on the role of emotions in communication. We will check in notebooks at the Wednesday class. There will be a handout that will help you cover the paper that is to be written after the second recording. Time permitting, we will do some worksheets on MLA and APA citation. Students will be given 10" at the beginning of class to finalize details regarding their next recording session.


Monday, Oct. 8

The instructor discussed the role of emotion in communication. The talk was accompanied by a Powerpoint. There might be a quiz.

We looked at the cameras in preparation for the recording session this coming Wednesday.

The instructor advised that students should proceed with their outlines even if they have not received feedback. The instructor's computer is undergoing a "full factory recovery" of Vista.

For next class: come with index cards and intros, conclusions, and transitions written. We will record one Wednesday.

5016 What Happened in Class

We went through the consumer buying steps. The instructor provided a worksheet which students who had purchased a car--new or used--filled out. The instructor first told what the steps were and then the students went through the steps, recalling their car-buying experience.

Next we turned in the flyers. At a future class, we will be learning how Google words work. The instructor will grade the flyers and we will look at a sample of them next week.

We discussed the answers provided to the questions from the text.

We watched a video of Joseph Campbell, who was delivering a lecture on birth, growing up, and rites of passage. The instructor then showed how ads are written that touch up on these points of the human experience.

We didn't get to the presentations about the agencies, so we will do that at the next class.

The next advertising assignment will be about buying Google Adwords.

For next week: Read chapters 6 & 7. For Ch. 6, do questions 6 & 10. For 7, 3 & 4.

Regarding predictive linguistics:

I checked youtube for the video we were searching for last night but it is no longer coming up in the search engine. There is, however, a very good program there that talks about the archetypes. It is the program that is in 12 parts (search term web bot oct 7 or click the preceding link). It is not video, but it is a posting of a Sept. 21 radio interview with the two men who run the web bot project. Also, the people who posted this recording at youtube are not the same people who run the web bots. Because the 12-part video that is posted there is of a program that people normally have to pay for, I am thinking it might not stay up there very long. You might want to save it to listen to when you have time.

This program does discuss the archetypes, so pay particular attention to those areas.

Also, here are two links that are referred to in the program. The second link is the site of one of the two web bot computer men who are interviewed at the programs mentioned above:

http://www.arlingtoninstitute.org/

and

http://www.urbansurvival.com/week.htm

The second link has an extensive entry about whether this "big event" is a global market collapse.

Added Saturday, Oct. 4:

This is a similar project to the above. The research is performed at Princeton University:

http://noosphere.princeton.edu/

Writing 101 What Happened in Class

Thursday, Oct. 2

We discussed plagiarism; the instructor used a Powerpoint that took students through what it is, why it's important to document correctly, and the two styles (APA and MLA). In addition, the instructor showed when and how to paraphrase, summarize, and quote, either directly or indirectly. She also showed how to do internal text citations.

After the plagiarism discussion we checked in student notebooks and Langan chapters.

There will be no class on Oct. 7. Meet in the computer lab for class on Oct. 9 where students will take a "person consistency" test and either do corrections to their narrative or begin a draft of their division/analysis paper. Please note: if you are planning on doing the latter, you will need to have your research with you.

Also see assignments from Tuesday's class.



Tuesday, Sept. 30:

The instructor went over how to write with example. She talked about extended and multiple examples and how to place the strongest examples in writing, arranging examples for a speech, or even for a cover letter inquiring about a job.

Next the students did peer readings of each other's work. Students marked:

E for example
Underlined transitions
Specified "extended" or "multiple" examples
Corrected English errors

In addition, each student was to think up a title for the essay that was read.

The instructor handed out the division/analysis exercise so students could begin thinking about next week's paper.

For next class: Do chapters 4-8 in Langan before Sunday, October 5th.

Work on your class notebook because you will receive points for it on Oct. 2, next class (3 points).

Revise your one-page example paper and put it in your notebook for the instructor to review in class on October 9th while you are doing the person exam at the computer lab.

If you have time, start filling out the Division/Analysis exercise by going to the candidates' web sites.

Writing 102 What Happened in Class

Thursday, Oct. 2

We entered student research paper topics on the spreadsheet. Link is at left.

We finished the Ancient Greek Theater portion of the drama unit. This covered the Greek gods. The instructor also talked about Carl Jung and archetypes. These two questions are on the midterm exam about drama.

For next class (Oct. 9):

Meet at the lab. Read Lester, Ch. 6. Read Lukeman, Ch. 2, "Commas."

Find sources for your research paper topic. By October 14, you should have at least five sources to work with in class. The instructor will show how to make a bibliography page of the sources.

If you have not yet read Medea, do so. Link to the database where you can read it is below in this post.


Tuesday, Sept. 30

We worked with Lukeman in writing long sentences. The instructor showed ways to write a grammatically correct long sentence using semicolon, dash, parentheses, commas, and other punctuation marks.

We viewed a few student paragraphs on the overhead.

Next the instructor talked about ancient Greek theater.

Next class: Notebook check-in. Read Medea, found at the Lion literary database at the UCC library. Have your long paragraph with you at the next class. Instructor will record research paper topics at the Thursday class.

------------------

Students:

Ana Simon, please see: http://www.medicalgeek.com/articles-news/13023-study-traces-aids-virus-origin-100-years.html

1402 What Happened in Class

Wed., Oct. 1:

Students brought in their full-sentence outline and we highlighted key words. The key words are what will be transferred to the index card. After learning that key words are what is needed to remind the speaker of what point is next (usually SV-->O), the students transferred the key words to their index card.

The instructor provided a handout showing an example card that was made using a word processing program. Fifty words per card for the informative speech are allowed as are thirty words per card for the three-minute group symposium speech.

We looked at numerous outlines on the overhead doc cam.

For next week:

In the next class, the instructor will highlight important parts of the current readings. We may also do personality profiles. We will also be checking notebooks and outlines.

Students should be practicing their speeches and getting the DVDs and index cards that are needed for the class.

Monday, Sept. 29:

As was noted in the blog, there was a pop quiz on the research discussion from the last class. We corrected the results in class. The instructor took the quizzes to record the grades and will return them at a future class.

Next the instructor handed back the "I Am" papers that were turned in last week. Students were given time to understand the correction marks and then the instructor went over grammatical, style, and usage errors. Students are expected to master these rules and to turn in future papers free of the errors.

We decided on which symposiums would go on what dates:

Oct. 22: Social Issues and Energy Crisis

Oct. 27: Eating disorders, STDS, Lack of support

Other deadlines we agreed upon were that while students are doing their practice session on October 8, the instructor will check the class notebooks and check the book outlines. Students should be current with their outlines for the readings on the week prior to Oct. 8.

To do for next class: Write the full-sentence outline and submit it to the instructor the night before class (Sept. 30) at the Comcast e-mail address on the syllabus. Copy and paste the outline directly into the e-mail dialogue box. Bring a printed-out copy of the full-sentence outline to class the next day,

Continue with the readings and outlining.

Students are to purchase index cards and the small DVDs for recording their speech on Oct. 15.

5016 What Happened in Class

We began the class with a review of what happened last week. Next we moved in to a .ppt by the instructor on the topic of Carl Jung, on whom we are relying in our project on the narratives of political candidates.

There were several handouts for this section of the class: a table of contents which lists archetypes and two opinion pieces by op-ed writers who have keyed in on the narrative. In class we read one of the columns (Dowd) and circled or highlighted references to the narrative.

The instructor then explained what kind of statements might be generated from such columns for the bulleted summary that will be due at the end of the project.

We also detected approximately three references to a storyline for the opposition candidate and discussed the possible narratives.

After a short break, we worked with the flyer assignment. We put the flyers on the doc cam and looked at them. Then the instructor passed out a handout of pointers on steps to constructing a flyer. The students' flyers were returned and each person was asked to analyze the flyer at each step. The .ppt showed visual examples for each point.

For next week:

Prepare agency background presentation. This is a casual presentation.
Read Ch. 4 on consumer psychology. Do the last three questions.
Revise flyer
Watch the political scene for evidence of narrative and write statements for bulleted summary.

Added Sept. 27, post-presidential candidate debate:

If you recall, we noted how Maureen Dowd referred to Barack Obama as "ethereal." In post-debate commentary, this word is used by commentator Chris Matthews:

http://www.youtube.com/watch?v=yZZDIJHkGH8

I am posting the link to this clip for other reasons, too. One is that you will see Robert Gibbs, Obama's communications director. He would be a key person in determining a "story line" for Obama. As you will see in the clip, however, Chris Matthews criticizes him for not being on top of such strategies.

Writing 101 What Happened in Class

Thursday, Sept. 25:

We started the class off by doing peer readings of the descriptive writing. Each person took a criteria slip and ranked the paper accordingly. Each person was to write reaction to the paper as it was read.

Next the instructor returned the person consistency worksheet, for which students received up to 3 points. At the same time, she collected the students' narratives.

Previously, the class had been asked to read Aaron, Ch. 6, Exemplification. We reviewed transitions with which to introduce the example on p. 73, Hacker. Students have already worked with transitions in Chapter 2 of Langan (pages 33+). The instructor pointed out transitions in Hacker that students might use in bringing up examples.

To do for next class:

Write one page on a topic selected from p. 143, Aaron. Use transitions from Hacker (73) and Langan (33+) to introduce the examples.
Tape the critique slips to your descriptive paper and put it in the second section of the notebook.
At the next class we will check in Langan chapters 1-3 and also issue notebook points. If all sections of the notebook are categorized and papers filed accordingly, students will receive 3 of the 10 points for the notebook grade.




Tuesday, Sept. 23:

Instructor reviewed what we did in the two previous classes.

We went over the fourth page of the syllabus.

The instructor asked students for the consistency of person worksheet and the descriptive exercise and page of rough draft (assignments given to students from the previous week).

First we exchanged person consistency worksheets. Each student read another's paper for the use of "you." We also read for consistency of person for Writers B and C on the worksheet.

It became apparent that many students were having difficulty with this, so the instructor brought up additional notes from her computer files and went over the issues with person consistency. Then we worked on transferring sentences from first to third and with making plural pronouns consistent with singular subjects. Students showed examples of their writing on the doc cam.

Next we worked with the descriptive writing exercise. Once again, students traded papers and reviewed each other's work. Students received 1.5 points for having the exercise done and 1.5 points for having one page of descriptive writing rough draft done.

There will be a quiz on person consistency October 9th. Students will be asked to convert first to third and third to first. There will also be second-person writing to convert to either first or third.

To do for next class:

Revise descriptive writing page for a future peer reading in class. Criteria was shown by the instructor. Narratives will be handed in this coming Thursday. The instructor will also check to see that students have completed Langan's first three chapters.

Notebooks should be organized and papers filed by October 2. On that date, students will receive three points toward their class notebook (3 of 10 points).

Students should read the exemplification chapter in Aaron (Chapter 6).

2-3:20 class
Same as above.

Writing 102 What Happened in Class

Thursday Sept. 25:

The instructor showed Lukeman punctuation metaphors as visuals and went through each one, e.g., comma=speed bump.

The instructor then discussed how to use short sentences to create certain types of effects. Students then did a short-sentence writing exercise and we looked at the results on the doc cam.
In a future session, we will work with long sentences.

We then discussed the drama paper and the instructor showed an example of a paper submitted by a student. This gave students an idea of how the paper might be constructed. Please note that the drama link to the glossary is at left.

Next we turned to the reading in Lester, Chapter 2 (about library sources) and the instuctor put the library's catalogs page up on the overhead screen. She showed the book catalog and how it worked. She showed the databases page and pointed out the trial databases and encouraged students to use them and give feedback to the librarians.

Tues., Sept. 23:

The instructor reviewed what we did in the last two classes.

She asked students for their person consistency worksheet. The worksheets were redistributed and students evaluated the work done by their colleagues. The instructor gathered the papers and will record points for each person who completed the assignment.

Next we discussed the drama assignment. The instructor will be distributing the written assignment at the next class. Today she discussed the role of stage directions in both producing a play but also in the reading of a play as literature. In addition, the instructor will put up the link for the drama glossary.

The example used was "Death of a Salesman" by Arthur Miller. We looked at pictures of stages that have been constructed for this play. Some are representational and others are abstract, the set being more suggestive.

The instructor will also post the reading schedule and distribute a copy in class.

The instructor distributed the notebook categories and a date of Oct. 2 was set for getting the notebook completed: categories and papers organized behind the categories. If this is complete, students will get three of the ten points allocated for the class participation section of the class.

For next class:
Two sentence-writing exercises from Lukeman, Chapter 1. Work on notebook. Continue to work on deciding research paper project. Obtain sources. Read Chapter 2 in Lester. Go to the drama glossary link and begin working with the terms. Research a play or attend the one starting on 9/25 at UCC.

1402 What Happened in Class

Wednesday, Sept. 24:

Students turned in their "I Am" papers.

Next we discussed annotated bibliographies and the use of academic libraries. The instructor explained how public libraries differ from academic libraries. She also discussed how journal articles are published and who writes them. In addition, she told how publications are important to an academician's career and how the frontiers of knowledge are expanded.

Class members traded their annotated bibliography with another student who reviewed it. The instructor took samples of student work and put it on the overhead projector. She went through each part of the annotated bibliography and asked students to check to see if it was done correctly by their colleague.

Class members broke up into their small groups to share what they had learned from their research. Their ABs were returned and the students used them for points of discussion.

Next class:

Toward the end of class, the instructor directed students to the next step, which was to write the full-sentence outline. She updated the page numbers from the assignment sheet to pages 311-14, on which the full-sentence outline will be found. Students are to use this example to write their own outline, which must be turned into the instructor via e-mail before midnight, Sept. 30th. Students will come to class the next day with a printed version of their outline.

Students should bring their text outlines to the text class, as the instructor will be logging in the work.

Do not be surprised if there is a pop quiz on the academic research process. The quiz will be on the notes students took in class today.

Monday:

The instructor went over the Communication--Groups Presentation handout that was given in the preceding class. She went over each item point-by-point. It is important to note that all will collaborate on the solution but the solution will be delivered by one person in the group.

The instructor showed the annotated bibliography worksheet. Students who know MLA are encouraged to use APA for this assignment. The instructor showed a technique that she uses for writing citations. One student question was whether there should be internal text citations. The instructor said there should be.

She also showed an online example of an Annotated Bibliography and remarked that they are not easily found on the web.

The instructor went over the criteria for grading. She discussed how to bring in quotes. She demonstrated writing transitions into a quote on the overhead. Later one student asked a question about the quoting. The question was how to bring in material from the text. The instructor's response was to write the paper first, then go over through the text with the paper at hand. Wherever the content of the paper was supported by the text would be places to bring in a quote or paraphrase as support.


The group then broke up into the small groups. The instructor worked with several of the small groups in breaking down their topic areas.

Next class: Hand in Annotated Bibliography and "I Am" paper.


Other:

Please see the post from last week for the Annotated Bibliography Help Sheet. If you know MLA you probably won't need it.

Here is how I'll be grading your "I Am" papers. Field notes refers to your interview raw data. Be sure to attach it to your paper if you want a higher grade.

Item:
Content (interesting read? Organization?)
No. of interviews and quotes
Insight
Grammar, spelling, mechanics
Field notes

5016 What Happened in Class

We began class by answering attendance with the selection of an ad agency. Students told about the agency they chose and why the agency interested them.

Next the instructor told about the Agency Redbook. She then showed the Redbook database on the web. We will each take out a trial subscription for a week, starting with Janice. The instructor showed students how to enter their agency name to a personalized news page with Google (it can also be done with Yahoo). She also showed how to do it with news alerts (to an e-mail address) and the Google Reader. The Kean Library and most public libraries have the hard copy of the Agency Redbook.

Two new students joined the class, so they did paired introductions and we also finished the intros from last week.

We discussed getting the Lakoff books. A number of students had obtained the books and started their readings.

We decided on chapter questions to do from the upcoming readings (see "to do for class" below).

The instructor advised students whose books had just come in to work on the current readings and go back and catch up when they had time on the earlier ones.

Finally, the instructor gave an advertising assignment for the next class. The assignment is to design a flyer.

To do for next week:
Readings and do questions 4 and 10 from p. 107; questions 2 and 10 from page 173.
Design flyer with rough sketch. Review handout sample flyer in preparation for upcoming critique/discussion.
Prepare agency background sheet for presentation in two weeks (Oct. 1). Info you might need at the Redbook: "weekone" and "fall2008".
Read in Lakoff

Writing 102 What Happened in Class

Thursday

The instructor handed out a worksheet on person consistency and also one on drama.
We discussed use of the style guide. We talked about how to use the index and the table of contents to find the rule.
Using the worksheet, we reviewed person: first, second, and third. Then we practiced on a worksheet that had paragraphs with examples of person inconsistency. We re-wrote the paragraphs to be consistent with person.
In some cases, we edited to make the paragraph read smoothly.
Class members showed examples of their revisions on the document camera.
Next class:
Students are to finish the rest of the worksheet and we will look at samples of student revisions at at future class.
In addition, they are to read the drama handout.
Continue working on research paper topic selection and sources.

Tuesday
Today we reviewed topics that the instructor thinks have
potential for research paper inquiries. Students do not have to
choose from this list but they must have their topic approved
by the instructor.
We went through Lester's Chapter 1, starting with the research
plan at the end. The instructor reviewed the plan and told
students which steps she thought were important.
We then discussed whether the student would have a thesis,
enthymeme, or hypothesis. The instructor explained that
original research work has a hypothesis.
The instructor showed students the academic databases from the
library. We will work with them more at upcoming classes.
The instructor also distributed a Grade Tracking Sheet.
Assignments: Read Lukeman, Chapter 1. At the next class, a
drama reading will be distributed and also the class notebook
breakdown.

What Happened in Class, Writing 101

Here's a link to the reading schedule. It is completed for September only. You'll receive a hard copy in class when it's finished.

-----------------
Thursday:
Today we had a worksheet on person consistency. The instructor explained that in academic writing, third person is used the most. Some academic papers are in first person. Academic papers are not written in the second person.

There was a worksheet with examples of student writing where person was inconsistent. The writing also needed to be edited to read smootly.

First, however, the instructor talked to the class about how to look up information in their style guide. We discussed the index, table of contents, and use of specialized glossaries. We looked up various terms, such as "person."

Then we began the worksheet. Student work was shown on the overhead projector. We did the first exercise to give students practice in writing consistently in the third person.

Later in the class, the instructor handed out the descriptive writing assignment. She also brought some items to work with in description.

To do before next class: Finish "person" worksheet. Be prepared to show your work if the instructor calls on you to go to the document cam. In addition, find an outdoor spot and do the exercises in generating descriptive words for next Tuesday. Write one page of rough draft and bring it to the next class. Be prepared to show both your rough draft and the results of your exercise.

On Thursday of next week the final versions of the narrative (autobiography) will be due.



Tuesday:

The instructor checked in three pages of each students' narrative.

She handed out a fourth page of the syllabus and told students
the class would go over it at a future class.

A student asked a question about the writing assignment at the
end of Ch. 3, Langan. No, you do not have to do these writing
questions. Focus on the writing assignments from Aaron, such
as narrative and descriptive.

Students did a paired learning exercise where they filled in a
non-graded quiz on narrative writing.The instructor will
review them for feedback on how well students are learning
from the lectures. They will be returned and students will put
them in their notebooks.

The instructor handed out the notebook classifications and
told the students to get their notebooks organized. At a
future class, students will receive points for having their
notebooks in order with the categories. These points count
toward the final notebook grade (class participation).
Instructor showed students the reading schedule at the blog.
Instructor went over organization of points from Langan, Ch. 2.

To Do for the Next Class: read the descriptive writing
chapter from Aaron. We will do descriptive writing exercises
in class. Also a person consistency exercise.

2-3:20 class:

Same as above except this group had the fourth page of the syllabus.
In this class, we did not talk about how to organize a paragraph (Langan, Ch. 2) . We will need to complete this at the next class. Assignment is the same for above class.