November 5
Most drama papers were returned.
Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)
In addition, the other information in the presentation is pasted below.
The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.
(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience
DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!
Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card
Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.
Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.
To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.
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November 4:
Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.
For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.
In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.
The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.
Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.
