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.
Thursday, October 30, 2008
Tuesday, October 28, 2008
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.
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.
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.
Monday, October 27, 2008
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.
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.
Sunday, October 26, 2008
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.
Sample Bulleted Summary
References
Oct. 29:
What happens in class on Wednesday will be reported here.
Thursday, October 23, 2008
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 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).
Intrigued by the possibilities for the newspaper, I looked around for people who envision the future of newspapers. I found 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).
Tuesday, October 21, 2008
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.
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.
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.
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.
Wednesday, October 15, 2008
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.
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:
---------------------------
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.
Through November 4th, $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
---------------------------
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.
Tuesday, October 14, 2008
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.
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
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
Thursday, October 9, 2008
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.
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.
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.
Wednesday, October 8, 2008
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.
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.
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.
Wednesday, October 1, 2008
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/
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/
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