The instructor asked students to know the terms in Chapter 1 (boldfaced terms) for a class exercise next week.
The "I Am" assignment was distributed and we read it in class. Students did a "benchmark" of the adjectives for themselves.
The instructor handed out an assignment sheet. One of the assignments is to do a References page. The instructor showed students how to do the page. There was a handout of an example page. She also showed students the electronic databases they have access to at the library. Many are accessible from the student's home PC.
We went over the "Quick Guide to Speech" handout, reading it in class. At some points the instructor expanded on the points made by the handout. At a future class, we will be learning relaxation techniques designed to reduce nervousness, for example.
We had many new students in class, so next week the instructor will bring extra copies of the syllabus and assignment sheets.
One unfinished item was to break down into small groups to brainstorm topics for the group symposium. We will catch up on this at the next class.
Next week:
Bring References page (two copies).
Read Chapters 1 and 2.
Know the definitions of the terms in Chapter 1 for a class exercise.
Work on the "I Am" paper and be prepared to show data from at least two interviews when attendance is called.
Friday, January 30, 2009
Wednesday, January 28, 2009
All Students
Please visit the APA and MLA web sites. The links are at the left.
Added Friday a.m.:
I do one blog post per week, so, for example, if a class meets Tuesday and Friday, both Tuesday and Friday will be on the same blog post.
Added Friday a.m.:
I do one blog post per week, so, for example, if a class meets Tuesday and Friday, both Tuesday and Friday will be on the same blog post.
128 Communication
January 27
The instructor introduced herself and went over her background in communication. Members of the class were paired up and they interviewed each other and wrote an introduction for their partner. Each person introduced their partner to the class.
We then discussed the book and the workbook.
We read the syllabus in class.
The instructor then handed out a list of films and media theories. She asked students to review the list and come to the next class with a first, second, and third choice for their paper. The paper will discuss a media theory and apply it to the interaction of the characters in the film.
Students were advised to obtain a usage guide (Hacker is suggested). Most people will not have to purchase one, as they have their Hacker guide from ENG101/102. Any usage guide will do as long as it contains information on APA.
Next class:
a) Purchase the book and workbook. Students who have the book can get started on Chapter 1 in the book and in the workbook.
b) Obtain a style guide with an APA section in it
c) Get a computer account with IT
d) Get a library card for access to the databases
Note to 128 students: If you want to find out more about the class, put "128" in the search engine on this page and it will turn up 128 posts from last year. The posts will give you more information about this class and what we do.
The instructor introduced herself and went over her background in communication. Members of the class were paired up and they interviewed each other and wrote an introduction for their partner. Each person introduced their partner to the class.
We then discussed the book and the workbook.
We read the syllabus in class.
The instructor then handed out a list of films and media theories. She asked students to review the list and come to the next class with a first, second, and third choice for their paper. The paper will discuss a media theory and apply it to the interaction of the characters in the film.
Students were advised to obtain a usage guide (Hacker is suggested). Most people will not have to purchase one, as they have their Hacker guide from ENG101/102. Any usage guide will do as long as it contains information on APA.
Next class:
a) Purchase the book and workbook. Students who have the book can get started on Chapter 1 in the book and in the workbook.
b) Obtain a style guide with an APA section in it
c) Get a computer account with IT
d) Get a library card for access to the databases
Note to 128 students: If you want to find out more about the class, put "128" in the search engine on this page and it will turn up 128 posts from last year. The posts will give you more information about this class and what we do.
1402 Speech: What Happened in Class
Friday, January 30
Students traded their References page and another student corrected it. The page was returned to make corrections.
The instructor also talked about the nature of journals (vs. magazine articles) and the importance of publishing in academia.
Next class:
Bring your revised References page.
Be sure you know the meanings to the terms in Chapter 1. Any term that is boldfaced is important.
Tuesday, January 27
The instructor passed out handouts for two assignments:
a) "I Am" journal assignment, which is due February 13th (Friday).
b) References page assignment, which is due Friday, January 30.
We read the assignments in class and the instructor answered student questions.
We worked on APA citation. Students were shown how to write a References page in APA. On Friday, students will turn in one page to the instructor and have one page to correct in class.
We finished introductions, but we didn't get to the discussion about Obama's inauguration speech.
Next class:
1) Have References page written and print out two copies.
2) Have paragraph on Obama's speech with you for reference for class discussion.
3) Read Chapter 1 if you have the book. The instructor will go over points from Chapter 1.
4) Category headings for notebook handout will be distributed.
--------------------------------
Here are some tips for writing dialogue for your "I Am" journal paper. While they are intended for writers of fiction, I think you will still find them helpful.
Writing dialogue -- realistic dialogue, anyway -- does not come easily to everyone. Done well, dialogue advances the story and fleshes out the characters while providing a break from straight exposition.
However, just as realistic dialogue is one of the most powerful tools at a writer's disposal, nothing pulls the reader out of a story faster than bad dialogue. It takes time to develop a good ear, but noting these simple rules and obvious pitfalls can make a huge difference.
1. Listen to how people talk to each other.
Eavesdrop and scribble down phrases you like. Writers must have a good ear and eye for detail. The right detail can bring a character to life. Likewise, the wrong detail can destroy the reader's belief in the character. For instance, it's unlikely that a mechanic is going to use the word "behoove" or that a tax attorney would say "awesome." Develop a sense of the natural rhythms of speech and a good memory for phrases.
2. Dialogue is not exactly like real speech, but it should read like real speech.
That is to say, real speech has plenty of words and sounds that would be distracting if included on the page. Beginning writers often think that including words like "uh" and "oh" makes their dialogue sound more realistic. The truth is, these kinds of extraneous words look unprofessional (the same is true of attempting to write a stutter). Alfred Hitchcock once said that a good story was "life, with the dull parts taken out." Keep this in mind when revising dialogue.
3. Cut words and phrases that don't serve the conversation's purpose.
As I said in the beginning, dialogue should move the story forward while bringing the characters to life. If it doesn't do either of these things, it should probably be cut altogether. Oakley Hall, in The Art and Craft of Novel Writing, offers the rule, "One thought at a time and keep the lines short."
Many writers find it helpful to record their dialogue and play it back to themselves during the editing process.
4. Don't try to provide too much information at once through dialogue.
In other words, it should not be obvious that you are using dialogue to communicate information. In general, apply the three-sentence rule: give no character more than three uninterrupted sentences at once. Let the story unfold naturally. You don't have to let the reader know everything up front, and you can trust the reader to remember details from earlier in the story.
5. Break up dialogue with action.
Remind your reader that these are physical human beings by grounding their dialogue in the physical world:
"That's her!" J.P. says. He puts his cup next to his chair. He gets up and goes down the steps to the drive.
Physical details also help to break up the words on the page: long periods of dialogue are easier for the reader's eye when broken up by description. (And vice versa, for that matter.)
6. Don't try too hard to vary your tag lines when writing dialogue.
Veering too much beyond "he said/she said" only draws attention to the tags. Readers tend to read over these phrases anyway, whereas obvious efforts to insert variety, through words such as "interjected," "counseled," or "conceded," draw the reader out of the action. If the writer is doing his or her work, the reader is already aware that the speaker is interjecting, counseling, or conceding. The writer won't have to say it again in the tag.
7. Avoid stereotypes, especially when it comes to dialect.
Any Southerner will cringe if you have a character say "Pa" in this day and age. And unless you grew up in Brooklyn and know you can pull it off, think twice before inserting, "Fugeddaboutit," into the mouth of your Brooklyn cop.
8. Don't overuse profanity and slang when writing dialogue.
Rather than making your characters seem tough or cool, both of these will quickly date your work. Hemingway, whose characters included soldiers, fishermen, hunters, and artists, had excellent advice on this subject: "Try and write straight English; never using slang except in dialogue and then only when unavoidable...slang goes sour in a short time." You'll notice that even with his toughest characters, profanity is as rare as slang.
9. Read widely, noting both good and bad dialogue.
Pay attention to why things work or don't work. Where are you taken out of the action of a story? When do you feel confused or frustrated? Are there points at which you stop believing in a character? On the other hand, in stories that work, in which you feel particularly close to a character, how did dialogue help to achieve that effect? See the examples and reviews on this site for suggestions of stories and books to read, or pick up an anthology and start your own list.
10. Punctuate Dialogue Correctly
Take some time to learn the basic rules for punctuating dialogue. Nothing is more distracting than a writer who doesn't know how to use punctuation.
__________
I'll be posting the notes from class later this afternoon.
Students traded their References page and another student corrected it. The page was returned to make corrections.
The instructor also talked about the nature of journals (vs. magazine articles) and the importance of publishing in academia.
Next class:
Bring your revised References page.
Be sure you know the meanings to the terms in Chapter 1. Any term that is boldfaced is important.
Tuesday, January 27
The instructor passed out handouts for two assignments:
a) "I Am" journal assignment, which is due February 13th (Friday).
b) References page assignment, which is due Friday, January 30.
We read the assignments in class and the instructor answered student questions.
We worked on APA citation. Students were shown how to write a References page in APA. On Friday, students will turn in one page to the instructor and have one page to correct in class.
We finished introductions, but we didn't get to the discussion about Obama's inauguration speech.
Next class:
1) Have References page written and print out two copies.
2) Have paragraph on Obama's speech with you for reference for class discussion.
3) Read Chapter 1 if you have the book. The instructor will go over points from Chapter 1.
4) Category headings for notebook handout will be distributed.
--------------------------------
Here are some tips for writing dialogue for your "I Am" journal paper. While they are intended for writers of fiction, I think you will still find them helpful.
Writing dialogue -- realistic dialogue, anyway -- does not come easily to everyone. Done well, dialogue advances the story and fleshes out the characters while providing a break from straight exposition.
However, just as realistic dialogue is one of the most powerful tools at a writer's disposal, nothing pulls the reader out of a story faster than bad dialogue. It takes time to develop a good ear, but noting these simple rules and obvious pitfalls can make a huge difference.
1. Listen to how people talk to each other.
Eavesdrop and scribble down phrases you like. Writers must have a good ear and eye for detail. The right detail can bring a character to life. Likewise, the wrong detail can destroy the reader's belief in the character. For instance, it's unlikely that a mechanic is going to use the word "behoove" or that a tax attorney would say "awesome." Develop a sense of the natural rhythms of speech and a good memory for phrases.
2. Dialogue is not exactly like real speech, but it should read like real speech.
That is to say, real speech has plenty of words and sounds that would be distracting if included on the page. Beginning writers often think that including words like "uh" and "oh" makes their dialogue sound more realistic. The truth is, these kinds of extraneous words look unprofessional (the same is true of attempting to write a stutter). Alfred Hitchcock once said that a good story was "life, with the dull parts taken out." Keep this in mind when revising dialogue.
3. Cut words and phrases that don't serve the conversation's purpose.
As I said in the beginning, dialogue should move the story forward while bringing the characters to life. If it doesn't do either of these things, it should probably be cut altogether. Oakley Hall, in The Art and Craft of Novel Writing, offers the rule, "One thought at a time and keep the lines short."
Many writers find it helpful to record their dialogue and play it back to themselves during the editing process.
4. Don't try to provide too much information at once through dialogue.
In other words, it should not be obvious that you are using dialogue to communicate information. In general, apply the three-sentence rule: give no character more than three uninterrupted sentences at once. Let the story unfold naturally. You don't have to let the reader know everything up front, and you can trust the reader to remember details from earlier in the story.
5. Break up dialogue with action.
Remind your reader that these are physical human beings by grounding their dialogue in the physical world:
"That's her!" J.P. says. He puts his cup next to his chair. He gets up and goes down the steps to the drive.
Physical details also help to break up the words on the page: long periods of dialogue are easier for the reader's eye when broken up by description. (And vice versa, for that matter.)
6. Don't try too hard to vary your tag lines when writing dialogue.
Veering too much beyond "he said/she said" only draws attention to the tags. Readers tend to read over these phrases anyway, whereas obvious efforts to insert variety, through words such as "interjected," "counseled," or "conceded," draw the reader out of the action. If the writer is doing his or her work, the reader is already aware that the speaker is interjecting, counseling, or conceding. The writer won't have to say it again in the tag.
7. Avoid stereotypes, especially when it comes to dialect.
Any Southerner will cringe if you have a character say "Pa" in this day and age. And unless you grew up in Brooklyn and know you can pull it off, think twice before inserting, "Fugeddaboutit," into the mouth of your Brooklyn cop.
8. Don't overuse profanity and slang when writing dialogue.
Rather than making your characters seem tough or cool, both of these will quickly date your work. Hemingway, whose characters included soldiers, fishermen, hunters, and artists, had excellent advice on this subject: "Try and write straight English; never using slang except in dialogue and then only when unavoidable...slang goes sour in a short time." You'll notice that even with his toughest characters, profanity is as rare as slang.
9. Read widely, noting both good and bad dialogue.
Pay attention to why things work or don't work. Where are you taken out of the action of a story? When do you feel confused or frustrated? Are there points at which you stop believing in a character? On the other hand, in stories that work, in which you feel particularly close to a character, how did dialogue help to achieve that effect? See the examples and reviews on this site for suggestions of stories and books to read, or pick up an anthology and start your own list.
10. Punctuate Dialogue Correctly
Take some time to learn the basic rules for punctuating dialogue. Nothing is more distracting than a writer who doesn't know how to use punctuation.
__________
I'll be posting the notes from class later this afternoon.
Monday, January 26, 2009
2415 Group Communication What Happened in Class
Friday, Jan. 30, 2009
The instructor went over the second half of chapter one, focusing mostly on the types of small groups and ethics in groups. First, however, we reviewed the first half of chapter one, focusing on such material as the difference between primary and secondary groups.
After reviewing the material, we discussed citation. The instructor showed a page from Hacker that told of the different kinds of citation styles.
We finished student introductions.
The instructor reviewed what to do for the next class, which is the readings (Chapter 2) and the "bad apple" program (at left).
Later the group questions for Tuesday will be posted here. Please review them to decide where your input will be most valuable.
Questions:
Sunday evening, February 1:
Here are the group discussion questions. Read them and decide to which group you will contribute the most:
Questions for “Bad Apple” discussion groups:
1. The lyrics for Michael Jackson’s song, “One Bad Apple Don’t Spoil the Whole Bunch” asks that the person not think poorly of the opposite sex because of a bad experience with one person. However, we learn from Professor Felps’ research that one bad apple can spoil a group.
Re-write or edit the lyrics to make the song concur with the research.
2. Look back on groups that you have been in and see if you can identify any of the three “bad apple” behaviors:
--depressive-pessimist
--slacker
--jerk
Did any of these behaviors affect your group? If it didn’t, what was going on in the group that helped it function effectively? If it did affect the group, tell about the behavior of the other group members and discuss how this behavior may or may not have led to an unsuccessful outcome.
3. Grouphate. People who hate to be in groups. Make a list of reasons you hate being in a group.
4. In the show, Professor Felps tells how one behavior managed to salvage the group when it has a bad apple in it. The diplomat’s son listened to other people. Discuss why you think this communication behavior might resolve group dysfunction from bad apple behavior?
5. Open discussion group OR grouplove (why you like being in groups). This group is also open to anyone who has come up with their own discussion topic from listening to the program.
Tuesday, Jan. 27, 2009
We started the class off by looking at a student's References page on the doc cam. The class critiqued it.
Then students exchanged their References page and another student checked it for errors. The instructor showed an example of each type of citation as we went through the different types of sources.
At a future class, the instructor will provide a handout of the differences between APA and MLA.
Next we went over the "Bad Apple" assignment. The links are in the Links column at left and are the first three links. This assignment is due next Tuesday, when we will break down into small groups to discuss what was discovered by Prof. Felps. Each group will have a question to discuss and will report back to the group as a whole.
Third on the agenda was to discuss some of the first chapter reading. The instructor used a .ppt to go through the different types of groups and the ones on which we will be focusing in this class.
Regarding citation, here is some information you will find helpful:
APA citation:
To do a hanging indentation in Word 2003:
Format-->Paragraph-->Indentation-->Special-->Hanging
Next class:
Instructor will return References page. Points given for this assignment.
Bring your book order; also bring three-ring notebook with category dividers. We will check them in. Points given for these tasks.
We will finish introductions.
Instructor will finish discussing Chapter 1.
Be working on "Bad Apples" assignment, which is due next Tuesday.
The instructor went over the second half of chapter one, focusing mostly on the types of small groups and ethics in groups. First, however, we reviewed the first half of chapter one, focusing on such material as the difference between primary and secondary groups.
After reviewing the material, we discussed citation. The instructor showed a page from Hacker that told of the different kinds of citation styles.
We finished student introductions.
The instructor reviewed what to do for the next class, which is the readings (Chapter 2) and the "bad apple" program (at left).
Later the group questions for Tuesday will be posted here. Please review them to decide where your input will be most valuable.
Questions:
Sunday evening, February 1:
Here are the group discussion questions. Read them and decide to which group you will contribute the most:
Questions for “Bad Apple” discussion groups:
1. The lyrics for Michael Jackson’s song, “One Bad Apple Don’t Spoil the Whole Bunch” asks that the person not think poorly of the opposite sex because of a bad experience with one person. However, we learn from Professor Felps’ research that one bad apple can spoil a group.
Re-write or edit the lyrics to make the song concur with the research.
2. Look back on groups that you have been in and see if you can identify any of the three “bad apple” behaviors:
--depressive-pessimist
--slacker
--jerk
Did any of these behaviors affect your group? If it didn’t, what was going on in the group that helped it function effectively? If it did affect the group, tell about the behavior of the other group members and discuss how this behavior may or may not have led to an unsuccessful outcome.
3. Grouphate. People who hate to be in groups. Make a list of reasons you hate being in a group.
4. In the show, Professor Felps tells how one behavior managed to salvage the group when it has a bad apple in it. The diplomat’s son listened to other people. Discuss why you think this communication behavior might resolve group dysfunction from bad apple behavior?
5. Open discussion group OR grouplove (why you like being in groups). This group is also open to anyone who has come up with their own discussion topic from listening to the program.
Tuesday, Jan. 27, 2009
We started the class off by looking at a student's References page on the doc cam. The class critiqued it.
Then students exchanged their References page and another student checked it for errors. The instructor showed an example of each type of citation as we went through the different types of sources.
At a future class, the instructor will provide a handout of the differences between APA and MLA.
Next we went over the "Bad Apple" assignment. The links are in the Links column at left and are the first three links. This assignment is due next Tuesday, when we will break down into small groups to discuss what was discovered by Prof. Felps. Each group will have a question to discuss and will report back to the group as a whole.
Third on the agenda was to discuss some of the first chapter reading. The instructor used a .ppt to go through the different types of groups and the ones on which we will be focusing in this class.
Regarding citation, here is some information you will find helpful:
APA citation:
To do a hanging indentation in Word 2003:
Format-->Paragraph-->Indentation-->Special-->Hanging
Next class:
Instructor will return References page. Points given for this assignment.
Bring your book order; also bring three-ring notebook with category dividers. We will check them in. Points given for these tasks.
We will finish introductions.
Instructor will finish discussing Chapter 1.
Be working on "Bad Apples" assignment, which is due next Tuesday.
Friday, January 23, 2009
128 Public Speaking What Happened in Class
The instructor introduced herself and told about how public speaking helped in her career in corporate marketing.
Next the syllabus was distributed and we read it in class.
We broke the group into pairs and each person interviewed the other for four minutes. Earlier we had made a list on the board of what we like to know about other people when meeting for the first time.
We delivered the paired interviews in class. The instructor taught a technique for remembering names and we practice the technique as each pair completed their introductions.
Next week:
Purchase the textbook (see syllabus). Three points will be given to students who can show they ordered or purchased the book within two days of the class (by Jan. 25). Read Chapter 1.
Get a style guide (APA documentation).
Be researching and thinking about topics for the group symposium and informative speech.
Obtain a three-ring looseleaf notebook. Spiral notebooks with packet dividers are OK but not preferred. Be prepared to show your notebook with category dividers for three points at the next class.
Read the handout, "Quick Guide to Public Speaking."
Next the syllabus was distributed and we read it in class.
We broke the group into pairs and each person interviewed the other for four minutes. Earlier we had made a list on the board of what we like to know about other people when meeting for the first time.
We delivered the paired interviews in class. The instructor taught a technique for remembering names and we practice the technique as each pair completed their introductions.
Next week:
Purchase the textbook (see syllabus). Three points will be given to students who can show they ordered or purchased the book within two days of the class (by Jan. 25). Read Chapter 1.
Get a style guide (APA documentation).
Be researching and thinking about topics for the group symposium and informative speech.
Obtain a three-ring looseleaf notebook. Spiral notebooks with packet dividers are OK but not preferred. Be prepared to show your notebook with category dividers for three points at the next class.
Read the handout, "Quick Guide to Public Speaking."
Group Communication 2415 What Happened in Class
The instructor reviewed what happened in the last class and then showed students a method for doing citations online. It was necessary to show this because too many students were unable to get into the text website, where the software to do citations is located. Two methods were shown:
a) copy a citation using "OWL APA newspaper citation," copying and pasting a model, and then doing the citation directly underneath
b) go to NoodleTools
also:
c) use a citation manual (preferred method)
Next we went over the reading schedule. The instructor put in on the doc cam and pointed out to students a "pages per day" feature of the schedule.
We then went did two-minute paired introductions.
The instructor took attendance and checked in three-ring notebooks, dividers, and book orders. If students had both, they received a total of 6 points.
After the intros, the instructor asked the 7-8 new students to stay so she could bring them up to date.
For next class:
Do the References page.
Read Chapter One in the book.
Note to new students: links to the syllabus and assignment sheet will be posted here later.
Note to student who left black hooded coat with fur trim: it is hanging on the coat rack inside the classroom.
Added Saturday a.m.:
Links for new students:
Syllabus
Assignment sheet
Please feel free to e-mail me at the comcast address on the syllabus if you have any questions.
a) copy a citation using "OWL APA newspaper citation," copying and pasting a model, and then doing the citation directly underneath
b) go to NoodleTools
also:
c) use a citation manual (preferred method)
Next we went over the reading schedule. The instructor put in on the doc cam and pointed out to students a "pages per day" feature of the schedule.
We then went did two-minute paired introductions.
The instructor took attendance and checked in three-ring notebooks, dividers, and book orders. If students had both, they received a total of 6 points.
After the intros, the instructor asked the 7-8 new students to stay so she could bring them up to date.
For next class:
Do the References page.
Read Chapter One in the book.
Note to new students: links to the syllabus and assignment sheet will be posted here later.
Note to student who left black hooded coat with fur trim: it is hanging on the coat rack inside the classroom.
Added Saturday a.m.:
Links for new students:
Syllabus
Assignment sheet
Please feel free to e-mail me at the comcast address on the syllabus if you have any questions.
Tuesday, January 20, 2009
1402 Speech: What Happened in Class
Here is the link for the syllabus (not yet updated). The new one will be similar but I still have to make some changes. Do not print this syllabus out as you will be given a hard copy. This is provided for students who want to know what the class is about.
The information for the book (author, title, etc.) can be found on the syllabus at the link above.
If you have any questions about whether you're getting the right book, e-mail me at the comcast link on the syllabus.
Someone in NY is selling 7th edition on ebay for $25.
----------
What happened in class today:
The instructor told what the projects were for the class and urged students to become familiar with Powerpoint. In addition, she told students what items to get before Friday's class, which is mainly the three-ring notebook with category dividers. Points will be given for having this notebook on Friday.
In addition, we did paired interviews. Students should shape their information before Friday and be ready to give their introduction at that time.
The information for the book (author, title, etc.) can be found on the syllabus at the link above.
If you have any questions about whether you're getting the right book, e-mail me at the comcast link on the syllabus.
Someone in NY is selling 7th edition on ebay for $25.
----------
What happened in class today:
The instructor told what the projects were for the class and urged students to become familiar with Powerpoint. In addition, she told students what items to get before Friday's class, which is mainly the three-ring notebook with category dividers. Points will be given for having this notebook on Friday.
In addition, we did paired interviews. Students should shape their information before Friday and be ready to give their introduction at that time.
Group Communication 2415 What Happened in Class
The instructor introduced herself and talked about communication work as a marketing manager. She explained how 13 of every 20 work days in a month were devoted to either group communication or presenting in groups.
The students were then paired up to do introduction interviews. Each student interviewed a colleague for four minutes. Students wrote an outline for their interview. We had two interviews today, Steve and Victoria. Steve is a transfer from Middlesex and Victoria is a meteorology major who hopes to be graduating in May. We will complete the interviews at our next class.
Students were given the syllabus and their first assignment sheet. The assignment sheet will be posted here later in the day. The instructor went over the assignments.
The latter part of the assignments are for next week, but the top half of the assignments will be checked on Friday.
In addition, on Friday we will go over the syllabus.
Next class:
--be prepared with three-ring notebook with dividers (3 pts each)
--show book or book order (3 pts)
--be prepared to do introduction
--bookmark the three sites on the assignment sheet
Next Tuesday:
--write references page
Note: you will want to print out the last three articles, b, c, and d, as we will be using them at some point in the class.
The students were then paired up to do introduction interviews. Each student interviewed a colleague for four minutes. Students wrote an outline for their interview. We had two interviews today, Steve and Victoria. Steve is a transfer from Middlesex and Victoria is a meteorology major who hopes to be graduating in May. We will complete the interviews at our next class.
Students were given the syllabus and their first assignment sheet. The assignment sheet will be posted here later in the day. The instructor went over the assignments.
The latter part of the assignments are for next week, but the top half of the assignments will be checked on Friday.
In addition, on Friday we will go over the syllabus.
Next class:
--be prepared with three-ring notebook with dividers (3 pts each)
--show book or book order (3 pts)
--be prepared to do introduction
--bookmark the three sites on the assignment sheet
Next Tuesday:
--write references page
Note: you will want to print out the last three articles, b, c, and d, as we will be using them at some point in the class.
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