In the first hour of class we worked on MLA text citation. The instructor explained that we would also be doing APA.
She showed a Powerpoint and we worked through electronic citations. Students took one of their research articles and wrote an electronic citation in class. The citation was copied to hand in.
The instructor advised that there could be a quiz. If so, students would have to know what MLA and APA stand for, what the meaning of biblios is, why we have a Works Cited page instead of a bibliography, and which citation system has a References page and which one has a Works Cited page. There may also be a few questions from Ch. 3 of the text.
Students should also be able to do an electronic citation.
The next item on the agenda was to rehearse for next week's group symposium presentations. Students went with their groups and did recordings of their presentations. The recordings are part of the assignment and must be addressed in a paper (see original assignment for deadlines).
The last activity was to read through the Quick Guide to Public Speaking. The purpose was to give students the highlights before their first speech. We did not complete the guide, so we will go through the rest of it at a future class.
To Do for Next Week:
Group Presentations
"I Am" paper due
Read Ch. 3
Tuesday, September 28, 2010
Monday, September 27, 2010
Writing II MWF
Friday:
Using the text, we worked on developing essay topics. We used the listing method and also the idea map method. Several students put their ideas on the board and the instructor helped students see how to develop an interesting essay. An example is the freestyler who is "not so good" at what he does.
Assignment:
Read Ch. 3 through p. 53 and do the following:
a. Do exercises on pages 34-35, 1-5 (4th ed, p. 32, 5th, p. 35)
b. Do Choosing a Topic on p. 35.
c. Thinking your audience, p. 36 (p. 35 in 4th edition, 5th, p. 39)
d. Draw an Idea Wheel (39) or list (42) for your own topic (41-42, 4th ed., 43-44, 5th ed.)
e. Write a “working thesis” and the topic sentences (44) (4th ed., p. 91, 5th ed., p. 94
f. Do exercises on 44-46. 5th, 96. 4th, 93.
g. Write a detailed outline (47).
Wednesday:
Instructor checked in page 1 of "Watcher" and we did peer readings in class.
Student drew a picture of their "watcher" or listed the characteristics of their watcher.
For next class:
Turn in two pages for Watcher assignmetn
Turn in introduction (revised)
Read first half of Ch. 3
Monday
We completed a worksheet on comma splices and fused sentences.
Next students were given a worksheet that would help them critique an essay on "Watchers at the Gate." (Students who do not yet have the book can read this essay online.) They read and provided feedback for students in the instructor's other Writing II class. The exercise also helped students see how others looked at this essay.
To Do for Next Class:
Write one page of a two-page paper on "Watcher at the Gate."
Using the text, we worked on developing essay topics. We used the listing method and also the idea map method. Several students put their ideas on the board and the instructor helped students see how to develop an interesting essay. An example is the freestyler who is "not so good" at what he does.
Assignment:
Read Ch. 3 through p. 53 and do the following:
a. Do exercises on pages 34-35, 1-5 (4th ed, p. 32, 5th, p. 35)
b. Do Choosing a Topic on p. 35.
c. Thinking your audience, p. 36 (p. 35 in 4th edition, 5th, p. 39)
d. Draw an Idea Wheel (39) or list (42) for your own topic (41-42, 4th ed., 43-44, 5th ed.)
e. Write a “working thesis” and the topic sentences (44) (4th ed., p. 91, 5th ed., p. 94
f. Do exercises on 44-46. 5th, 96. 4th, 93.
g. Write a detailed outline (47).
Wednesday:
Instructor checked in page 1 of "Watcher" and we did peer readings in class.
Student drew a picture of their "watcher" or listed the characteristics of their watcher.
For next class:
Turn in two pages for Watcher assignmetn
Turn in introduction (revised)
Read first half of Ch. 3
Monday
We completed a worksheet on comma splices and fused sentences.
Next students were given a worksheet that would help them critique an essay on "Watchers at the Gate." (Students who do not yet have the book can read this essay online.) They read and provided feedback for students in the instructor's other Writing II class. The exercise also helped students see how others looked at this essay.
To Do for Next Class:
Write one page of a two-page paper on "Watcher at the Gate."
Web Hosting & Project Management
Sign up for a free Joomla account and install on home PC.
Case studies for Joomla.
Example sites for Joomla.
Joomla .ppt
Installation manual.
Open-source content management systems
Drupal
Joomla
Plone
Proprietary:
Adobe Contribute
==================
.ppt for Planning the Website
Case studies for Joomla.
Example sites for Joomla.
Joomla .ppt
Installation manual.
Open-source content management systems
Drupal
Joomla
Plone
Proprietary:
Adobe Contribute
==================
.ppt for Planning the Website
Friday, September 24, 2010
Writing II Friday Evening 6-9 p.m.
Notice: We are booked into L112 from 6:30-8 on Friday night. You will be writing from your outline. I will work with each student as they write.
Come to the regular classroom first.
-------------------
Writing 99 Assignment
Prepare a detailed outline for an essay by selecting a topic from the ideas at the end of Ch. 1 (Joy 9, for 4th edition, p. 10).
Read Ch. 3 through p. 53 and do the following:
a. Do exercises on pages 34-35, 1-5 (4th ed, p. 32, 5th, p. 35)
b. Do Choosing a Topic on p. 35.
c. Thinking your audience, p. 36 (p. 35 in 4th edition, 5th, p. 39)
d. Draw an Idea Wheel (39) or list (42) for your own topic (41-42, 4th ed., 43-44, 5th ed.)
e. Write a “working thesis” and the topic sentences (44) (4th ed., p. 91, 5th ed., p. 94
f. Do exercises on 44-46. 5th, 96. 4th, 93.
g. Write a detailed outline (47).
We will write the first draft next week in class. The instructor will book a computer room and will sit with students to help them write.
Come to the regular classroom first.
-------------------
Writing 99 Assignment
Prepare a detailed outline for an essay by selecting a topic from the ideas at the end of Ch. 1 (Joy 9, for 4th edition, p. 10).
Read Ch. 3 through p. 53 and do the following:
a. Do exercises on pages 34-35, 1-5 (4th ed, p. 32, 5th, p. 35)
b. Do Choosing a Topic on p. 35.
c. Thinking your audience, p. 36 (p. 35 in 4th edition, 5th, p. 39)
d. Draw an Idea Wheel (39) or list (42) for your own topic (41-42, 4th ed., 43-44, 5th ed.)
e. Write a “working thesis” and the topic sentences (44) (4th ed., p. 91, 5th ed., p. 94
f. Do exercises on 44-46. 5th, 96. 4th, 93.
g. Write a detailed outline (47).
We will write the first draft next week in class. The instructor will book a computer room and will sit with students to help them write.
Wednesday, September 22, 2010
Writing II MWF
Friday:
We continued with the introductions today and finished all but two.
After finishing the introductions, the instructor told the class that the most common problem was incomplete sentences, fragments, run-on sentences, and comma splices. She then told students three ways of correcting this problem:
--breaking the sentence into two
--using a BOYSFAN (coordinating conjunction) word (but, or, yet, so, for, and, nor) and a comma
--use of the semicolon
To do for next class:
--Read the first two chapters in Joy. Answer the questions on p. 4 and turn them in at the next class.
--Read and make notes on "Watcher at the Gate" for purposes of a class exercise or response paper. Try to use all three methods of correction on comma splices, etc., in the corrected paper.
--Do corrections on the intro. The introduction will be due on Wednesday.
-----------------
The instructor is ill, so there will be no class today. Please check this blog before coming Friday.
I notified all students for whom I had an e-mail address.
We continued with the introductions today and finished all but two.
After finishing the introductions, the instructor told the class that the most common problem was incomplete sentences, fragments, run-on sentences, and comma splices. She then told students three ways of correcting this problem:
--breaking the sentence into two
--using a BOYSFAN (coordinating conjunction) word (but, or, yet, so, for, and, nor) and a comma
--use of the semicolon
To do for next class:
--Read the first two chapters in Joy. Answer the questions on p. 4 and turn them in at the next class.
--Read and make notes on "Watcher at the Gate" for purposes of a class exercise or response paper. Try to use all three methods of correction on comma splices, etc., in the corrected paper.
--Do corrections on the intro. The introduction will be due on Wednesday.
-----------------
The instructor is ill, so there will be no class today. Please check this blog before coming Friday.
I notified all students for whom I had an e-mail address.
Tuesday, September 21, 2010
Advertising
Thursday
My illness is getting worse but I think I'll still go to class. I can't conduct a class but you can meet with your group and work on your project from Ch. 8. Bring magazines, paper, scissors, etc., and marking pens. We will stay for about one hour.
---------
Hand in name of advertiser (Part A) and instructor will photocopy
Photoshop revised exercise
Discuss layouts, chapter
Size image to 450 pixels
Ad words for Google ad
DVD ads
For next class:
My illness is getting worse but I think I'll still go to class. I can't conduct a class but you can meet with your group and work on your project from Ch. 8. Bring magazines, paper, scissors, etc., and marking pens. We will stay for about one hour.
---------
Hand in name of advertiser (Part A) and instructor will photocopy
Photoshop revised exercise
Discuss layouts, chapter
Size image to 450 pixels
Ad words for Google ad
DVD ads
For next class:
1402
The instructor checked in the research and the "I Am" journal field notes.
Due to the instructor coming down with a respiratory flu, we adjourned the remainder of the class.
-------------
Following were the plans for the class, which we will pick up on at our next meeting:
Go over Quick Speaking Guide
Check in research sources and "I Am" interviews, full-sentence outline, card
Hand out readable copy of symposium evaluation
Citation, MLA
Students will rehearse; need digital camera
Due to the instructor coming down with a respiratory flu, we adjourned the remainder of the class.
-------------
Following were the plans for the class, which we will pick up on at our next meeting:
Go over Quick Speaking Guide
Check in research sources and "I Am" interviews, full-sentence outline, card
Hand out readable copy of symposium evaluation
Citation, MLA
Students will rehearse; need digital camera
Writing II MWF
Monday
The instructor checked in the online exercises and book orders.
We did introductions.
To Do for Next Class:
--Finish your intro, if you have not done so already
--If your intro was returned, correct it.
The instructor checked in the online exercises and book orders.
We did introductions.
To Do for Next Class:
--Finish your intro, if you have not done so already
--If your intro was returned, correct it.
Monday, September 20, 2010
Web Management: Copyright Issues
Copyright Powerpoint
Project Guttenberg
Government web site, search "copyright"
Creative Commons
Articles:
Courthouse Rock
Are the MPAA and the RIAA Out of Their Minds?
-------------------------
Second part of class:
What Every Webmaster Needs to Know About Copyright
.
Project Guttenberg
Government web site, search "copyright"
Creative Commons
Articles:
Courthouse Rock
Are the MPAA and the RIAA Out of Their Minds?
-------------------------
Second part of class:
What Every Webmaster Needs to Know About Copyright
.
Friday, September 17, 2010
Writing II Friday Evening 6-9 p.m.
We worked on comma splices, as the instructor said this was the most common error found in the writing samples. We reviewed the material on comma splices, fused sentences, and run-on sentences from the text. Next the instructor showed a Powerpoint about the use of semicolons in correcting comma splices. We wrote sentences in class and looked at them on the overhead.
Next we had a quiz on person consistency. We corrected the quizzes in class. The instructor will review them, record the grade, and return them.
The instructor checked in exercises assigned last week, which were the ones at the link (subject-verb agreement, etc.). She also picked up the corrected introductions.
Finally we listened to the last few interviews.
For next week:
Read chapters 1 and 2. Write 1.5-2 pages on Topic 2, write a letter to the author....
Your paper should be typed, double-spaced, and in 12-point type. Identify the paper as "Reaction to 'Watcher at the Gate.'" <--and make sure you punctuate this correctly, just like I did.
A few students need to correct their introductions. They should be typed and double-spaced.
Next we had a quiz on person consistency. We corrected the quizzes in class. The instructor will review them, record the grade, and return them.
The instructor checked in exercises assigned last week, which were the ones at the link (subject-verb agreement, etc.). She also picked up the corrected introductions.
Finally we listened to the last few interviews.
For next week:
Read chapters 1 and 2. Write 1.5-2 pages on Topic 2, write a letter to the author....
Your paper should be typed, double-spaced, and in 12-point type. Identify the paper as "Reaction to 'Watcher at the Gate.'" <--and make sure you punctuate this correctly, just like I did.
A few students need to correct their introductions. They should be typed and double-spaced.
Wednesday, September 15, 2010
Writing II First Class MWF
Friday
The instructor told students about the book and that they could get 20 class participation points if they ordered by Monday, 12 midnight, Sept. 20. To get the 20 points, students need to show the print-out of their order and circle the date they ordered.
The name of the book is We Are America by Anna Joy. Sixth, fifth, or fourth edition is acceptable. Find the book using Google and by putting in either of these ISBN numbers:
0155951467 (4th)
1413002161 (5th)
-------
Students were assigned some online exercises which should be answered on regular lined notebook paper and turned in at the next class. Do everything from Common Contractions through Subject Verb Agreement. Exercises are due Monday.
--------
The instructor paired students for interviews and gave them 30" to conduct the interviews. On Monday, students will read each others' interviews, which are to be typed, double-spaced, and with 12 pt. type and one-inch margins. The objective is to introduce each person to the class and to see how smoothly each student's writing reads.
After the interviews, the instructor asked students to log on to her blog and to email her telling whether they were successful.
To Do for Next Class:
Interview: write one-two paragraphs about the person you interviewed. Arrange the information in the most interesting way you can, keeping in mind that the "laundry list" approach is not what we are looking for. What is the most interesting item you learned about this person? You may want to put this first. Arrange the rest of the material in a way you think will interest your audience.
Exercises online (see link above).
Order book.
Wednesday
We did the writing sample.
The syllabus may be printed out by downloading this document. We will go over the syllabus in class on Friday.
The instructor told students about the book and that they could get 20 class participation points if they ordered by Monday, 12 midnight, Sept. 20. To get the 20 points, students need to show the print-out of their order and circle the date they ordered.
The name of the book is We Are America by Anna Joy. Sixth, fifth, or fourth edition is acceptable. Find the book using Google and by putting in either of these ISBN numbers:
0155951467 (4th)
1413002161 (5th)
-------
Students were assigned some online exercises which should be answered on regular lined notebook paper and turned in at the next class. Do everything from Common Contractions through Subject Verb Agreement. Exercises are due Monday.
--------
The instructor paired students for interviews and gave them 30" to conduct the interviews. On Monday, students will read each others' interviews, which are to be typed, double-spaced, and with 12 pt. type and one-inch margins. The objective is to introduce each person to the class and to see how smoothly each student's writing reads.
After the interviews, the instructor asked students to log on to her blog and to email her telling whether they were successful.
To Do for Next Class:
Interview: write one-two paragraphs about the person you interviewed. Arrange the information in the most interesting way you can, keeping in mind that the "laundry list" approach is not what we are looking for. What is the most interesting item you learned about this person? You may want to put this first. Arrange the rest of the material in a way you think will interest your audience.
Exercises online (see link above).
Order book.
Wednesday
We did the writing sample.
The syllabus may be printed out by downloading this document. We will go over the syllabus in class on Friday.
Tuesday, September 14, 2010
Speech 1402
Group symposium assignment sheet with deadline dates, cleaned up.
In addition, I have asked the department to provide us with a more readable copy of the symposium evaluation sheet. I will know more about this on Wednesday and may update this post.
-----------------
The instructor gave students the group symposium assignment. We read the assignment in class.
The instructor introduced a list of "problems" and students joined a group based on interest in the topic. Students then had class time to do a breakdown of the topic for purposes of directing their research. They also formed a group email list and the instructor had copies of this made for them and distributed to each group member.
During the last part of class, a video called "Voices" was shown. The purpose of the video is to illustrate how self-perception is formed and what it has to do with communication. Students were asked to take notes because later they will be asked to connect points from the video with points in the first two chapters of the text.
The instructor asked about interviews for the "I Am" journal.
Next week:
"I Am" journal assignment: bring field notes from two interviews for points toward the grade on this assignment
Group symposium: bring three articles pertaining to the student's section of the presentation. Students should have all citation material for the article with them as we will be doing citations in class at some point.
Write a full-sentence outline and transfer it to keywords. Keywords (only 30-50 total) go on the index card. Bring a digital camera, cell phone with movie capability, or other type of movie recording device to the next class. Students will rehearse for the symposium at this class. Students will be asked to show their full-sentence outline and cards to the instructor for credit.
Read first two chapters in the text.
Discussion of "I Am" assignment and interviews
Quick Guide to Public Speaking
Group symposium (not revised).
In addition, I have asked the department to provide us with a more readable copy of the symposium evaluation sheet. I will know more about this on Wednesday and may update this post.
-----------------
The instructor gave students the group symposium assignment. We read the assignment in class.
The instructor introduced a list of "problems" and students joined a group based on interest in the topic. Students then had class time to do a breakdown of the topic for purposes of directing their research. They also formed a group email list and the instructor had copies of this made for them and distributed to each group member.
During the last part of class, a video called "Voices" was shown. The purpose of the video is to illustrate how self-perception is formed and what it has to do with communication. Students were asked to take notes because later they will be asked to connect points from the video with points in the first two chapters of the text.
The instructor asked about interviews for the "I Am" journal.
Next week:
"I Am" journal assignment: bring field notes from two interviews for points toward the grade on this assignment
Group symposium: bring three articles pertaining to the student's section of the presentation. Students should have all citation material for the article with them as we will be doing citations in class at some point.
Write a full-sentence outline and transfer it to keywords. Keywords (only 30-50 total) go on the index card. Bring a digital camera, cell phone with movie capability, or other type of movie recording device to the next class. Students will rehearse for the symposium at this class. Students will be asked to show their full-sentence outline and cards to the instructor for credit.
Read first two chapters in the text.
Discussion of "I Am" assignment and interviews
Quick Guide to Public Speaking
Group symposium (not revised).
Advertising 3960/3100 What Happened in Class
Thursday
First we met in our regular classroom and then moved to the lab.
Eileen Ruf, admin for the Communication Department and coordinator for The Tower advertising, came to talk to the class about ad deadlines and to distribute media kits. Deadline dates and publication dates are both in the kit. The instructor explained that all media--radio, TV, magazines, etc.--have media kits and they are used to provide the potential client with information about the publication such as rates and sizes of ads.
Next the instructor explained that we were in the lab early because we will not normally have access to it. We only had access to the lab on this date due to the fact that the usual class that was there was canceled. Students signed on to Photoshop.com but we were unable to do work with the image the instructor provided because we could not save to the computers.
Students were, therefore, instructed to size the pineapple image on their own computers. In addition, they are to read the chapter on layouts from the text.
Pineapple image needed for sizing exercise, Thursday's class.
Deadline dates for The Tower:
Here are the ad deadlines for camera-ready copy The Tower. If the ad has to be at all altered by Stephanie, we would need it several days in advance of these deadlines.
Here are the deadlines:
Sept. 17
Oct. 8
Nov. 5
Dec. 3
To do for next class:
Size image to 450 pixels
Read chapter 8
=======================
Picture search engine that tells size of image.
Tuesday
On Thursday Pat Lauro and Eileen Ruf of The Tower will be visiting the class to discuss newspaper advertising. The assignment is called “Account Management” and students already have Part A, the graphic layout, and a flyer. Note: this may change as we may be able to get the lab in 403 on this date only.
The ad deadline dates will also be provided for students on Thursday.
The instructor returned search engine exams. The grade breakdown is as follows:
A: 3
B: 4
C: 6
D: 6
F: 4
We still have to complete the last part of the search engine advertising .ppt. This section tells about writing the ad. We will write an ad in class. The ad will be part of the student’s portfolio.
Today, however, we began working on the graphic file format section of the class and the instructor used a .ppt to explain the difference between vector images and bitmap images. What size of image is used for print and what is used for web was also discussed. We covered file formats through .png.
Added later: I happened to find this article in a computer magazine about adding depth to vector images. Please take a look.
We are hoping to book the lab on Thursday, Sept. 23. Students were asked to take their own pictures so they will have a large image to with which to work. The instructor suggested this image be of their advertiser for The Tower. The instructor will also have large images available.
To Do for Next Class:
Have advertiser and two backups selected. Fill out Part A in pencil. We will work on the benefits together in class.
Make sure you understand formats and principles discussed in class. There may be a quiz and some of the questions may be posted here the night before.
First we met in our regular classroom and then moved to the lab.
Eileen Ruf, admin for the Communication Department and coordinator for The Tower advertising, came to talk to the class about ad deadlines and to distribute media kits. Deadline dates and publication dates are both in the kit. The instructor explained that all media--radio, TV, magazines, etc.--have media kits and they are used to provide the potential client with information about the publication such as rates and sizes of ads.
Next the instructor explained that we were in the lab early because we will not normally have access to it. We only had access to the lab on this date due to the fact that the usual class that was there was canceled. Students signed on to Photoshop.com but we were unable to do work with the image the instructor provided because we could not save to the computers.
Students were, therefore, instructed to size the pineapple image on their own computers. In addition, they are to read the chapter on layouts from the text.
Pineapple image needed for sizing exercise, Thursday's class.
Deadline dates for The Tower:
Here are the ad deadlines for camera-ready copy The Tower. If the ad has to be at all altered by Stephanie, we would need it several days in advance of these deadlines.
Here are the deadlines:
Sept. 17
Oct. 8
Nov. 5
Dec. 3
To do for next class:
Size image to 450 pixels
Read chapter 8
=======================
Picture search engine that tells size of image.
Tuesday
On Thursday Pat Lauro and Eileen Ruf of The Tower will be visiting the class to discuss newspaper advertising. The assignment is called “Account Management” and students already have Part A, the graphic layout, and a flyer. Note: this may change as we may be able to get the lab in 403 on this date only.
The ad deadline dates will also be provided for students on Thursday.
The instructor returned search engine exams. The grade breakdown is as follows:
A: 3
B: 4
C: 6
D: 6
F: 4
We still have to complete the last part of the search engine advertising .ppt. This section tells about writing the ad. We will write an ad in class. The ad will be part of the student’s portfolio.
Today, however, we began working on the graphic file format section of the class and the instructor used a .ppt to explain the difference between vector images and bitmap images. What size of image is used for print and what is used for web was also discussed. We covered file formats through .png.
Added later: I happened to find this article in a computer magazine about adding depth to vector images. Please take a look.
We are hoping to book the lab on Thursday, Sept. 23. Students were asked to take their own pictures so they will have a large image to with which to work. The instructor suggested this image be of their advertiser for The Tower. The instructor will also have large images available.
To Do for Next Class:
Have advertiser and two backups selected. Fill out Part A in pencil. We will work on the benefits together in class.
Make sure you understand formats and principles discussed in class. There may be a quiz and some of the questions may be posted here the night before.
Monday, September 13, 2010
Web Hosting
Wednesday
We went over a handout on web hosting.
Students reported on the web host they researched.
Monday
Web hosting .ppt
Exercise
Definition:
From the user's perspective, upstream network traffic flows away from the local computer toward the remote destination. Conversely, downstream traffic flows to the user's computer.
Traffic on most networks flows in both upstream and downstream directions simultaneously, and often when data flows in one direction, network protocols often send control instructions (generally invisible to the user) in the opposite direction.
Load balance platform: What platform do they use for balancing IP requests? A platform is an operating system.
Redundancy: Backup. If you contract with a web hosting service located on the San Andreas fault in California and there is an earthquake, what happens to your web site and all your latest orders? Where that location is is redundancy.
We went over a handout on web hosting.
Students reported on the web host they researched.
Monday
Web hosting .ppt
Exercise
Definition:
From the user's perspective, upstream network traffic flows away from the local computer toward the remote destination. Conversely, downstream traffic flows to the user's computer.
Traffic on most networks flows in both upstream and downstream directions simultaneously, and often when data flows in one direction, network protocols often send control instructions (generally invisible to the user) in the opposite direction.
Load balance platform: What platform do they use for balancing IP requests? A platform is an operating system.
Redundancy: Backup. If you contract with a web hosting service located on the San Andreas fault in California and there is an earthquake, what happens to your web site and all your latest orders? Where that location is is redundancy.
Saturday, September 11, 2010
Friday, September 10, 2010
Writing II, Friday evening
Syllabus
The instructor returned writing samples after she made copies for her records. This sample will act as a benchmark allowing for an evaluation of progress at midterm and at the conclusion of class.
An exercise based on the writing samples was handed out. The exercise was on person consistency. The instructor reviewed first, second, and third person. She told the students why third person is primarily used in academic (expository) writing. We worked on a writing sample where the writing went from first to second person. Students re-wrote the essay in third person and we looked at student work on the overhead. A few students were asked to write in the first person, and we reviewed an example of first person. The instructor reminded students that this is something that is taught at this class level and usually not covered in earlier writing classes.
Students had been assigned an introduction to write for purposes of seeing how smoothly the writing could be read. The instructor told students that a good sentence is understood the first time it is read. She acknowledged that academics are sometimes the worst offenders at composing readable sentences. She added that academics often re-name:
Example: An excuse is account-giving behavior.
We put the introductions on the overhead projector and the person being introduced came to the front of the class. A reader was selected and the instructor noted where there were problems with the reading going smoothly. Usually it was misplaced commas or modifiers. Another common problem was comma splices, where the student joined sentences with commas.
The instructor told students about the role of critiquing in academia. Criticism is sought after and is welcomed. One does not become defensive when receiving criticism; instead, one should thank the person delivering the critique for making a point that will help the writer become better.
To do for next class:
--rewrite introduction, making corrections noted by instructor and also from corrections made on other papers
--do the reading or online exercise that will be posted here
Posted Sunday evening:
Complete the following exercises. Write your answers on notebook paper to hand in to the instructor.
Common Contractions
Pronoun-Antecedent Agreement
Subject-Verb Agreement
In addition, watch this five-minute video. It is about how writing is used on the job in various fields. You may have to register for basic access.
.
The instructor returned writing samples after she made copies for her records. This sample will act as a benchmark allowing for an evaluation of progress at midterm and at the conclusion of class.
An exercise based on the writing samples was handed out. The exercise was on person consistency. The instructor reviewed first, second, and third person. She told the students why third person is primarily used in academic (expository) writing. We worked on a writing sample where the writing went from first to second person. Students re-wrote the essay in third person and we looked at student work on the overhead. A few students were asked to write in the first person, and we reviewed an example of first person. The instructor reminded students that this is something that is taught at this class level and usually not covered in earlier writing classes.
Students had been assigned an introduction to write for purposes of seeing how smoothly the writing could be read. The instructor told students that a good sentence is understood the first time it is read. She acknowledged that academics are sometimes the worst offenders at composing readable sentences. She added that academics often re-name:
Example: An excuse is account-giving behavior.
We put the introductions on the overhead projector and the person being introduced came to the front of the class. A reader was selected and the instructor noted where there were problems with the reading going smoothly. Usually it was misplaced commas or modifiers. Another common problem was comma splices, where the student joined sentences with commas.
The instructor told students about the role of critiquing in academia. Criticism is sought after and is welcomed. One does not become defensive when receiving criticism; instead, one should thank the person delivering the critique for making a point that will help the writer become better.
To do for next class:
--rewrite introduction, making corrections noted by instructor and also from corrections made on other papers
--do the reading or online exercise that will be posted here
Posted Sunday evening:
Complete the following exercises. Write your answers on notebook paper to hand in to the instructor.
Common Contractions
Pronoun-Antecedent Agreement
Subject-Verb Agreement
In addition, watch this five-minute video. It is about how writing is used on the job in various fields. You may have to register for basic access.
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Tuesday, September 7, 2010
Advertising 3675/3100
Added Monday:
Grade Breakdown for Quiz:
A: 3
B: 4
C: 6
D: 6
F: 4
Thursday
Quiz today.
Newspaper ad assignment.
Please read this Wall Street Journal article about how Google's search engine improvement could affect its advertisers.
To Do for Next Class:
Choose a potential advertiser. Find two or three backup possibilities in case someone else has taken your choice or your first choice does not want to advertise.
Tuesday
The instructor talked about Google Adwords. We c0vered the first three topics of the Powerpoint and will cover the fourth on the day we write our search engine four-line ad.
Students organized themselves alphabetically and we did the roster and grade sheets.
The instructor informed the students that the lab she had hoped for was occupied during the class session for which it is needed. Jonathan, however, suggested that we use PhotoShop Express. The instructor briefly reviewed the site and it appears that it will work for us, therefore, we will be using the regular lab in CAS. Students were asked to register for an account. Click "online tools." Later: the instructor further reviewed the site and has determined that it will work. Students must have an account, though, as the commands do not work unless the user is logged in.
Next we discussed the newspaper advertising assignment. The instructor used the overhead projector and showed students three parts of the assignment: the coupon layout form, the Part A account management form, and a flyer that was used in a previous semester.
To do for next class:
Study for search engine advertising quiz. Questions will come from the glossary, the article, and the instructor's .ppt today.
Grade Breakdown for Quiz:
A: 3
B: 4
C: 6
D: 6
F: 4
Thursday
Quiz today.
Newspaper ad assignment.
Please read this Wall Street Journal article about how Google's search engine improvement could affect its advertisers.
To Do for Next Class:
Choose a potential advertiser. Find two or three backup possibilities in case someone else has taken your choice or your first choice does not want to advertise.
Tuesday
The instructor talked about Google Adwords. We c0vered the first three topics of the Powerpoint and will cover the fourth on the day we write our search engine four-line ad.
Students organized themselves alphabetically and we did the roster and grade sheets.
The instructor informed the students that the lab she had hoped for was occupied during the class session for which it is needed. Jonathan, however, suggested that we use PhotoShop Express. The instructor briefly reviewed the site and it appears that it will work for us, therefore, we will be using the regular lab in CAS. Students were asked to register for an account. Click "online tools." Later: the instructor further reviewed the site and has determined that it will work. Students must have an account, though, as the commands do not work unless the user is logged in.
Next we discussed the newspaper advertising assignment. The instructor used the overhead projector and showed students three parts of the assignment: the coupon layout form, the Part A account management form, and a flyer that was used in a previous semester.
To do for next class:
Study for search engine advertising quiz. Questions will come from the glossary, the article, and the instructor's .ppt today.
Speech 1402 First Class
Syllabus
"I Am" Journal Assignment
This link is for the adjectives you need to carry out the assignment.
The instructor introduced herself and showed students this blog. We read the syllabus in class on the overhead screen. The instructor also handed out two grading forms (grade levels, grade breakdown) and the Quick Guide to Public Speaking. The "I Am" journal assignment was given. Students are to follow the instructions handed out in class and print out the adjectives at the second link above. Please try to obtain four interviews, not just two.
A less work-intensive option to the cutting up of the descriptions is to print out four sets of adjectives and ask people to number them. These or your notes should be handed in and are referred to in the assignment as "field notes."
The "I Am" journal is due on September 28. It should refer to the text and students should use MLA to document where they obtained material from the text.
Students have until 9/21 to get the book. People who obtain or order the book by 9/8 will receive 20 points toward their class participation grade.
To Do:
Read first two chapters in text
Do interviews for "I Am" journal assignment
Be thinking about topics for informative speech
"I Am" Journal Assignment
This link is for the adjectives you need to carry out the assignment.
The instructor introduced herself and showed students this blog. We read the syllabus in class on the overhead screen. The instructor also handed out two grading forms (grade levels, grade breakdown) and the Quick Guide to Public Speaking. The "I Am" journal assignment was given. Students are to follow the instructions handed out in class and print out the adjectives at the second link above. Please try to obtain four interviews, not just two.
A less work-intensive option to the cutting up of the descriptions is to print out four sets of adjectives and ask people to number them. These or your notes should be handed in and are referred to in the assignment as "field notes."
The "I Am" journal is due on September 28. It should refer to the text and students should use MLA to document where they obtained material from the text.
Students have until 9/21 to get the book. People who obtain or order the book by 9/8 will receive 20 points toward their class participation grade.
To Do:
Read first two chapters in text
Do interviews for "I Am" journal assignment
Be thinking about topics for informative speech
Saturday, September 4, 2010
Writing II First Class
The instructor introduced the syllabus and provided contact information. The syllabus is posted online (check back here this evening for the link) and students may print it out if they feel they need to. The instructor will provide hard copies of the assignment and reading schedule.
We discussed the book and the instructor said she would provide 20 points if students could show they purchased/ordered by Sunday, Sept. 5.
Next students did the writing sample. The instructor passed out the essay question and students had an hour to write, although this included computer boot-up time. Students who were unable to get on because of password issues need to resolve this immediately, as we will be doing a fair amount of writing on the computer in future classes.
The instructor will read the samples and use them to determine: a) if the student can stay in the class; b) what writing issues should be addressed.
During the final portion of the class, the instructor paired the students for interviews. The task was to do a four-five minute interview and write an introduction to be read at the next class. At our next class students will read the introduction of one class member. We will assess how smoothly the reading goes. The instructor did a sample to show the class. She told the class that they should organize their material in an interesting way.
Next class:
Bring book receipt
Bring finished introduction, typed (double-spaced)
We discussed the book and the instructor said she would provide 20 points if students could show they purchased/ordered by Sunday, Sept. 5.
Next students did the writing sample. The instructor passed out the essay question and students had an hour to write, although this included computer boot-up time. Students who were unable to get on because of password issues need to resolve this immediately, as we will be doing a fair amount of writing on the computer in future classes.
The instructor will read the samples and use them to determine: a) if the student can stay in the class; b) what writing issues should be addressed.
During the final portion of the class, the instructor paired the students for interviews. The task was to do a four-five minute interview and write an introduction to be read at the next class. At our next class students will read the introduction of one class member. We will assess how smoothly the reading goes. The instructor did a sample to show the class. She told the class that they should organize their material in an interesting way.
Next class:
Bring book receipt
Bring finished introduction, typed (double-spaced)
Thursday, September 2, 2010
Advertising--First Class
The instructor put the syllabus on the screen and we read the syllabus.
She passed out the assignment sheet.
Some students may not be able to access the NY Times article and the Adwords glossary. The Blackboard program appears to be acting up and I am not sure when it will be fixed. I will, however, email anyone the files. Email me at the address on the sticker you were given today.
She passed out the assignment sheet.
Some students may not be able to access the NY Times article and the Adwords glossary. The Blackboard program appears to be acting up and I am not sure when it will be fixed. I will, however, email anyone the files. Email me at the address on the sticker you were given today.
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