We began the class by discussing different types of writing: expository (academic writing), marketing communications writing, journalists –writing for the news media, science writing. humor writing, technical writing, creative writing-poetry or drama, fiction, screenwriting/playwriting, writing for the internet (HTML), legal writing: case law, briefs (potboiler”), letter writing/personal communication writing and also journal writing, and advertising copywriting. This class focuses on expository writing and MLA citation.
The instructor also told the class about the various forms of citation: MLA and APA academic -- humanities (MLA), social sciences (APA), American Medical Association, Bluebook (law), and Chicago (journalism). Also there are individual types of citation as specified by individual journals.
Next we did paired introductions,where each member of the class was matched with another. Each person did a four-minute interview and then introductions were written. The introductions were put on the overhead doc cam. Each interview had a reader. The writer of the interview could see where the reader "stumbled" in reading. This was usually due to a missing word or a missing definite article.
After the introductions, we discussed the research paper. The instructor put the research paper assignment sheet on the overhead projector and we went over it. At the break, students who had done free writing met with the professor to get keywords in case they want to develop their free writing into a research paper.
We moved on to poetry. The instructor put up a table and students told which genre or poetry movement they wanted to work on. Some students had not yet made their selection, so the instructor made the table "editable" so any of the students can go on and enter their choice.
After we did the poetry selections, the instructor briefly reminded students that the poetry assignment had been sent to them by e-mail and that they could also find it in the Links section of the blog. In addition, she pointed out the "explication" link and the poetry reading link.
Next she showed students the literary databases at the library. She told students LION was her favorite but there were two others the students could use: Literary Reference Center and Literature Resource Center. She suggested students obtain their criticism firstj, and the reason for this is that if a poem is chosen, there may not be literary criticism on that particular poem. As part of the class is learning about literary criticism, it is important that students have at least one article as part of their poetry project. Note: do not be surprised if this is somewhat difficult to find. You may need the help of the instructor or a librarian.
After we discussed the poetry assignment, the instructor showed students the drama literary terms, which is also in the "Links" section.
Note: the information on order the Lester book will be put here when the instructor figures it out.
To do for next class (Assignments):
Next we did paired introductions,where each member of the class was matched with another. Each person did a four-minute interview and then introductions were written. The introductions were put on the overhead doc cam. Each interview had a reader. The writer of the interview could see where the reader "stumbled" in reading. This was usually due to a missing word or a missing definite article.
After the introductions, we discussed the research paper. The instructor put the research paper assignment sheet on the overhead projector and we went over it. At the break, students who had done free writing met with the professor to get keywords in case they want to develop their free writing into a research paper.
We moved on to poetry. The instructor put up a table and students told which genre or poetry movement they wanted to work on. Some students had not yet made their selection, so the instructor made the table "editable" so any of the students can go on and enter their choice.
After we did the poetry selections, the instructor briefly reminded students that the poetry assignment had been sent to them by e-mail and that they could also find it in the Links section of the blog. In addition, she pointed out the "explication" link and the poetry reading link.
Next she showed students the literary databases at the library. She told students LION was her favorite but there were two others the students could use: Literary Reference Center and Literature Resource Center. She suggested students obtain their criticism firstj, and the reason for this is that if a poem is chosen, there may not be literary criticism on that particular poem. As part of the class is learning about literary criticism, it is important that students have at least one article as part of their poetry project. Note: do not be surprised if this is somewhat difficult to find. You may need the help of the instructor or a librarian.
After we discussed the poetry assignment, the instructor showed students the drama literary terms, which is also in the "Links" section.
Note: the information on order the Lester book will be put here when the instructor figures it out.
To do for next class (Assignments):
Decide on topic for research paper and find five sources for the paper. Put the sources in the form of an Annotated Works Cited and bring to next class. All topics must be approved by instructor
Begin research on your poetry genre. Obtain two sources and put on an Annotated Works Cited. Post your genre or school/movement.
Read the first half of the poetry reading (link at blog) First eight pages.
Read the first third of the glossary terms from the drama link. Possible quiz or exercise on these terms.
Be prepared for quiz on syllabus.
Possible quiz on drama terms A-C
Link to order access to writershelp.com from the publisher (also see my email, sent Thurs. evening):
http://whbeta.bedfordstmartins.com/ebooks/helphandbook.php
Note: the writershelp people do have the payment button working.
Also the bookstore has cards in.
