We discussed the theory/film paper and worked on transitions to knit the paper together smoothly. The instructor showed students a list of transitions on the overhead document cam and asked them to go through their paper and add in about 10 transitions. Students were then to mark the transitions.
We reviewed a few papers on the overhead doc cam. The instructor encouraged the students to add new transitions to their vocabulary instead of relying on the ones they have already used.
The papers were handed in and the instructor will return with comments next week.
Next the instructor handed out a three-page listening exercise. We read the first page in class and then reviewed an example. Next we did a few as a group. We then broke into pairs and the pairs then practiced three exercises. Finally, we asked for volunteers to do the remaining exercises as role plays in front of the class.
The last item was the constructive complaint worksheet. Students volunteered their revisions to the complaints and we evaluated them as a class.
Next week:
we will watch nonverbal communication videos
theory paper returned
I Am paper returned
Personality type profile
Small groups with "I Am" and type discussion questions
Read Chapter 9, "Managing Conflict & Power"
Tuesday, March 31, 2009
2415 What Happened in Class
Friday
We voted on how to handle assignments for the last four-five chapters and we chose these options:
1) speech 3-4"
2) multimedia or small group exercise of some concept from the text
The instructor will write up the assignments and distribute them next week.
Next we grouped the class by personality type for small group discussions.
We went over a handout (posted at the class text website) and read it in class. This information is important for understanding how to interact in next week's small groups.
The instructor asked the students to do the 36-question Personality Explorer at the text website:
http://highered.mcgraw-hill.com/sites/0073135232/information_center_view0/
Click the link on the lower left, "Student Edition," and then go to the link on the upper left, "Personality Type Explorer."
Next week:
Read Chapter 11
Small group dicussions about personality type
Word definition exercise for Chapter 10
Tuesday
We talked about personality types and referred to the section in the text about it, although we only we were able to find it in the older edition. If the instructor can find the reference in the 12th, it will be posted here later.
The instructor told about the four breakdowns that make up the 16 types.
Students were given a link and asked to take the profile and write down their four-letter combination (example: ENTJ). Read up on the combination at the Wiki site and also put the four-letter combination into a search engine. Print out the two articles and bring them to class.
Next class:
continue with chapter readings
do the profile and fiind the two articles and print them out for your notebook
We voted on how to handle assignments for the last four-five chapters and we chose these options:
1) speech 3-4"
2) multimedia or small group exercise of some concept from the text
The instructor will write up the assignments and distribute them next week.
Next we grouped the class by personality type for small group discussions.
We went over a handout (posted at the class text website) and read it in class. This information is important for understanding how to interact in next week's small groups.
The instructor asked the students to do the 36-question Personality Explorer at the text website:
http://highered.mcgraw-hill.com/sites/0073135232/information_center_view0/
Click the link on the lower left, "Student Edition," and then go to the link on the upper left, "Personality Type Explorer."
Next week:
Read Chapter 11
Small group dicussions about personality type
Word definition exercise for Chapter 10
Tuesday
We talked about personality types and referred to the section in the text about it, although we only we were able to find it in the older edition. If the instructor can find the reference in the 12th, it will be posted here later.
The instructor told about the four breakdowns that make up the 16 types.
Students were given a link and asked to take the profile and write down their four-letter combination (example: ENTJ). Read up on the combination at the Wiki site and also put the four-letter combination into a search engine. Print out the two articles and bring them to class.
Next class:
continue with chapter readings
do the profile and fiind the two articles and print them out for your notebook
Writing 102 Tues-Thurs What Happened in Class
Thursday:
We went over progress on the points for the research paper.
The three points are due next Tuesday, April 7.
We talked about the credibility of web sites. Each student had assessed a web site during our previous class. Students volunteered to discuss their site selection and tell why they thought it was credible (or not). We compared the student's rankings to those in the book and found them to be very close to what the authors of the book Consider the Source thought.
Next week:
Langan chapter on subjects and verbs
Get points 1, 2, and 3 written and ready to turn in next week
Tuesday:
Bring your questions to class on Thursday. Be sure you have specific examples to illustrate your points. Your grade on this assignment will be determined by whether you can back up your statements when we discuss your site.
Next class:
--Langan--regular and irregular verbs
--Greek theatre .ppt
--------
Today's project is to critically evaluate a web site. Copy and paste the questions into a Word document and answer each question. (Note: first strip the text of formatting by copying and pasting it into a notepad first or by going to "style" in Word and clicking "clear formatting").
Be specific with your answers and cite examples of what you see. Some students will be asked to talk about their evaluation at a future class, so be sure you have material to illustrate your answer.
Sites will be chosen from The Reporters Well.
We went over progress on the points for the research paper.
The three points are due next Tuesday, April 7.
We talked about the credibility of web sites. Each student had assessed a web site during our previous class. Students volunteered to discuss their site selection and tell why they thought it was credible (or not). We compared the student's rankings to those in the book and found them to be very close to what the authors of the book Consider the Source thought.
Next week:
Langan chapter on subjects and verbs
Get points 1, 2, and 3 written and ready to turn in next week
Tuesday:
Bring your questions to class on Thursday. Be sure you have specific examples to illustrate your points. Your grade on this assignment will be determined by whether you can back up your statements when we discuss your site.
Next class:
--Langan--regular and irregular verbs
--Greek theatre .ppt
--------
Today's project is to critically evaluate a web site. Copy and paste the questions into a Word document and answer each question. (Note: first strip the text of formatting by copying and pasting it into a notepad first or by going to "style" in Word and clicking "clear formatting").
Be specific with your answers and cite examples of what you see. Some students will be asked to talk about their evaluation at a future class, so be sure you have material to illustrate your answer.
Sites will be chosen from The Reporters Well.
Monday, March 30, 2009
Writing 102 MWF What Happened in Class
Friday
The instructor announced a project on critical thinking and evaluation of web sites (as a source for research papers). She showed the students a link to questions and said they would copy and paste the material into a Word doc at the computer lab next Monday. She showed the link for the sites to be evaluated and asked students to visit them over the weekend and announce their choice of site on Monday.
The links are: Questions Links of Sites to Evaluate
(Note: on the latter site, go to "Consider the Source" section.)
The instructor reminded students to have their computer passwords working so they could access the computers next week. Students were to go directly to the library if they had any doubt their passwords would not get them into the system.
In addition, she reminded them that the chapter questions in Langan will be checked next Wednesday.
During class we watched a video on Fox News and how they produce the news.
Next week:
The instructor assigned Chapter 6 in Lester.
Continue working on Langan chapters.
Wednesday
We corrected the internal text citations and the Works Cited page. The instructor took the papers to record the points and they will be returned to students sometime this week.
Langan has to be current to Chapter 12 by next Wednesday. On that date, we will go to the computer lab where students will do a critical thinking project and the instructor will check the chapters.
Next class: Work on Langan chapters.
Monday
Students turned in the first part of their file assignment. This assignment was designed to get students to set up their files for the research paper correctly and also to demonstrate that they know how to do in-text citations. We looked at a few examples on the overhead document cam.
The instructor then passed out the second part of the assignment, which was the Works Cited page. Students used MLA style guides to begin writing their Works Cited page.
Next class:
Bring Works Cited page, alphabetized, typed and in the format that was on the handout distributed in class.
Continue working on Langan chapters.
The instructor announced a project on critical thinking and evaluation of web sites (as a source for research papers). She showed the students a link to questions and said they would copy and paste the material into a Word doc at the computer lab next Monday. She showed the link for the sites to be evaluated and asked students to visit them over the weekend and announce their choice of site on Monday.
The links are: Questions Links of Sites to Evaluate
(Note: on the latter site, go to "Consider the Source" section.)
The instructor reminded students to have their computer passwords working so they could access the computers next week. Students were to go directly to the library if they had any doubt their passwords would not get them into the system.
In addition, she reminded them that the chapter questions in Langan will be checked next Wednesday.
During class we watched a video on Fox News and how they produce the news.
Next week:
The instructor assigned Chapter 6 in Lester.
Continue working on Langan chapters.
Wednesday
We corrected the internal text citations and the Works Cited page. The instructor took the papers to record the points and they will be returned to students sometime this week.
Langan has to be current to Chapter 12 by next Wednesday. On that date, we will go to the computer lab where students will do a critical thinking project and the instructor will check the chapters.
Next class: Work on Langan chapters.
Monday
Students turned in the first part of their file assignment. This assignment was designed to get students to set up their files for the research paper correctly and also to demonstrate that they know how to do in-text citations. We looked at a few examples on the overhead document cam.
The instructor then passed out the second part of the assignment, which was the Works Cited page. Students used MLA style guides to begin writing their Works Cited page.
Next class:
Bring Works Cited page, alphabetized, typed and in the format that was on the handout distributed in class.
Continue working on Langan chapters.
Friday, March 27, 2009
1402 What Happened in Class
Friday:
Today the instructor passed out the persuasive speech assignment (two pages). She first explained the fundamentals of persuasion (cognitive dissonance) and then she went through the outline (Monroe's Motivated Sequence) using an example with which she had experience.
At the end of class, group symposium folders were distributed.
Next class:
Continue with the readings
Check in on chapters from text
Choose a persuasive topic and be prepared to tell what your topic is in class
Tuesday
Matt: infrastructure
Justin: what oil companies pay for a barrel of oil
Joe: the real reason marijunaa is not legalized
Lashae: online dating
Leila: cellphones, driving, and inattention
Bryan: doomsday prophecies
Ankit: corrupt countries
Danielle: NJ movies
Thomas: Zone gas pricing
Stephen: stolen identities
Francheska: Ku Klux Klan in NJ & immigrants
Neftali: : Google, Craigslist, and newspapers
Diane: hybrid/electric cars
Nicole: healthier eating
Deeanne: become more environmentally conscious
Mariam: mortality rate in children in USA
Rebecca: media/newspaper crisis--what it is, why it is happening
Paul:
Persuasive topics:
Ankit: ban cellphones on campus
Joe: limit intake of transfatty acids
Luc: workout with weights
LaShae: benefits of massage therapy
Danielle: biodiesel fuel
Nicole: literacy programs in US (compare to European)
Matt: not ready for electric cars
Deanne: organic foods
Mariam: cell phone driving and inattention
Francheska:
Bryan: school uniforms
Leila: lowering drinking age
Justin:
Diane: buy an electric car
Francheska: digital textbooks
Joyce: no violence in cartoons
Neftali: shoes
Yang:
Thos: recylcing
Steve: be more aware of the news
Today the instructor passed out the persuasive speech assignment (two pages). She first explained the fundamentals of persuasion (cognitive dissonance) and then she went through the outline (Monroe's Motivated Sequence) using an example with which she had experience.
At the end of class, group symposium folders were distributed.
Next class:
Continue with the readings
Check in on chapters from text
Choose a persuasive topic and be prepared to tell what your topic is in class
Tuesday
Matt: infrastructure
Justin: what oil companies pay for a barrel of oil
Joe: the real reason marijunaa is not legalized
Lashae: online dating
Leila: cellphones, driving, and inattention
Bryan: doomsday prophecies
Ankit: corrupt countries
Danielle: NJ movies
Thomas: Zone gas pricing
Stephen: stolen identities
Francheska: Ku Klux Klan in NJ & immigrants
Neftali: : Google, Craigslist, and newspapers
Diane: hybrid/electric cars
Nicole: healthier eating
Deeanne: become more environmentally conscious
Mariam: mortality rate in children in USA
Rebecca: media/newspaper crisis--what it is, why it is happening
Paul:
Persuasive topics:
Ankit: ban cellphones on campus
Joe: limit intake of transfatty acids
Luc: workout with weights
LaShae: benefits of massage therapy
Danielle: biodiesel fuel
Nicole: literacy programs in US (compare to European)
Matt: not ready for electric cars
Deanne: organic foods
Mariam: cell phone driving and inattention
Francheska:
Bryan: school uniforms
Leila: lowering drinking age
Justin:
Diane: buy an electric car
Francheska: digital textbooks
Joyce: no violence in cartoons
Neftali: shoes
Yang:
Thos: recylcing
Steve: be more aware of the news
Group 2415, What Happened in Class
This was our only meeting, due to the instructor's car problem on Tuesday.
Students handed in their written assignment for Chapters 3, 4, and 5.
The instructor gave the class a two-page handout of questions that were about Chapter 9. Students were paired and worked together to answer the questions.
Students who finished early were in a special group that designed an exercise for Chapter 10.
Next class:
Read Chapter 10
Students handed in their written assignment for Chapters 3, 4, and 5.
The instructor gave the class a two-page handout of questions that were about Chapter 9. Students were paired and worked together to answer the questions.
Students who finished early were in a special group that designed an exercise for Chapter 10.
Next class:
Read Chapter 10
Thursday, March 26, 2009
Writing102 Tues-Thurs What Happened in Class
Note to students: I've posted a sample drama paper for you to look at.
Thursday
The instructor showed students forms for small claims court in NJ and told them that, using their language and research skills from the class, they could also file a case and present before a judge.
The instructor returned Points 1 & 2 to the students with corrections and suggestions for where to go with the papers. We reviewed our progress according to the research paper timetable and saw we are a few days behind. The class agreed to turn in Point 3 on April 7
The instructor gave the class an assignment sheet for setting up their files for the paper and the Works Cited page. This assignment will be due April 9. Students should print out the paper showing they know how to do the internal citations specified and also print out the Works Cited page with all sources set up according to MLA and alphabetized.
One student asked for an example of the drama paper and the instructor said she would post one on the Links section.
Next class: Langan, Ch. 26, Regular and Irregular Verbs, p. 482
Ch. 6, Lester, which goes with the critical thinking about web sites work we are doing.
Note: next class will be at the computer lab but we will be meeting at the classroom first.
Tuesday
The instructor picked up Points 1 and 2. The papers will be returned on Thursday.
We did a worksheet on critical thinking in regard to web sites. We read through the handout and the instructor added to the various sections. At an upcoming class (Tues., March 31) we will be doing an analysis of a web site at the computer lab.
We checked in chapters in Langan.
We watched a presentation from icite which was about how to think of sources.
Next class:
-return papers
-Greek plays
-set date for drama quiz
-critical thinking prep for next Tuesday
-hand out documents assignment
Thursday
The instructor showed students forms for small claims court in NJ and told them that, using their language and research skills from the class, they could also file a case and present before a judge.
The instructor returned Points 1 & 2 to the students with corrections and suggestions for where to go with the papers. We reviewed our progress according to the research paper timetable and saw we are a few days behind. The class agreed to turn in Point 3 on April 7
The instructor gave the class an assignment sheet for setting up their files for the paper and the Works Cited page. This assignment will be due April 9. Students should print out the paper showing they know how to do the internal citations specified and also print out the Works Cited page with all sources set up according to MLA and alphabetized.
One student asked for an example of the drama paper and the instructor said she would post one on the Links section.
Next class: Langan, Ch. 26, Regular and Irregular Verbs, p. 482
Ch. 6, Lester, which goes with the critical thinking about web sites work we are doing.
Note: next class will be at the computer lab but we will be meeting at the classroom first.
Tuesday
The instructor picked up Points 1 and 2. The papers will be returned on Thursday.
We did a worksheet on critical thinking in regard to web sites. We read through the handout and the instructor added to the various sections. At an upcoming class (Tues., March 31) we will be doing an analysis of a web site at the computer lab.
We checked in chapters in Langan.
We watched a presentation from icite which was about how to think of sources.
Next class:
-return papers
-Greek plays
-set date for drama quiz
-critical thinking prep for next Tuesday
-hand out documents assignment
Wednesday, March 25, 2009
1402 Students
On Friday, the Tuesday group symposiums will present. On the following Tuesday, we will have the presentations originally scheduled for Friday.
Tuesday, March 24, 2009
Comm 128 Tuesday 5-:40-8:15 What Happened in Class
The instructor talked about some of the points from Chapter 7. We did an experiment with personal idioms where students wrote their personal nicknames for their romantic partners or other family members on a slip of paper. Then we read the slips of paper in class.
Next we discussed dialogue and looked at a map of U.S. dialects. After that, we watched a Ph.D. student do various dialects and wrote out the constructive criticism for which he was asking. Last we watched a professional actress do dialects from around the world and including the U.S. dialects.
We did chapter check-ins of 5, 6, and 7.
We reviewed the clarifying question and paraphrase worksheet from two weeks ago and the instructor urged students to work the communication techniques into their daily communication.
The last item we did in class was an exercise on denotative and connotative words. The instructor illustrated the difference such words can make both in personal communication and in the mass media ("failed to sign the bill").
Next week:
Read Chapter 8 and do workbook
"I Am" papers will be returned
Do Constructive Complaint worksheet (on back of denotative group exercise) and be prepared to show your work on the overhead document cam
View last website on handout--high/low context cultures
Theory paper: have your summary of the film and summary of the theory completed. Bring to class, as the instructor will discuss transitions and how the two can be combined. There will also be various paper formats suggested at this class.
Next we discussed dialogue and looked at a map of U.S. dialects. After that, we watched a Ph.D. student do various dialects and wrote out the constructive criticism for which he was asking. Last we watched a professional actress do dialects from around the world and including the U.S. dialects.
We did chapter check-ins of 5, 6, and 7.
We reviewed the clarifying question and paraphrase worksheet from two weeks ago and the instructor urged students to work the communication techniques into their daily communication.
The last item we did in class was an exercise on denotative and connotative words. The instructor illustrated the difference such words can make both in personal communication and in the mass media ("failed to sign the bill").
Next week:
Read Chapter 8 and do workbook
"I Am" papers will be returned
Do Constructive Complaint worksheet (on back of denotative group exercise) and be prepared to show your work on the overhead document cam
View last website on handout--high/low context cultures
Theory paper: have your summary of the film and summary of the theory completed. Bring to class, as the instructor will discuss transitions and how the two can be combined. There will also be various paper formats suggested at this class.
Monday, March 23, 2009
Important: No Tuesday Morning Classes/Tues Thurs 102 Students Please Read
Update, Tuesday, 10:26 a.m.
The car has been fixed and I will be at my 3:30 class.
--------------------------------------------------
Students in 2415 (Group) and 1402 (Speech): there will be no class tomorrow due to the fact that my car is broken. I am taking it to the garage in the morning. I knew something was wrong Sunday and this a.m. made an appointment for Wednesday but tonight when I got home from class, there was oil spilling onto the engine. It is not holding oil because the leak appears to be so bad.
Students in Tues/Thurs, I am hoping to still make it for the 3:30 class. Please check the blog before you come to class, however.
The car has been fixed and I will be at my 3:30 class.
--------------------------------------------------
Students in 2415 (Group) and 1402 (Speech): there will be no class tomorrow due to the fact that my car is broken. I am taking it to the garage in the morning. I knew something was wrong Sunday and this a.m. made an appointment for Wednesday but tonight when I got home from class, there was oil spilling onto the engine. It is not holding oil because the leak appears to be so bad.
Students in Tues/Thurs, I am hoping to still make it for the 3:30 class. Please check the blog before you come to class, however.
Writing 102 MWF What Happened in Class
Wednesday:
The instructor showed students papers that had been turned in by another writing 102 class. She pointed out mistakes that were made and told students how to phrase the points in the affirmative.
Next the instructor put a model MLA paper up on the overhead document cam. We went through all of it except for the Works Cited, which we will do at the next class.
Next class: Langan and bring two new sources for the research paper. There will be points given for the two sources.
Also at the next class will be an assignment due next week. It will be to set up the files for both the research paper and the Works Cited. Students will receive copies of the models shown on the document cam with this assignment sheet.
Monday:
We decided on deadline dates for the main points of the body of the research paper and a final date for turning in the paper. The dates are as follows:
Point 1 April 13, instructor returns by following Friday
Point 2 April 20, instructor returns by following Friday
Point 3 April 27, instructor returns by following Wednesday
The final paper will be due on May 13. The paper will be returned during final exam time on May 18th. The instructor warned students that there will be a followup on the the work done on the paper at that time. Do not schedule other activities during that week, as attendance to pick up the paper is mandatory.
Next we checked the Langan chapters. Many students still do not have the book, but we checked in seven students' chapters. Students who can provide their receipt can still catch up and get 100% of the points for doing the chapters. Students who just didn't do the chapter can still get 80% credit by showing the instructor their work. The instructor asked students not to do it all at once because it is not conducive to learning the material.
The instructor will see if a book can be put on reserve at the library.
Next we started working on the section of the class known as "critical thinking." The instructor handed out a worksheet that we read in class. The instructor explained at each stage of the worksheet and gave examples of what can happen if students access sources that are not credible (universal healthcare example).
Next class:
Chapter 8 in Langan (you should have had 6 and 7 done for today)
Continue researching and annotating the research. Please note that in the upcoming week or so, the instructor will ask for a print out of the Works Cited.
At our next class we will do an interactive CD and the instructor will begin showing credible sources for research.
The instructor showed students papers that had been turned in by another writing 102 class. She pointed out mistakes that were made and told students how to phrase the points in the affirmative.
Next the instructor put a model MLA paper up on the overhead document cam. We went through all of it except for the Works Cited, which we will do at the next class.
Next class: Langan and bring two new sources for the research paper. There will be points given for the two sources.
Also at the next class will be an assignment due next week. It will be to set up the files for both the research paper and the Works Cited. Students will receive copies of the models shown on the document cam with this assignment sheet.
Monday:
We decided on deadline dates for the main points of the body of the research paper and a final date for turning in the paper. The dates are as follows:
Point 1 April 13, instructor returns by following Friday
Point 2 April 20, instructor returns by following Friday
Point 3 April 27, instructor returns by following Wednesday
The final paper will be due on May 13. The paper will be returned during final exam time on May 18th. The instructor warned students that there will be a followup on the the work done on the paper at that time. Do not schedule other activities during that week, as attendance to pick up the paper is mandatory.
Next we checked the Langan chapters. Many students still do not have the book, but we checked in seven students' chapters. Students who can provide their receipt can still catch up and get 100% of the points for doing the chapters. Students who just didn't do the chapter can still get 80% credit by showing the instructor their work. The instructor asked students not to do it all at once because it is not conducive to learning the material.
The instructor will see if a book can be put on reserve at the library.
Next we started working on the section of the class known as "critical thinking." The instructor handed out a worksheet that we read in class. The instructor explained at each stage of the worksheet and gave examples of what can happen if students access sources that are not credible (universal healthcare example).
Next class:
Chapter 8 in Langan (you should have had 6 and 7 done for today)
Continue researching and annotating the research. Please note that in the upcoming week or so, the instructor will ask for a print out of the Works Cited.
At our next class we will do an interactive CD and the instructor will begin showing credible sources for research.
Wednesday, March 18, 2009
Topics
If you are a student having trouble accessing the topics, please email me and I will send you a .doc with all the topics combined.
Friday, March 13, 2009
129 Public Speaking What Happened in Class
Students did the tapings of the group symposium during the first half of class.
In the second half of class, the instructor handed out a two-page assignment for the persuasive speech.
In the second half of class, the instructor handed out a two-page assignment for the persuasive speech.
Tuesday, March 10, 2009
What Happened in Class 128 Comm Monday
First we checked in our two interviews for the "I Am" paper.
We watched a video about listening. The acronym for the steps in listening was "DRIVE." At the end of the video, there were six listening exercises. The best the class did on any one of the exercises was about 50%.
We took a break.
After the break, the instructor handed out a class exercise that showed students how to write (ask) clarifying questions and paraphrases. The instructor demonstrated one in class and then each student composed their own. We looked at some on the doc cam and critiqued them.
Next class:
Note: spring break next week. Like I have to tell you.
Read Chapter 7 and do workbook chapter.
Come prepared to do workbook chapter check-ins.
"I Am" paper due.
We watched a video about listening. The acronym for the steps in listening was "DRIVE." At the end of the video, there were six listening exercises. The best the class did on any one of the exercises was about 50%.
We took a break.
After the break, the instructor handed out a class exercise that showed students how to write (ask) clarifying questions and paraphrases. The instructor demonstrated one in class and then each student composed their own. We looked at some on the doc cam and critiqued them.
Next class:
Note: spring break next week. Like I have to tell you.
Read Chapter 7 and do workbook chapter.
Come prepared to do workbook chapter check-ins.
"I Am" paper due.
Writing 102 Tues-Thurs What Happened in Class
Thursday, March 12
MLA web site citations was the subject of the first handout. The instructor went through the "check-off" approach to such citations and then we did a worksheet where we correctly arranged the elements of the citation.
Next we talked about drama. The instructor lectured on the characteristics of comedy/tragedy and other important parts of drama, such as the essential elements of a play (exposition, for example). There was a four-page drama reading handout.
Points 1 & 2 were supposed to be collected, so e-mail them to the instructor at the Comcast address on the syllabus.
To do for next class:
Read the drama handout.
Be prepared for Langan check-in
Watch out for the SMK!
Tuesday, March 10
We learned what plagiarism is and how to bring in sources correctly. The instructor showed a Powerpoint that showed examples of plagiarism and how to write sources into the paper correctly. The presentation also showed examples of famous people who have plagiarized and how it affected their careers.
Next we learned about software that will help in the writing/citation process. The instructor showed how Microsoft Word (latest version) helps by sending up a dialogue box. The software will also compose the Works Cited page. In addition, the instructor showed students the subscription and Web version of Noodlebib. Easybib was also shown.
Finally, we went over some of the exercises in the Langan chapters.
Next class:
Bring points 1 and 2
Be prepared to have Langan chapters 1, 2, 21, 23, 24 for check-in. Points are given for each completed chapter.
We will discuss drama.
MLA web site citations was the subject of the first handout. The instructor went through the "check-off" approach to such citations and then we did a worksheet where we correctly arranged the elements of the citation.
Next we talked about drama. The instructor lectured on the characteristics of comedy/tragedy and other important parts of drama, such as the essential elements of a play (exposition, for example). There was a four-page drama reading handout.
Points 1 & 2 were supposed to be collected, so e-mail them to the instructor at the Comcast address on the syllabus.
To do for next class:
Read the drama handout.
Be prepared for Langan check-in
Watch out for the SMK!
Tuesday, March 10
We learned what plagiarism is and how to bring in sources correctly. The instructor showed a Powerpoint that showed examples of plagiarism and how to write sources into the paper correctly. The presentation also showed examples of famous people who have plagiarized and how it affected their careers.
Next we learned about software that will help in the writing/citation process. The instructor showed how Microsoft Word (latest version) helps by sending up a dialogue box. The software will also compose the Works Cited page. In addition, the instructor showed students the subscription and Web version of Noodlebib. Easybib was also shown.
Finally, we went over some of the exercises in the Langan chapters.
Next class:
Bring points 1 and 2
Be prepared to have Langan chapters 1, 2, 21, 23, 24 for check-in. Points are given for each completed chapter.
We will discuss drama.
1402 What Happened in Class
Friday, March 13:
Three groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
The informative speech was assigned and dates agreed upon. The informative speech outline is posted at left (a hard copy handout will be provided in class) and the student speaking dates are as follows:
Tuesday, March 10:
Two groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
At the conclusion of the profile, we reviewed Matt's outline and how to convert it to a key word outline. Students then went over their full-sentence outlines and transferred them to the index cards.
Students returned after they finished their taping and we checked in outlines for Ch. 8 and in some cases, 7 and 9.
Next class:
Have Chapter 11 ("Informative Speaking") readIf you are preparing to tape, have your key word outline transferred to index cards for the taping.
Three groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
The informative speech was assigned and dates agreed upon. The informative speech outline is posted at left (a hard copy handout will be provided in class) and the student speaking dates are as follows:
April 17 (informative) and April 28 (persuasive):
Matt
Steve
Leila
Diane
Anira
Rebecca
Thomas
Justin
Neftali
April 21 (informative) and May 1 (persuasive):
Justin
Luc
Danielle
Francheska
Nicole
Deanna
Yang
April 24th (informative) and May 5 (persuasive):
Brian
Paul
Joyce
Ankit
Lashae
Joe
Marian
Tuesday, March 10:
Two groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
At the conclusion of the profile, we reviewed Matt's outline and how to convert it to a key word outline. Students then went over their full-sentence outlines and transferred them to the index cards.
Students returned after they finished their taping and we checked in outlines for Ch. 8 and in some cases, 7 and 9.
Next class:
Have Chapter 11 ("Informative Speaking") readIf you are preparing to tape, have your key word outline transferred to index cards for the taping.
2415 Group Comm What Happened in Class
March 13, 2009
On our last day of class before spring break, the instructor first reviewed the readings and what we would be doing after the break. See "next class," below. She also went over attendance through midterm.
We talked about the chapter on group assessment. We answerd the first assessment about grouphate and Scott took the numbers and put them in pie chart form in Excel. The class could then see how the segments broke out for each question. The instructor interpreted the first pie chart and students interpreted the others.
The consensus was that no one in the class hated groups. As a matter of fact, the largest segments were that people liked working in groups or they were undecided about working in groups. Brendan suggested that the "neither" could mean that people could be undecided based on who else was in the group.
Next class:
Read Chapter 9. On Tuesday after spring break, we will go into small groups and the instructor will provide a set of questions for the group to answer. Who answered the question will be filled in and the questions will go in the notebook as a class exercise.
On the following Friday, we will do a written (anonymous) evaluation of the class. We will also do personality profiles.
March 10, 2009
Today we broke into small groups and worked on defining concepts from Chapter 6. The instructor showed a term on the screen and students defined the term. At the end, we totalled up the points.
After this classroom exercise, the instructor put a self-monitoring assessment tool on the doc cam and students answered it. We learned there were quite a few high self-monitors in the class.
Next class:
Review Chapter 7 on assessment tools for small groups. Read the chapter indicated on the reading schedule, too.
On our last day of class before spring break, the instructor first reviewed the readings and what we would be doing after the break. See "next class," below. She also went over attendance through midterm.
We talked about the chapter on group assessment. We answerd the first assessment about grouphate and Scott took the numbers and put them in pie chart form in Excel. The class could then see how the segments broke out for each question. The instructor interpreted the first pie chart and students interpreted the others.
The consensus was that no one in the class hated groups. As a matter of fact, the largest segments were that people liked working in groups or they were undecided about working in groups. Brendan suggested that the "neither" could mean that people could be undecided based on who else was in the group.
Next class:
Read Chapter 9. On Tuesday after spring break, we will go into small groups and the instructor will provide a set of questions for the group to answer. Who answered the question will be filled in and the questions will go in the notebook as a class exercise.
On the following Friday, we will do a written (anonymous) evaluation of the class. We will also do personality profiles.
March 10, 2009
Today we broke into small groups and worked on defining concepts from Chapter 6. The instructor showed a term on the screen and students defined the term. At the end, we totalled up the points.
After this classroom exercise, the instructor put a self-monitoring assessment tool on the doc cam and students answered it. We learned there were quite a few high self-monitors in the class.
Next class:
Review Chapter 7 on assessment tools for small groups. Read the chapter indicated on the reading schedule, too.
Monday, March 9, 2009
Writing 102 MWF What Happened in Class
Friday, March 13:
The summary paraphrase worksheet was explained for students not in class on Wednesday.
A second worksheet on direct/indirect quotes was explained.
We went over the readings to date. There will be a check-in on Monday the week after spring break.
Wednesday, March 11:
We worked on summary, paraphrase, and indirect and direct quotations. The instructor handed out a worksheet and she told students how to bring in sources using these techniques via a Powerpoint presentation.
Students used the research they had brought with them to write summary and paraphrase.
--Langan chapter (should be chapter 5, as you were supposed to do two for Monday)
--bring sources for check-in (Lexis Nexis, book)
Note to students who left: I asked one of your colleagues to tell you the copy machine was broken and to please not leave as I had to walk to the other side of the campus. I am sorry this person did not convey the message.
Monday, March 9:
The instructor told students that as they wrote, they should a) note the source at the end of the sentence or paragraph with the author's last name and the page, both in parentheses. In addition, they should start up a second file called the "Works Cited" file and put all sources in there alphabetically as they find them.
The instructor talked about plagiarism. There was a .ppt. We will finish the .ppt at the next class.
At the conclusion of class, students informed the instructor of their topics. These topics have been added to the link at left.
Next class:
--do summary and paraphrase worksheet
--finish Powerpoint on plagiarism
--read Ch. 2 in Lester
--do Ch. 3 in Langan
--check in sources (book, Lexis Nexis, etc.)
The summary paraphrase worksheet was explained for students not in class on Wednesday.
A second worksheet on direct/indirect quotes was explained.
We went over the readings to date. There will be a check-in on Monday the week after spring break.
Wednesday, March 11:
We worked on summary, paraphrase, and indirect and direct quotations. The instructor handed out a worksheet and she told students how to bring in sources using these techniques via a Powerpoint presentation.
Students used the research they had brought with them to write summary and paraphrase.
--Langan chapter (should be chapter 5, as you were supposed to do two for Monday)
--bring sources for check-in (Lexis Nexis, book)
Note to students who left: I asked one of your colleagues to tell you the copy machine was broken and to please not leave as I had to walk to the other side of the campus. I am sorry this person did not convey the message.
Monday, March 9:
The instructor told students that as they wrote, they should a) note the source at the end of the sentence or paragraph with the author's last name and the page, both in parentheses. In addition, they should start up a second file called the "Works Cited" file and put all sources in there alphabetically as they find them.
The instructor talked about plagiarism. There was a .ppt. We will finish the .ppt at the next class.
At the conclusion of class, students informed the instructor of their topics. These topics have been added to the link at left.
Next class:
--do summary and paraphrase worksheet
--finish Powerpoint on plagiarism
--read Ch. 2 in Lester
--do Ch. 3 in Langan
--check in sources (book, Lexis Nexis, etc.)
Sunday, March 8, 2009
Obama's Stimulus Plan Affects Community Colleges
This article is from Bergen Community College, and it tells how community colleges will benefit from the stimulus plan.
The federal plan allocates $3.95 billion for job training, including grants for programs providing assistance to adult, dislocated workers and youth, and a number of provisions for initiatives in viable growth fields, such as grants for “green jobs.” $15.5 billion will be applied toward increasing the maximum Pell Grant by $500, expanding access to higher education to students in economic need.
“Community colleges are well suited to fulfill this key mission of economic recovery and to help people become gainfully employed in high growth areas,” Bergen President Dr. G. Jeremiah Ryan. “As the largest community college in New Jersey, Bergen Community College, partners with state and local unemployment agencies and Workforce Investment Boards to extend free workforce training and affordable tuition for continuing education and degree-seeking students.”
Unemployment
Working in cooperation with an array of local and regional partners, Bergen Community College was awarded a near $2.3 million Community-based Job training grant from the U.S. Department of Labor. This grant supports the College’s new “North Jersey Retail, Hospitality and Entertainment Pathway Initiative,” expanding retail and hospitality curricula, employment training and job placement programs offered by the College and through its partners. Bergen Community College at the Meadowlands serves as the primary focus for the project.
Another facet of this community-based grant is the Regional Center for Disability Employment known as the MOSAIC Center. This initiative seeks to empower people with disabilities by helping them to secure employment, retrain for jobs, and advance in their careers. The Henry H. Kessler Foundation donated $500,000 to establish this worthy endeavor to counter the impact the economic downturn has had on disabled individuals.
Green Jobs
Economic incentives are an integral part of the stimulus program, which includes $20 billion aimed at green jobs. Green courses offered through Bergen Community College’s Continuing Education program appeal to professionals in the construction trades and interior design, as well as homeowners interested in learning about environmentally-friendly practices. In addition, the College offers degrees in environmental technology and horticulture. Such academic offerings increase a students’ awareness of the environment and prepare them for careers in environmental technology, preservation and horticulture.
Financial Aid
The stimulus package extends the monetary reach of the lowest-income students. The Pell Grant maximum will increase from $4,731 to $5,350 beginning July 1, 2009 and will be raised to $5,550 in 2010 – 2011. In 2008 – 2009, 3,809 students at Bergen Community College received Pell Grants, nearly a 27 percent increase over the number of students who received Pell Grants in 2006 – 2007.
The stimulus package also provides a $2,500 tuition tax credit, with a 40 percent refund, and earmarks $200 million for work-study programs.
Infrastructure Improvements
A portion of the stimulus package’s $54 billion state stabilization fund - $39 billion - is targeted toward infrastructure projects at community colleges.
Health Professions Training
The stimulus package will provide $200 million to address health professions workforce shortages; Bergen’s Division of Health Professions is a leader in the field of career training. The $200 million allotment is expected to provide scholarships, loan repayments and grants for equipment.
Friday, March 6, 2009
Public Speaking 129 What Happened in Class
Students went to the library to complete a more extensive version of the Myers-Briggs and get their four letters for their personality type. While they were gone the instructor went over the full-sentence outlines.
We revised the group symposium presentations by one week due to the fact that one week had been scheduled during spring break.
The instructor went over the full-sentence outlines and pointed out common errors:
--no internal text citations
--students not using the style guide to write the citations
We then discussed the transition from the full-sentence outline to keyword outline. Index cards must be used: 30-50 words per card. Direct quotes may be put on a separate card.
Students did a sample of their keyword outlines in class and we looked at them on the overhead document cam.
The last thing we did in class was break into small groups. Students had a chance to discuss what they learned from the "I Am" paper and from the personality profile.
Next week:
Read Chapter 11, "Informative Speaking." Convert to key word outline. Make corrections to your outline.Practice speech.Bring camera if you agreed to do so.
We revised the group symposium presentations by one week due to the fact that one week had been scheduled during spring break.
The instructor went over the full-sentence outlines and pointed out common errors:
--no internal text citations
--students not using the style guide to write the citations
We then discussed the transition from the full-sentence outline to keyword outline. Index cards must be used: 30-50 words per card. Direct quotes may be put on a separate card.
Students did a sample of their keyword outlines in class and we looked at them on the overhead document cam.
The last thing we did in class was break into small groups. Students had a chance to discuss what they learned from the "I Am" paper and from the personality profile.
Next week:
Read Chapter 11, "Informative Speaking." Convert to key word outline. Make corrections to your outline.Practice speech.Bring camera if you agreed to do so.
Wednesday, March 4, 2009
Writing 102 What Happened in Class MWF
March 6
We went over the differences between academic and public libraries. We also discussed research institutions and teaching (pedagogical) institutions. The instructor told students there would eventually be a quiz on the research section of the class.
We checked in sources and the instructor told students which sources to get next (see "Next Week").
We worked out the schedule for getting the chapters done in Langan. The instructor will issue an assignment sheet for this.
Next we did a worksheet on comma splices. We went over the corrections in class.
Next week:
--Do two chapters in Langan for Monday.
--Read Chapter 1 in Lester for Monday
Additional sources to get for research paper:
--one source from Lexis Nexis
--a book from the library
--a definition from a specialized dictionary or encyclopedia
When completing Langan chapters:
Read one chapter for each class.
On the following Mondays, read two chapters: March 9, 23, 30, April 6, 13, and 20.
March 3
We chose topics. The list of students/topics is under Links at left.
Students were informed they can return their book and get Sentence Structure. They do not need a receipt if they buy the new book.
Next class: bring two-three article on topic.
We went over the differences between academic and public libraries. We also discussed research institutions and teaching (pedagogical) institutions. The instructor told students there would eventually be a quiz on the research section of the class.
We checked in sources and the instructor told students which sources to get next (see "Next Week").
We worked out the schedule for getting the chapters done in Langan. The instructor will issue an assignment sheet for this.
Next we did a worksheet on comma splices. We went over the corrections in class.
Next week:
--Do two chapters in Langan for Monday.
--Read Chapter 1 in Lester for Monday
Additional sources to get for research paper:
--one source from Lexis Nexis
--a book from the library
--a definition from a specialized dictionary or encyclopedia
When completing Langan chapters:
Read one chapter for each class.
On the following Mondays, read two chapters: March 9, 23, 30, April 6, 13, and 20.
March 3
We chose topics. The list of students/topics is under Links at left.
Students were informed they can return their book and get Sentence Structure. They do not need a receipt if they buy the new book.
Next class: bring two-three article on topic.
102 What Happened in Class Tues-Thurs
We read Nida's Point 1 on the doc cam.
We did a worksheet on direct quotes and indirect quotes.
The instructor talked about comma splices and showed students how to resolve them. Then she gave them a worksheet to practice the techniques.
Students who have not yet written Point 1 are to turn it in with Point 2 on March 12.
Next class:
Read Langan chapter.
Read Lester, first chapter.
We did a worksheet on direct quotes and indirect quotes.
The instructor talked about comma splices and showed students how to resolve them. Then she gave them a worksheet to practice the techniques.
Students who have not yet written Point 1 are to turn it in with Point 2 on March 12.
Next class:
Read Langan chapter.
Read Lester, first chapter.
Tuesday, March 3, 2009
128 Communication What Happened in Class Tues.
We started the class by going over strategies for dealing with emotions, which is from last week's chapter. The instructor wanted to draw attention to the strategies becuase of their importance with communication. We talked about avoidance, reappraisal, and other techniques.
Next we checked in the work for the week, which consisted of two additional pages for the theory paper and two interviews for the "I Am" paper.
After a short break, we went through a Powerpoint on "developing interpersonal competence." In this section of the class, we learned what it means to be an effective communicator.
Next week:
Read Ch. 6 and do the workbook
Vacation on Theory paper but re-read, edit if you can
1-2 more interviews for "I Am" paper
Next we checked in the work for the week, which consisted of two additional pages for the theory paper and two interviews for the "I Am" paper.
After a short break, we went through a Powerpoint on "developing interpersonal competence." In this section of the class, we learned what it means to be an effective communicator.
Next week:
Read Ch. 6 and do the workbook
Vacation on Theory paper but re-read, edit if you can
1-2 more interviews for "I Am" paper
1402 What Happened in Class
March 6, 2009
We revised the dates for the group symposium. Next week we will be doing the taped practice sessions in separate rooms(448, 453, and 455).
March 10: Stereotypes and Body Clock
March 13: Peer pressure, Flex-fuel, and Color
The instructor read the full-sentence outlines while the students worked in their small groups on both the upcoming presentation and the personality profile.
Next class: come prepared to present for the practice session. Revise your full-sentence outline to key words on an index card. No more than 50 words on a card. Quotes may have a separate card.
March 3, 2009
We did a personality profile at the computer lab. Students received four letters as a result of taking the profile. The results will be discussed in small group at the upcoming class on Friday.
We returned from the computer lab to the classroom and the instructor handed back the "I Am" papers. She explained the grading. At a future class, we will go over some of the more common grammatical and writing errors. Students were given time to understand the input from the instructor and she explained some of the marks, such as WDY (wordy), AWK (awkward), etc.
We set up a protocol for checking in the chapter outlines. All chapters are checked in each Tuesday and is for the chapters that were read the previous week. Marian will remind students at each class what is due and when.
Next class:
Bring full-sentence outline and index cards. The instructor will review the full-sentence outline while students are in small group discussion about their "I Am" results and the profile results.
The instructor will show students how to transfer notes to and index card from the full-sentence outline.
Put the four letters from your profile in a search engine and read up on your type. Print out one or two articles on your type and put them in your notebook with the "I Am" paper. This will be used for class discussion on Friday.
We will check in Ch. 8 on Friday, too.
We revised the dates for the group symposium. Next week we will be doing the taped practice sessions in separate rooms(448, 453, and 455).
March 10: Stereotypes and Body Clock
March 13: Peer pressure, Flex-fuel, and Color
The instructor read the full-sentence outlines while the students worked in their small groups on both the upcoming presentation and the personality profile.
Next class: come prepared to present for the practice session. Revise your full-sentence outline to key words on an index card. No more than 50 words on a card. Quotes may have a separate card.
March 3, 2009
We did a personality profile at the computer lab. Students received four letters as a result of taking the profile. The results will be discussed in small group at the upcoming class on Friday.
We returned from the computer lab to the classroom and the instructor handed back the "I Am" papers. She explained the grading. At a future class, we will go over some of the more common grammatical and writing errors. Students were given time to understand the input from the instructor and she explained some of the marks, such as WDY (wordy), AWK (awkward), etc.
We set up a protocol for checking in the chapter outlines. All chapters are checked in each Tuesday and is for the chapters that were read the previous week. Marian will remind students at each class what is due and when.
Next class:
Bring full-sentence outline and index cards. The instructor will review the full-sentence outline while students are in small group discussion about their "I Am" results and the profile results.
The instructor will show students how to transfer notes to and index card from the full-sentence outline.
Put the four letters from your profile in a search engine and read up on your type. Print out one or two articles on your type and put them in your notebook with the "I Am" paper. This will be used for class discussion on Friday.
We will check in Ch. 8 on Friday, too.
Monday, March 2, 2009
2415 Group Communication What Happened in Class
3:23 Saturday afternoon
I have just uploaded the three mp3s to the Blackboard site. I would appreciate if a student would try downloading them. Someone let me know via an email to my Comcast address.
The mp3s should appear right on the home page as soon as you open the program.
Added at 3:48:
I uploaded the Word doc for the questions (handed out in class) in case anyone wants to type their answers in directly under the questions.
Added at 3:48:
I uploaded the Word doc for the questions (handed out in class) in case anyone wants to type their answers in directly under the questions.
A new assignment was issued today. Designed to cover the readings on Chapters 3, 4, and 5, it consists of listening to some mp3s and answering questions that were handed out in class.
We went over the assignment and the instructor showed a Powerpoint illustrating key points of the assignment.
Note to students: I was able to get things cleared up with the IT Dept. and I will be posting info here later--most likely tomorrow. For now, however, try to get into your Blackboard account using your e-mail name and password. Click "WebCT" on the lower part of the Kean home page to get there or type in "distance education" on the search engine.
Monday, Mar. 2
We watched a DVD on culture and its effect on nonverbal communication.
The instructor made copies of the material on group assessment and passed it out to students who needed it.
The Sullenberger questions were returned with the grade. We went over a few issues on writing, such as direct quotes, word choice, and other issues.
Students should bring their APA style guide to the next class.
Next class:
We will go over the assignment that will require students to have read chapters 3, 4, and 5.
Class exercise for Chapter 6.
I need a student to volunteer to host a few mp3s at their MySpace account. If you can do this, please e-mail me at the comcast address on the syllabus. I will send you the mp3s.
This is needed for our reading assignment covering the last few chapters. We talked about this in class but didn't finish our discussion.
Sunday, March 1, 2009
Note to All Students
Monday a.m.
I see classes at Kean are canceled for the day.
I see classes at Kean are canceled for the day.
11:50 Sunday night
I have just received an e-mail advising that classes at UCC are canceled for Monday due to the storm.
--------------------------
Please check the blog to make sure that I will be at class on Tuesday. I would not want you to drive there, only to find that I am unable to make it.
Instructor
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