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.
Tuesday, September 30, 2008
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
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
Monday, September 29, 2008
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.
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.
Wednesday, September 24, 2008
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.
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.
Tuesday, September 23, 2008
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.
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.
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.
Sunday, September 21, 2008
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
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
Thursday, September 18, 2008
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
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
Tuesday, September 16, 2008
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.
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.
-----------------
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.
Sunday, September 14, 2008
1402 Mon-Wed What Happened in Class
Wed., Sept. 18
The instructor explained the group symposium project and how it results in two 15-point assignments. The class then read the assignment sheet.
Class members made a list of issues affecting their generation and broke the issues down into smaller categories. Each student decided the issue most interesting and then went into the corresponding group. The groups then met to break down the topic into individual categories:
Energy Crisis:
Wars & violence--Priyanka Patel
Nuclear energy--Katherine DeMenna
Windmills, solar energy, and geothermal: feasibility of each--Mike Texeira
Pollution--Armand Almeida
STDs
HIV--Jenny
Syphillis--Dan
Gonorrhea--Jamie
Herpes--Nick
Miguel--chlymidia
Note: instructor will check spellings on these later
Eating Disorders
Bulimia--Z
Anorexia--Nicole
Obesity--Isabel
Binge eating--Brian
Psych. effects of eating disorders==Steve
Social Issues
Allaycia Tell
Melissa Romero
Lucy Boateng
Robert Stanley
Angie
Group needs to select one issue and break it down
Psychological Issues & Health/Lack of Support
Steroids and the Olympics--Sin-young Choi
Mental and physical effects of steroids--Tony Somma
Lack of support--Angelica Bermudez
For next class: work on getting sources for your topic. Here is the Annotated Bibliography help sheet. Work on "I Am" paper. Do readings and outlines.
Monday, Sept. 15:
Links to assignments that were handed out in class:
I Am
Group Symposium
Links to 2008 topics are at left in the Links section. Microsoft .doc download. This document will not be distributed in class. The topics are for students to think about for their informative and persusasive speech.
We finished paired interviews today.
Next we did an outlining exercise where the instructor outlined along with the students. She then told what she considered to be the main points of the paragraphs. A few pointers are:
The instructor explained the group symposium project and how it results in two 15-point assignments. The class then read the assignment sheet.
Class members made a list of issues affecting their generation and broke the issues down into smaller categories. Each student decided the issue most interesting and then went into the corresponding group. The groups then met to break down the topic into individual categories:
Energy Crisis:
Wars & violence--Priyanka Patel
Nuclear energy--Katherine DeMenna
Windmills, solar energy, and geothermal: feasibility of each--Mike Texeira
Pollution--Armand Almeida
STDs
HIV--Jenny
Syphillis--Dan
Gonorrhea--Jamie
Herpes--Nick
Miguel--chlymidia
Note: instructor will check spellings on these later
Eating Disorders
Bulimia--Z
Anorexia--Nicole
Obesity--Isabel
Binge eating--Brian
Psych. effects of eating disorders==Steve
Social Issues
Allaycia Tell
Melissa Romero
Lucy Boateng
Robert Stanley
Angie
Group needs to select one issue and break it down
Psychological Issues & Health/Lack of Support
Steroids and the Olympics--Sin-young Choi
Mental and physical effects of steroids--Tony Somma
Lack of support--Angelica Bermudez
For next class: work on getting sources for your topic. Here is the Annotated Bibliography help sheet. Work on "I Am" paper. Do readings and outlines.
Monday, Sept. 15:
Links to assignments that were handed out in class:
I Am
Group Symposium
Links to 2008 topics are at left in the Links section. Microsoft .doc download. This document will not be distributed in class. The topics are for students to think about for their informative and persusasive speech.
We finished paired interviews today.
Next we did an outlining exercise where the instructor outlined along with the students. She then told what she considered to be the main points of the paragraphs. A few pointers are:
- determine whether the reasoning for the paragraph is deductive or inductive (see text, p 334-35). That will often be the main point.
- often the main point is the first or last sentence of the paragraph--but not always. Today we found one main point in the middle of the paragraph
- students will often find studies cited. What did the study prove? Don't write the details of the study in the outline--just what it proved.
The instructor pointed out that this practice helps students become better writers because they become more comfortable with the structure of academic writing.
Assignments were given:
- "I Am" communications perception reaction paper
- Group symposium
- Notebook dividers
We read through the "I Am" assignment and did our own personal characteristics rankings in class.
In our next class, the instructor will ask students to tell what social problems they perceive as being the most important. We will make discussion topics out of these issues and break down into groups to begin preparation for the group symposiums. We will also read through the group symposium assignment.
For the next class, students should be reading what is on the reading schedule and continuing with their outlines. Chapters 1 & 2 should be done. They should be getting interviews for their "I Am" paper. Students should also think about what they see as social problems that need to be solved (group symposium).
Alert: On September 24th , two assignments will be due: the "I Am" paper and an annotated bibliography. Please plan your time accordingly.
Wednesday, September 10, 2008
5016 What Happened in Class
The instructor told about her career in advertising and the types of jobs she has held in the field. She also discussed different types of jobs available in the field, particularly with the changes brought about by the internet.
The class discussed the book. We read the syllabus and discussed the projects for the class. There is the possibility of doing a project with the campus newspaper.
We did paired interviews and began introductions but did not finish them.
The instructor showed students the blog and a link to the publisher web site.
The class discussed the book. We read the syllabus and discussed the projects for the class. There is the possibility of doing a project with the campus newspaper.
We did paired interviews and began introductions but did not finish them.
The instructor showed students the blog and a link to the publisher web site.
For next week:
we will finish introductions
bring an advertising agency choice (see links at this blog and also check the Agency Redbook if you want to track a NY agency)
Read Chapters 1 and 2 from the book. For Chapter 1 do questions 5 and 9. For Chapter 2, do questions 2, 4, and 9.
Go to the web site for the book and bookmark. We will discuss it further in depth next week.
See if your local public library or McKay Library has books by George Lakoff.
Tuesday, September 9, 2008
Syllabus & Writing 102 Research Paper Timetable
Syllabus. You will receive a hard copy of this document.
__________________
You will receive a hard copy of this schedule.
Timetable for research paper:
Topic selection is through Sept. 25
Gather research and learn source documentationfrom Sept. 25-Oct. 2.
October 2-9 is to formulate a working thesis (you will have already done so as you acquired research, however, at this time the WT (working thesis) must be formulated and turned in.
October 9 write Point 1
October 16 Point 1 returned
October 16 write Point 2, revise Point 1
October 23 write Point 3, Point 2 returned, revise Point 2
October 30, Point 3 is returned. Revise Point 3
November 4, transitions
November 11, write introduction
November 18, write conclusion
November 20, turn in the completed paper as an RD (rough draft) for an instructor reading
December 2 RD returned, do final revisions
December 11 Final paper and grade returned
__________________
You will receive a hard copy of this schedule.
Timetable for research paper:
Topic selection is through Sept. 25
Gather research and learn source documentationfrom Sept. 25-Oct. 2.
October 2-9 is to formulate a working thesis (you will have already done so as you acquired research, however, at this time the WT (working thesis) must be formulated and turned in.
October 9 write Point 1
October 16 Point 1 returned
October 16 write Point 2, revise Point 1
October 23 write Point 3, Point 2 returned, revise Point 2
October 30, Point 3 is returned. Revise Point 3
November 4, transitions
November 11, write introduction
November 18, write conclusion
November 20, turn in the completed paper as an RD (rough draft) for an instructor reading
December 2 RD returned, do final revisions
December 11 Final paper and grade returned
What Happened in Writing 101, 9/9 & 11
September 11:
9:30-10:50
We read the syllabus in class.
We reviewed the narrative and looked at it for purpose. Some students said it served the purpose of making them realize they were in school. The purpose emerges as the writer progresses.
We then looked at for whom we are writing. One student said he shared his writing with his friends. One of his friends is now gone, due to an automotbile accident. The student said that the writing served the purpose of letting his friends who are still living know how important they are to him.
Next we discussed point of view. The instructor explained how the point of view emerges as one writes. An example given was the student who reached an emotional turning point when he went outside in the storm and rolled around in the mud. After that experience, his point of view was that emotions are handled better if they are expressed. That is also perhaps why he chose to ficus his narrative on his "history of emotions."
Next we analyzed where we could put in dialogue. The instructor wrote sample dialogue on the overhead. Then the students looked for places where they could add their dialogue to the narrative. The purpsoe of such dialogue is to break up the narrative and give it some punch. What to do for next class:
Do the first three chapters in the sentence skills book. These must be completed by Sept. 25. Continue writing the narrative. By Sept. 15 the narrative should be completed. We will revise it and turn in the final for this rhetorical form on Tuesday, Sept. 23.
Next week the instructor will introduce descriptive writing. She will also provide a copy of the notebook sections.
Bring all work in progress to class in hard copy form.
September 9:
9:30-10:50:
The instructor talked about narrative writing and spoke from notes that are reproduced later in this blog post.
She asked students to show what they had produced so far on the narrative assignment. Many students had note cards and some had both the cards and a page of writing. A few had the full three pages. Some said they left their materials at home on the computer. The instructor informed students that they are always to bring their writing to class so they can get credit for having progressed on the assignment.
Students began their writing sample at 9:55 a.m. The writing samples will not be returned. The instructor will comment on them at a future class.
What to do for the next class: Continue working on the narrative. See deadline dates in previous post. Check back at this post for a copy of the syllabus. At an upcoming class, we will go over the syllabus and do paired introductions.
Notes from today's class:
What is in a narrative?
A beginning that sets the scene
A setting
A middle that tells a story
An ending that brings the story to a close
Characters
Description
http://www.nj.com/: weather five-day forecast
How is the information arranged?
How does each day’s forecast connect with the previous day’s forecast?
What narrative do the pictures of the five-day forecast tell?
How is the visual narrative the same or different as the verbal?
Why use narration?
a) report information
b) support an argument
c) provide an example
d) set a mood
How do you write narrative?
1) Determine your purpose
2) Consider your audience
3) Establish a point of view
4) Use dialogue
Techniques:
Flashback
Flashforward
Transitions:
2-3:20 class Tuesday
Same as above except the instructor was not able to finish the narrative lecture in the time allowed. Students began the writing assignment at 2:30, leaving 50" to write 2-3 pages. The instructor will continue with the narrative notes at the next class, starting with "considering the audience." Students should bring their work to the next class so they have text with which to work.
2-3:20 class Thursday:
We did an exercise with dialogue. The instructor demonstrated dialogue and students then looked for a spot where they could put dialogue in their own narrative. After students wrote dialogue, we put examples up on the overhead projector.
The class then read the syllabus. By this weekend, the instructor will post the readng schedule, so check back for this document. You will also receive a had copy.
To do for next class: In addition to continuing work on the narrative, students who have the Langan book should begin chapters 1, 2 and 3. These will be due on Sept. 25
Writing 102 What Happened in Class, 9/9 & 11
Thursday:
The class read the syllabus. We went through research project dates. Based on the research project dates, students are now in the topic selection phase of the research paper. Students have until the 25th to choose a topic. The instructor will present topics at the next class. In addition, students can work with their own choice of topic but it must be approved by the instructor. Chapter 2 of Lester helps students decide if their topic choice is likely to make for a successful research paper project.
The instructor also said that drama will be the first literary form with which we will work in class. The play is "Defying Gravity." Students may also choose another play--off-Broadways, Broadway, or other plays being presented in NJ.
In addition to going over topics at the next class, we will also exchange names and phone numbers in case another student needs to be contacted for information on the class.
Numerous students asked about their topic and the instructor advised on whether it would be a topic with potential or whether the student needed to develop a certain portion of the topic.
What to do for the next class: read Lester, Chapter 1, "Finding a Scholarly Topic."
Read, read, and read for a topic for the paper.
Tuesday
The instructor reviewed a second book for use in the class but the class decided they wanted to stick with Lukeman. She also reviewed what was to be done for classes this week.
Because students were to think of ideas for their research paper, the instructor assigned Lester, Chapter 1, which has to do with scholarly topics. Students are to read the chapter and use the information to help determine whether their choice of topic is appropriate.
If a student does not have a topic, the instructor will supply a list of topics from which to choose.
The instructor handed out a writing sample and gave the students approximately one hour to write an essay on their choice of the three topics. The writing samples will not be returned but the instructor will apprise the class of what she found in the samples. The samples serve as a "benchmark" for the instructor to measure the progress of students throughout the semester.
Students should refer to this post later for their copy of the syllabus. A hard copy will be distributed. In addition, students should begin reading Lester, Chapter 1. At the next class, students will review the syllabus and do paired introductions.
The class read the syllabus. We went through research project dates. Based on the research project dates, students are now in the topic selection phase of the research paper. Students have until the 25th to choose a topic. The instructor will present topics at the next class. In addition, students can work with their own choice of topic but it must be approved by the instructor. Chapter 2 of Lester helps students decide if their topic choice is likely to make for a successful research paper project.
The instructor also said that drama will be the first literary form with which we will work in class. The play is "Defying Gravity." Students may also choose another play--off-Broadways, Broadway, or other plays being presented in NJ.
In addition to going over topics at the next class, we will also exchange names and phone numbers in case another student needs to be contacted for information on the class.
Numerous students asked about their topic and the instructor advised on whether it would be a topic with potential or whether the student needed to develop a certain portion of the topic.
What to do for the next class: read Lester, Chapter 1, "Finding a Scholarly Topic."
Read, read, and read for a topic for the paper.
Tuesday
The instructor reviewed a second book for use in the class but the class decided they wanted to stick with Lukeman. She also reviewed what was to be done for classes this week.
Because students were to think of ideas for their research paper, the instructor assigned Lester, Chapter 1, which has to do with scholarly topics. Students are to read the chapter and use the information to help determine whether their choice of topic is appropriate.
If a student does not have a topic, the instructor will supply a list of topics from which to choose.
The instructor handed out a writing sample and gave the students approximately one hour to write an essay on their choice of the three topics. The writing samples will not be returned but the instructor will apprise the class of what she found in the samples. The samples serve as a "benchmark" for the instructor to measure the progress of students throughout the semester.
Students should refer to this post later for their copy of the syllabus. A hard copy will be distributed. In addition, students should begin reading Lester, Chapter 1. At the next class, students will review the syllabus and do paired introductions.
Monday, September 8, 2008
1402 Mon-Wed What Happened in Class
Wednesday, Sept. 10:
We started our paired introductions today and students were matched up with a colleague who knew MLA/APA citation work. In the future, these pairs will work together on class exercises with citation.
We finished about 60% of the introductions. Students can email the instructor for comments on their intro. When they do, they can be put on an e-mail list for the class. Being on the list is voluntary. What the list will be used for is to notify students if the instructor is ill or there is inclimate weather that would prevent holding class.
The class voted on whether to go with exams or outlines. Outlines won. Students should begin outlining Ch. 2 like the instructor showed in class. We will work again with outlines at future class. The main point of the writer is what should be written down from each paragraph.
Students need to indicate the chapter and pages being outlined at the top of the page. Outlines should only be about a page or page-and-a-half long.
Next week begin outlining Chapter 1 and finish up Chapter 2.
Go to http://www.queendom.com/ and try some of the personality profiles.
The instructor will give out the first assignment at the next class.
Monday:
The instructor introduced herself and told about her career in communication (business). She discussed the projects that the class will do and told what is important to achieve a high grade.
The class read the syllabus and looked over the reading assignments sheet.
What to do for the next class:
The instructor asked each student to set up a bookmarks folder and bookmark this blog. In addition, she asked them each to obtain a three-ring looseleaf notebook or a notebook with envelopes that has room for papers to be categorized under subject. The divisions of the notebook will be provided at a future class. The purpose of the notebook is to facilitate moving from one subject to another, as different areas of the class are addressed within one class period. This will insure that we are able to move quickly from one subject to another.
The instructor asked the students to read Chapter 2 on communication and perception. At the next class, some areas of this chapter will be discussed. We will also do paired introductions. Students might want to look at the areas they will want to ask questions about in the Writing 101 narrative post on this page.
We started our paired introductions today and students were matched up with a colleague who knew MLA/APA citation work. In the future, these pairs will work together on class exercises with citation.
We finished about 60% of the introductions. Students can email the instructor for comments on their intro. When they do, they can be put on an e-mail list for the class. Being on the list is voluntary. What the list will be used for is to notify students if the instructor is ill or there is inclimate weather that would prevent holding class.
The class voted on whether to go with exams or outlines. Outlines won. Students should begin outlining Ch. 2 like the instructor showed in class. We will work again with outlines at future class. The main point of the writer is what should be written down from each paragraph.
Students need to indicate the chapter and pages being outlined at the top of the page. Outlines should only be about a page or page-and-a-half long.
Next week begin outlining Chapter 1 and finish up Chapter 2.
Go to http://www.queendom.com/ and try some of the personality profiles.
The instructor will give out the first assignment at the next class.
Monday:
The instructor introduced herself and told about her career in communication (business). She discussed the projects that the class will do and told what is important to achieve a high grade.
The class read the syllabus and looked over the reading assignments sheet.
What to do for the next class:
The instructor asked each student to set up a bookmarks folder and bookmark this blog. In addition, she asked them each to obtain a three-ring looseleaf notebook or a notebook with envelopes that has room for papers to be categorized under subject. The divisions of the notebook will be provided at a future class. The purpose of the notebook is to facilitate moving from one subject to another, as different areas of the class are addressed within one class period. This will insure that we are able to move quickly from one subject to another.
The instructor asked the students to read Chapter 2 on communication and perception. At the next class, some areas of this chapter will be discussed. We will also do paired introductions. Students might want to look at the areas they will want to ask questions about in the Writing 101 narrative post on this page.
Thursday, September 4, 2008
Writing 101 Narrative Assignment Sheet
Note: the new virus protection program I downloaded said it successfully removed the Malware Win32: Trojan-gen(Other) virus/worm; vps version 08904-1,9:04/2008. It came into my system via a video file. Even though it said it was successfully removed, I still think it's wise to wait and see if it really is gone. If you copy and paste the text below, you will not be at risk for getting this virus:
Narrative Assignment Sheet
Write the story of your life in approximately three pages. Write an outline and at least one page for the week of Sept. 8 (bring to class). Write another page or two for the following week (Sept. 15). Revise for a total of three pages for class on Tuesday, September 23.
Among the many topics you may wish to cover are:
• your family
• the town in which you grew up
• your early interests
• philosophy of life
• relationships
• conflicts
• how you knew what you might want to study
• what you have learned from peers
• how you learned about practical matters (money, organization, etc.)
• work experiences
• how you obtained your first job
• values of your family
• hobbies
• what you have learned from school
While your first draft might be a chronology (linear 1->2-->3-->), the second draft will reflect and discuss life events. It will have a theme (see narrative reading assignments).
Helpful information on writing narrative.
Narrative Assignment Sheet
Write the story of your life in approximately three pages. Write an outline and at least one page for the week of Sept. 8 (bring to class). Write another page or two for the following week (Sept. 15). Revise for a total of three pages for class on Tuesday, September 23.
Among the many topics you may wish to cover are:
• your family
• the town in which you grew up
• your early interests
• philosophy of life
• relationships
• conflicts
• how you knew what you might want to study
• what you have learned from peers
• how you learned about practical matters (money, organization, etc.)
• work experiences
• how you obtained your first job
• values of your family
• hobbies
• what you have learned from school
While your first draft might be a chronology (linear 1->2-->3-->), the second draft will reflect and discuss life events. It will have a theme (see narrative reading assignments).
Helpful information on writing narrative.
No Documents will be Posted Here
The other day my virus protection told me I had a virus. I told the program to remove it but today my computer is acting up. I don't want to give any of my students a virus, so I don't think it's wise to post any documents until I am sure my system is virus-free. I was going to post the syllabus and a few other documents but I will not do that until I'm sure the system is clean.
Writing 101 What Happened
9:30-10:50 a.m. class:
The instructor went over the three things students most want to know on their first day of class:
who is the instructor
what the class is about
what the student has to do to get an A in the class
For those who missed the background information on the instructor, please read the link at left ("About Me").
The class covers writing the basic rhetorical forms: narrative, description, exemplification, division, classification, cause/effect, etc. For more of the forms, see the table of contents in the Aaron text. In addition, the class thoroughly covers the usage of the English language. For this part of the class, students complete a workbook (Langan).
ISBNs for the texts are:
Langan: 9780073123752
Aaron (essays): 0312392257
also you should have the Hacker guide: 0312406843
What students should do for the next class:
The instructor went over the three things students most want to know on their first day of class:
who is the instructor
what the class is about
what the student has to do to get an A in the class
For those who missed the background information on the instructor, please read the link at left ("About Me").
The class covers writing the basic rhetorical forms: narrative, description, exemplification, division, classification, cause/effect, etc. For more of the forms, see the table of contents in the Aaron text. In addition, the class thoroughly covers the usage of the English language. For this part of the class, students complete a workbook (Langan).
ISBNs for the texts are:
Langan: 9780073123752
Aaron (essays): 0312392257
also you should have the Hacker guide: 0312406843
What students should do for the next class:
- purchase the books at the bookstore or online (Aaron has to be purchased online). Print out your book order and put it in your notebook in case the company ships late. The instructor will not hold you responsible for reading the texts for the first two weeks.
- obtain a 3-ring looseleaf notebook with dividers. You can make your own dividers using manila files and cutting them in half
- make a bookmark file called Writing 101 on your browser
- go to the library and get a card so you can check out books. Get a computer account with UCC so you can access the library. Talk the librarians about what you need to have so you can access the online databases from your home computer
- start your rough draft of the first assignment, which is to write a three-page autobiography. This is the narrative rhetorical technique. Bring the outline or a page or two for next week.
Syllabus and other documents (such as the autobiography assignment) will be posted here later this evening.
Note: students, if you are ordering the Langan book online, be sure to find out if it is written in. The book consists of exercises and if someone else has filled in all the blanks, it will not be useful to you. You can ask that question before you order.
2-3:20 class
Same as above.
Writing102 What We Did in Class
To do for next class:
Lester: 032142610X Principles of Writing Research Papers 2nd ed
Lukeman: 9780393060874 and 039306087X A Dash of Style
Hacker: 0312406843
- go to bookstore or purchase books online. ISBNs you will need were given in class but reproduced here:
Lester: 032142610X Principles of Writing Research Papers 2nd ed
Lukeman: 9780393060874 and 039306087X A Dash of Style
Hacker: 0312406843
- think about research paper topic
- open a UCC library account and be able to access online databases and check out books
- purchase a 3-ring looseleaf notebook with dividers
- make a bookmarks file on your computer and bookmark this blog
----------------
The instructor introduced herself and told about her background with the English language. For those of you who missed this part, see the background provided at this site.
We went over what the course is about. It is about taking a position and being able to document it in writing. We also discuss literature, particularly poetry and drama. Students were shown a Grade Tracking Sheet (link to document to appear here after 6 p.m. this evening) and this outlines the projects for the class.
We will go over the syllabus at an upcoming class. If you want to read the syllabus in advance, here it is: (link after 6 p.m.)
Monday, September 1, 2008
5016 Links
Register for the text web site.
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