Students did poetry presentations. We have two left that will be heard next week: Diana and Blessing.
Assignment: this weekend or next weekend see the play at UCC (or elsewhere). Go to the assignment sheet and read the drama terms before attending the play. To get the drama glossary, see the URL on the assignment sheet, or for fast finding, enter "play" in search terms above.
We went over drama assignment; papers accepted until 4/28. The drama handout was distributed.
Next week students are to bring their three points and we will go over the introduction/conclusions handout and do a transitions worksheet, too. We will write a funnel opening in class and also put in the transitions.
Saturday, March 29, 2008
Thursday, March 27, 2008
Writing 102 Tues Thurs What Happened
We began the class by reviewing the introductions and conclusions handout. The instructor returned point 3 and students were instructed to write a statement of what they had proven with their three points. This statement would then be expanded into the first sentence of the funnel opening for the research paper.
Students wrote funnel openings and the instructor reviewed them in class.
Students were given the transitions worksheet and were advised that on Tuesday the class will be writing transitions between the three points. Students are to bring their three points and the transitions worksheet to class on Tuesday.
The instructor showed the students the page for The Theater Project and advised them that the play opens tonight. The number for reservations is 800 838-3006 and students will have four days to see it this weekend and also for the following weekend. The written assignment for this final paper will be posted here later today. It calls for students to apply drama terms to the play in a three- to four-page paper.
Students wrote funnel openings and the instructor reviewed them in class.
Students were given the transitions worksheet and were advised that on Tuesday the class will be writing transitions between the three points. Students are to bring their three points and the transitions worksheet to class on Tuesday.
The instructor showed the students the page for The Theater Project and advised them that the play opens tonight. The number for reservations is 800 838-3006 and students will have four days to see it this weekend and also for the following weekend. The written assignment for this final paper will be posted here later today. It calls for students to apply drama terms to the play in a three- to four-page paper.
Tuesday, March 25, 2008
128 March 26 What Happened
We went over the first half of Chapter 7, about verbal communication. The instructor explained the differences between icons and signs and went over the origins of the field of semiotics.
Concepts from the text were discussed, such as constitutive and regulative rules, personal idioms, and dialects. We discussed prejudices people have about certain dialects. We also talked about high-context cultures and low-context cultures. Linguistic determinism was described and the term schadenfreud was the example. We then moved into denotative and connotative meanings.
We watched some video clips that illustrated denotative and connotative meanings of “interested” and “interesting.”
We watched a video clip where we saw how perception checking could have made a communication interchange easier.
Then we went into communication dyads and wrote a perception check. Students turned in their writing that was assigned at the last class and also turned in their perception check.
Concepts from the text were discussed, such as constitutive and regulative rules, personal idioms, and dialects. We discussed prejudices people have about certain dialects. We also talked about high-context cultures and low-context cultures. Linguistic determinism was described and the term schadenfreud was the example. We then moved into denotative and connotative meanings.
We watched some video clips that illustrated denotative and connotative meanings of “interested” and “interesting.”
We watched a video clip where we saw how perception checking could have made a communication interchange easier.
Then we went into communication dyads and wrote a perception check. Students turned in their writing that was assigned at the last class and also turned in their perception check.
Wednesday, March 19, 2008
102 Thursday, March 19
Car is fixed; I will be in class tomorrow. I'm looking forward to some more interesting poetry presentations, so see you then.
Tuesday, March 18, 2008
Comm 128, March 18, What Happened
The instructor returned students' notes from the films. The notes received a grade.
Next the instructor went over the rough drafts of the film application/theory paper. She showed various formatting procedures, such as page margins, correct font and form of the title, and ways to do the internal citations. The instructor showed how to do a header in Microsoft Word. The class looked at the various papers on the document cam. One student has completed the paper while others have done the theory explanation section. The assignment for the coming week is to do the corrections provided by the instructor, finish the movie summary, and tie the movie scenes to the theory. The rough draft does not receive a grade.
Next we reviewed the steps in active listening, pages 189-96. Such steps are receiving, attending, understanding, responding, etc.
The instructor passed out a five-page worksheet that we read in class. The worksheet was entitled "Active Listening" and provided exercises for students to work on in the paraphrasing step of the active listening process. Students saw 5-6 examples and then broke into teams to do their own paraphrasing steps. Students turned in their examples and will receive a grade.
Next the instructor went over the rough drafts of the film application/theory paper. She showed various formatting procedures, such as page margins, correct font and form of the title, and ways to do the internal citations. The instructor showed how to do a header in Microsoft Word. The class looked at the various papers on the document cam. One student has completed the paper while others have done the theory explanation section. The assignment for the coming week is to do the corrections provided by the instructor, finish the movie summary, and tie the movie scenes to the theory. The rough draft does not receive a grade.
Next we reviewed the steps in active listening, pages 189-96. Such steps are receiving, attending, understanding, responding, etc.
The instructor passed out a five-page worksheet that we read in class. The worksheet was entitled "Active Listening" and provided exercises for students to work on in the paraphrasing step of the active listening process. Students saw 5-6 examples and then broke into teams to do their own paraphrasing steps. Students turned in their examples and will receive a grade.
Tuesday, March 11, 2008
Writing 102, Tues-Thurs, Mar. 11-13, What Happened
We went over introductions, conclusions, and titles. The instructor provided a handout from which we worked.
At a future class, we will be writing the funnel opening. We put the worksheet in the "handouts" or "research paper" section of the notebook.
Students are to turn in their third point on Thursday. Points one and two should be attached behind it.
On Thursday, we will cover transitions and plagiarism. We will also put in poetry genres on Thursday.
The instructor reminded students the poetry presentations are next week.
At a future class, we will be writing the funnel opening. We put the worksheet in the "handouts" or "research paper" section of the notebook.
Students are to turn in their third point on Thursday. Points one and two should be attached behind it.
On Thursday, we will cover transitions and plagiarism. We will also put in poetry genres on Thursday.
The instructor reminded students the poetry presentations are next week.
Friday, March 7, 2008
Social Advocacy Reading Questions
Here's Chapter 5. I will be back sometime in the next day or so to post Chapter 6.
Updated Saturday a.m., 8:15: Here's a relevant news story about Italy inquiring about storing their nuclear waste in the U.S.:
Updated Saturday a.m., 8:15: Here's a relevant news story about Italy inquiring about storing their nuclear waste in the U.S.:
Let Italy deal with its own nuclear waste, says Utah agency
Published: March 8, 2008
The Utah Radiation Control Board unanimously approved a letter to the U.S. Nuclear Regulatory Commission Friday requesting that EnergySolutions be denied in its quest to import nuclear waste from Italy.
Of the 20,000 tons of waste that would be allowed by two pending NRC applications, only about 1,600 tons would be destined for disposal at EnergySolutions' Clive facility in Tooele County, according to the company. The remainder would be processed by the company's Bear Creek, Tenn., site.
The letter from the state cited concerns about maintaining storage capacity for domestically produced waste, as well as questioning the tact of a country that has the technology to utilize nuclear power but chooses to send its waste elsewhere.
"We believe that any country that has the technological capability of producing nuclear power within its borders should not seek to dispose of its waste outside them. Development of nuclear power should go hand-in-hand with the development of disposal options," the letter states....
More at link.
Tuesday, March 4, 2008
Social Advocacy, March 4, What Happened
We discussed the computer part of the press clippings file and decided it was technically too cumbersome. We are going to allocate the five points for that project to either the annotated bibliography or the position paper. The problems are with the public access section of the project.
We discussed Nuclear Nebraska and Chapter 4 in particular. This part was about the principle means of communication of the activists: the sign. The instructor showed two Powerpoint presentations to convey the sign technique used by the activists, which was the Burma-Shave model.
At the end of class, we examined three political commercials:
We discussed Nuclear Nebraska and Chapter 4 in particular. This part was about the principle means of communication of the activists: the sign. The instructor showed two Powerpoint presentations to convey the sign technique used by the activists, which was the Burma-Shave model.
At the end of class, we examined three political commercials:
- Hillary Clinton's 3 a.m. commercial
- Obama response to 3 a.m. commercial
- an independent Obama commercial called "We are the Ones." To see it, go to youtube, type in Obama, and it will probably come up first. It can be identified by "We are the Ones."
Event Planning, Tues., March 4 What Happened
Class was held in the computer lab.
Students were given a pre-test about business writing. Most people scored in the 70-80 range, although the test does not count on the grade. It is simply a learning technique.
We then went through the pre-test, each student reading a question. We discussed each area.
After the pre-test, the instructor handed back the business writing samples. Students were given a few minutes to examine them and understand what the marks were.
The instructor emphasized the importance of business writing in event planning. She said it is literally a skill that will make or break a career.
The instructor then went through various points about business communication. She took students to Microsoft.com's templates section and showed them the various kinds of templates that can be used. Students had about 10" to experiment with the templates.
At the next class, students will be meeting independently in their groups.
Students were given a pre-test about business writing. Most people scored in the 70-80 range, although the test does not count on the grade. It is simply a learning technique.
We then went through the pre-test, each student reading a question. We discussed each area.
After the pre-test, the instructor handed back the business writing samples. Students were given a few minutes to examine them and understand what the marks were.
The instructor emphasized the importance of business writing in event planning. She said it is literally a skill that will make or break a career.
The instructor then went through various points about business communication. She took students to Microsoft.com's templates section and showed them the various kinds of templates that can be used. Students had about 10" to experiment with the templates.
At the next class, students will be meeting independently in their groups.
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