Writing102 9:05 a.m. MWF

We worked on sentences for the final.

For Monday, students should bring in their paper and we will proofread each other's papers.
The instructor will go over formatting MLA, in-text citations, and how the Works Cited should appear.

Advertising 3765 Tues.-Thurs.

Each class member gave a three-minute highlight of one of the selected sites. We used criteria from the book to examine the sites.

The instructor occasionally filled in certain technical data, such as what a tooltip is, what a rollover is, etc.

At our next class, we will hear from Stephanie and maybe Marie. The instructor will also talk about p-t jobs in advertising.

Speech/Critical 1402 11 a.m.

We had three speeches today.

Punctuation Sentences for Final, 101 and 102 Classes

8:00 a.m. Sentences

9:05 Sentences

10:10 Sentences

No Wed. Classes

Due to instructor illness.

Advertising 3765 Tues.-Thurs.

This is the link where the web site links for the evaluation will be posted. I will also put the link under the links section.

I do not yet have all the web sites chosen. I hope to complete this by the end of the day (Saturday).

Speech/Critical 1402 11 a.m.

Thursday

Andrew (2)
Michael
Christina
Ben

Tuesday

 We had two speeches.
The isntructor returned persuasive speech outlines.
She passed out a handout on transitions and told students the importance of using them in both public speaking and writing.
We discussed ethos, pathos, and logos.
Connotative and denotative words were also discussed. There may be a take-home exercise on this in the future.

Persuasive speeches begin on Thurs., Dec. 1.

=============

Instructor will return speech outlines for persuasive speeches. Students who turned in outlines on time will get five CPPs.

Persuasive outlines will still be accepted.  No CPPs for late outlines, however.

We may have an informative speech or two from students who were ill on their speaking date: Chiara, Christina.

Advertising 3765 Tues.-Thurs.

The instructor handed out an assignment sheet for a 3" presentation that will be given on 12/8.

We took a test on the direct marketing chapter.

After the test, we corrected in class.

We looked at the Ciao Bella web site and the instructor told the class about navigation and why it is important that it not deviate too much from the norm.

Next Tuesday we will be hearing from Stephanie and Marie about direct marketing and staging for commercials.  The instructor will also present material about p-t jobs in advertising and marketing.



=================

We watched Emily and Gina's commercials. The instructor showed a couple of ads and other marketing projects that she has worked on in the last few weeks.  We took a test on Ch. 5. Vartenie read her idea for the Tower alternative.

Link to Assignment Sheet for Tower alternative.

Test on Ch. 5 (brief, five questions)
Two advertising projects by instructor
Look at ads from previous class

Writing 102 MWF 10 a.m.

we had two poetry presentations.

We worked on our introductions.  Students should bring the introduction to class on Wednesday.

Writing 102 MWF 9 a.m.

We had two poetry presentations.

Wednesday:  lab

Writing101 MWF 8 a.m.

We worked in the lab on the second part of the outline that the instructor handed out at our last class. Students chose a format and wrote their working thesis plus their three points.

Students who handed in a completed outline will be given 3 cpps.

For next class:

We will be working in the lab. Bring your paper research.

Misc.

Health Comm exam scores recorded
Advertising 3765 grades recorded
Speech 1402 added most recent speech grades

Advertising 3765 Tues.-Thurs.

This link is open to all advertising students to post their commercial link.

Please note:  when you click the link on this page, a link will drop down. Click it. Then it takes you to a redirect page. Click that link, too, and you will get to the commercial.  

Transitions Worksheet Link

Transition exercises.  Copy and paste into Word document.

Health Comm

We had an exam over the last half of Health Communication's chapter on interviewing. We corrected the exams in class.

On Wed., we will have an exam on the chapter on grief and loss in the PsychoSocial book. For people with the older version of the book, it is pages 231-91.

The instructor returned class notes from a video we'd watched  on nonverbal communication.

Writing 101 MWF 9:05 a.m.

 Objective:  Understand what transitions can do and put them into the research paper to "knit" our three points together.

What is due Friday:  three points printed out with transitions highlighted.

-------------------------------------------
We were supposed to have a poetry presentation but our RT host was not in class, so we went to the computer lab and worked on sentences that we had done last week.

Writing 102 MWF 10:10

We had two poetry roundtables, Ashley and Daisy.

Writing 101 MWF 8 a.m.

Students turned in their definitions essays.

We began work on argument. The instructor wrote some questions on the board and handed out an op-ed piece. We began analysis of it in class, and located the thesis statement.

Students are to answer the questions from the board that we didn't finish. They are to bring answers to the nesxt class.

-----------------------

This source is for Daisy for her research paper.

Advertising 3765 Tues.-Thurs.

Tuesday

We watched student commercials, and we will have two-three more next Tuesday.

Thursday is a test on the readings.

Here's the link on the 28-year old and the credit card payment business he started:

http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2011/11/10/businessinsiderthis-28-year-old-is-.DTL

------------------

Please note: this post is for the advertising classes for Nov. 15 & 17. See the older post for last week's activities and assignments.

Tuesday, Nov. 15

View commercials
Instructor will return some commercials with grades.
Time permitting, we may watch other commercials from previous classes
Handout reading schedule for the remaining classes.

Advertising 3765 Tues Thurs

Thursday

We talked about market research and the difference between qualitative and quantitative research. The instructor told about her experience in media research with the predecessor to the Nielsen Smart Box, her experience with the King's Consumer Panel, and McDonald's experience with focus groups. We watched some short films from the library's digital collection on market research.

Students told about their various experiences with market research. We learned about mall intercepts and what is being asked of  people who are in the Neilsen sample. Ashley told us how she has to enter what member of the household is watching when a program is being viewed.

To Do for Next Class:

If you have not shown your commercial, have it ready for viewing via youtube by this coming Tuesday.
If we have time, we will also view the commercials of other students in previous classes.

We will have a quiz on the market research chapter and the chapter on radio, Ch. 9.

Note:  students who showed their commercial and who did not hand in their commercial as formatted on paper need to turn this in, as it is needed by the instructor for grading. If your formatted commercial sheet is outdated, please update it and turn it in via e-mail.



Tuesday


We watched about four commercials today. One commercial will be viewed again on Thursday.

We discussed the alternative assignment to the ad. Students objected to the assignment because it did not take into account their previous efforts in trying to obtain an ad. The instructor said there was no way to verify their efforts.

A number of solutions were proposed. Vertenie proposed one that might work, so she is writing it up. It will be posted here for students to read and we will discuss it in class.

Speech Critical 1402 TThu 11 a.m.

 Thursday, Nov. 17

We had one speech today. Melissa talked about overpopulation.

We worked on our topics list and also committed to speech dates. The dates are at the link on the right.

The instructor gave students the Monroe Motivated Sequence and went over the major parts of the outline. Students must bring their outline in on Nov. 22. It has to have 8-10 sources, many of which should be from the academic databases. In addition, it must be done APA style.

The instructor showed students a model paper for APA, so they wrote a model for the cover page and headers.

To Do for Next Class:

If you are speaking on Monday, practice your speech.

Tuesday, Nov. 15

We had three speeches:  Tessa, Ben, and Andrew delivered informative speeches.

The instructor gave students a handout about the differences between APA and MLA documentation systems. We are going from MLA into APA for our next speech. She used the handout and wrote examples on the board. Students also wrote examples on their handout on how to do in-text citations.

To Do for Next Class:

If you have not yet delivered your speech, practice.
All students should be deciding on a topic for the persuasive speech. There is a sign-up sheet under the Links section of this blog. It is open for all students to put in their topic.
 The reading assignment is the second half of Ch. 12 on persuasive speaking.

-----------------

In regard to the Krugman column about our antiquated energy infrastructure, please see this picture.


----------------------
Thomas gave his informative speech on why the casinos are not doing well at this time.
After the speech, we discussed:

--Thomas' outline, which was put on the overhead projector
--Monroe Motivated Sequence, for which we looked at a screen from a .ppt
--Persuasive topics. We made a chart for the topic selections by the students. It is linked at right under the Links section of this blog. Students may put their own topic up on the list, as it is an open access document.  Reminder:  all topics must be approved by the instructor. No, you cannot talk about autism or marijuana. Yawn.

To Do for Next Class:

Scheduled speakers should practice.

Students should look for topics (see the last speech post for additional ideas recently posted by the instructor)

Advertising 3765

We will view student commercials today.

Link to advertising research paper assignment.

Health Comm

Monday, Nov. 7

We had an open book exam on Health Communication reading (through p. 175), interviewing.

On Wednesday we will have an open book exam on this week's PsychoSocial reading.

Writing 102 MF 10:10 a.m.

Friday, Nov. 11

Students arrived at different times due to the fact that the electricity for Elizabeth went out. They had no elevator service and students had to walk four flights. Due to the different arrival times, we used the class time for individual student consultations over the research and poetry papers.

To Do for Next Class:

On Nov. 16, all three points need to be written so we can put them together with transitions in our lab session. If you have not completed all three points, work on them over the weekend.





Wednesday, Nov. 9:

Add your five sentences to this document.
 


Monday, Nov. 7:


We went over the following research paper deadlines:

Nov. 16th: bring in all three points. We will add transitions during our session in the lab.
Nov. 21: Write introduction in class (poetry roundtables that day, so this will be brief)

Nov. 23: Write conclusion in class
Dec. 7:  Write titles and subtitles in class

We had two poetry roundtables: romanticism (Elizabeth Barrett Browning) and Harlem Renaissance.

There was a comma handout for students to review before our lab session.
To Do for Next Class:

Bring any papers that you have turned in and that have been returned. We will be choosing sentences from them and adding them to one document. If you don't have any, it is likely some will be returned to you.

Writing102 MWF 9:05 a.m.

Friday, Nov. 11

We had one poetry presentation.



 Wed., Nov. 9

Copy and paste your sentences at this link.




 Monday, Nov. 7:

We went over the following research paper deadlines:

Nov. 16th:  bring in all three points. We will add transitions during our session in the lab.
Nov. 21:  Write introduction in class (poetry roundtables that day, so this will be brief)
Nov. 23:  Write conclusion in class
Dec. 7:  Write titles and subtitles in class

We had two poetry roundtables:  anaphora and Negritude.

To Do for Next Class:

Bring any papers that you have turned in and that have been returned. We will be choosing sentences from them and adding them to one document.  If you don't have any, it is likely some will be returned to you.

Writing101 8 a.m.

Friday, Nov. 11

We went over the definitions assignment using the book. The instructor first, however, explained the importance of this assignment in the overall practice of researched writing. She pointed out that the assignment is directly applicable to a part of ENG 102, which many students will be taking next semester. There is a definitions section of a research paper.

Using the text, we went through the criteria for the definitions section, such as the definition itself, followed by the expanded definition. We discussed whether a historical definition might be necessary and whether the Oxford English Dictionary should be consulted.

Students were told this paper needs be no more than two pages, as that is about all that will be required to cover their topic.

To Do for Next Class:

Write two pages of rough draft for Monday's class, definition.



Wednesday, Nov. 9

Definition Assignment:

Two choices of topics. One is a student topic, contributed by Alicia. The other is from p. 578 in the book. Both are expanded upon in this post.

Friendship.  Define a friendship. Tell what it is and what it isn't. You can choose from different types of friendships, such as Platonic friendships (male-female that are just friends), BFF, neighbor-friends, or choose the specific part of friendship that is part of a romantic relationship.

Technical term.  Choose a technical term from this class or one of your other classes. Define this term by paraphrasing from your text. In addition, locate a specialized dictionary or encyclopedia at the library's database page. Add the definition of an expert.  Expand your definition through the use of examples.

Regular encyclopedias like Encyclopedia Britannica can also be used. Document your source by putting the last name of the author or the title in quotes.

Go to this link and type in five sentences. Instructions are posted at the document.

Monday, Nov. 7

The instructor started the class off with what would be needed from students for the work in the lab on Wednesday.  Those items are listed below under "to do for next class."

Next she distributed a handout on commas and asked students to review it before Wednesday.

We talked about the next essay, which is "definition."  We read an example from the book called "I Want a Wife" by Julia Brady. The instructor explained the origins of this essay, and what times were like at the beginning of the women's liberation movement. She asked students how many in the class came from a family or even knew a family where the woman stayed at home. Less than half the students raised their hands.

We broke into small groups and each group was assigned a question(s). After analyzing the essay, students reported back to the group on what they found.

To Do for Next Class:

Bring portfolio. We will be entering sentences that were marked up for commas on one document.

Read the comma handout.

Think about a topic for the definition essay. Also work on an essay topic for the argumentation essay, which is coming up next week.

Argumentation and Persuasive Topics

Link to argumentation and persuasion topics.


I am working on a list of argumentation and persuasion topics for students in 102 and 1402.  It will be posted sometime in the next few hours.

Advertising 3765 Tues Thurs

We corrected exams.

We discussed ad deadlines for The Tower.

I am unable to post the advertising commercial evaluation here as it is not in my files. That means I composed it at school and it is either in the file there or I didn't save it.

comment

Writing101 8 a.m.

Wednesday:

We started our lab session with the instructor asking students to write a paragraph about what they learned about argumentation from the Martin Luther King essay.  Students turned this paragraph in.

The instructor announced that there are still too many comma errors, so she will be handing out a take-home assignment where students write in commas. Students should feel free to use their manual and/or writershelp to locate the correct rules. 

We then began work on apostrophes. The instructor showed a .ppt and students learned the rule and then applied the rule. We did not finish. We ended on contractions.  At our next lab date, Nov. 9, we will finish the .ppt and do the exercises at writershelp.

On Friday, we will work more with the argumentation essay. We will talk about topics and where to get research.




















Monday:

We talked about the argumentation essay and the instructor asked students to read MLK's essay in the book.

ENG 102 MWF 8 a.m.

The instructor told students about various errors that had been made on the latest round of papers. Examples of some of the errors that were discussed were "DNB" (does not belong), AM for a.m., etc.

The instructor returned about half of the last round of papers. Students turned in a new paper.

We talked about the argumentaiton essay. The instructor asked students to think of possible topics on which they would like to argue a point. She noted the difference between this paper and persuasion.

As part of the work we will do on Wednesday, she asked students to read the MLK essay in the argument section. Students are to label what MLK is doing as they read through the essay. They are to use abbreviations and pencil in or write on a separate sheet using the paragrpah numbers.  They are also to read the first section about persuasion in the book (see reading schedule for pages).

ENG102 9:05 MWF

Wednesday:

We worked on apostrophes. Students did exercises and took notes on their computers. The exercises were turned in at the end of class.

At our next class, Stephanie and Ahmed will do their poetry roundtables.


Monday:


We discussed which play to see. There is one at UCC we are considering, and Gail will get the details for our next class on Wednesday. In addition, the instructor showed the class a newspaper article about a rock musical being produced in mid-November.

Monica did her poetry roundtable on jazz poetry and the poet Sonia Sanchez.

We did a punctuation review of hyphens. Afterward, we did some exercises on the hyphen from writershelp.
 
For our next class, we will be at the lab.

Advertising 3765

Thurs., Oct. 27

We watched Helvetica.


Tues., Oct. 25


We decided to move the commercial viewing dates to Nov. 8 & 10.

Next week we will focus on Ch. 4 (5 in latest version), Marketing Research. We will examine quantitative and qualitative research.

----------------

Students will choose a date next week to present their commercial. We will also write up a status report of where the commercial is now (in terms of production).

If necessary, the instructor will discuss sizing of photographs.

We will discuss market research and constructing a survey.

To Do for Next Class:

Finish reading Ch. 4

Have your commercial ready to present next week.

Speech Critical 1402 Tues-Thurs

Thurs., Oct. 27

We had a practice day today. Speeches start next week. Our first speakers are:
Wm., Andrew, Dana, Brenda
Tues., Oct. 25

While Aimee and Chiara scouted out a lab for the class, the instructor explained attribution theory and attribution error. The instructor explained it verbally, but asked students to read the section of the book where it is covered.  In the 7th edition, it is p. 42.  Please look it up in the index if you have another edition, and read it before our next class.

We went to the computer lab 106 and students were given back their self-critique from the first speech. Their own comments as well as the instructor's are what are to be used for the page "Goals for Speech Improvement," which will be handed in with the speech outline and Works Cited on the day of the speech.

At our next class, we will practice our speeches, so bring a recording device. We will again do self-critiques.

The reading for this week is Ch. 4.  Also, review the attribution theory part.

Health Communication

We worked with Ch. 4, Nonverbal Communication, from the Northouse book. We watched a series of short films on active listening and nonverbal communication.

On Wed., we will go to the communication jobs presentation in C106.

To Do for Next Class:

Check reading schedule.

Writing 101 MWF 8 a.m.

Friday

comma notes: 

Appositive:
a little extra information , ,

Introductory clauses
and
two independent clauses joined together subject/verb

one independent clause and a dependent clause we don’t need the comma


The semicolon and the comma 1


The semicolon and the comma 2


The colon, the semicolon, and the comma


All uses of the comma


hyphens

To Do for Next Class:

Cause/Consequences essay due



 Wednesday

The instructor handed out the cause/consequences page from the text and we used the boldfaced headlines to break down our topic into categories such as:  primary cause, immediate cause, and remote cause.

The instructor did an extended examples using her favorite topic:  leafblowers.

Students then applied the terms to their paper topic and wrote out the primary cause, immediate cause, etc., as well as the primary consequence, secondary consequence, etc.

This work is to be used in the paper, for which the rough draft of at least two pages is due on Monday, Oct. 31.

To Do for Next Class:

Read 485-503 in the book, and for an example of a cause/consequence essay, see (title will be posted here later).

Work more on the causes/consequences and if you feel comfortable that you have enough material, begin writing.

Monday
The instructor collected papers.

We began work on the cause and consequences essay. We went through the book and read examples of cause/consequences. The instructor showed students the use of denotative and connotative language.

We also analyzed examples of cause/consequences structure.

Students are to think of a topic which they would like to write a cause-consequences essay about. The instructor will post two possibilities at this blog later today.

To Do for Next Class:

Read 493-98 and examine how the pre-writing analysis structures are set up.

Writing 102 MWF 9:05 a.m.

Wednesday, Oct.  26

The instructor returned papers and went over common errors that people were making. Such errors are turning in the poetry paper without following MLA style.

Students worked on the following writershelp exercises:

The semicolon and the comma 1

The semicolon and the comma 2

The colon, the semicolon, and the comma

All uses of the comma

hyphens
To Do for Next Class:

Ch's 1-5 in Lester. In addition to poetry roundtables, we may have a Lester quiz on Friday.


Monday, Oct. 24

The instructor first went over papers that she thought were proceeding correctly and then she showed students examples of papers that were going in the wrong directions. We looked at the papers on the overhead document cam.

Next we had two poetry roundtables.  Ariel hosted her roundtable on the poetry of ee cumings (concrete). Later, Lilian discussed Wallace Stevens' "The Man with the Blue Guitar."

To Do for Next Class:

Read Lester through Ch. 5
Go to lab

Writing 102 MWF 10:10

Sentence to revise:

There is Italian sonnet; created by Giacomo da Lentini in the 1200s was the original sonnet, and then its Occitan sonnet, Spenseserian sonnet, English sonnet; which was introduced by Sir Thomas Wyatt, later called Shakespearean sonnet.

Bring your written revision of the above sentence to class. We will look at some of them on the overhead projector.

We had two poetry presentations today:  Miles and William

Wednesday

We worked on semicolons. The instructor went about halfway through a ppt on semicolons and we we wrote sample sentences.

To Do for Next Class:
We will have poetry roundtables, one of which is hosted by Myles.


Monday
We voted on the haiku, and the instructor will report the winner later today.

The instructor put poetry and research papers on the overhead document cam and showed students what she considered a good paper and where a paper might be going astray.

We discussed the papers and then the instructor returned corrected papers to students.

On Wednesday we will be at the lab.

Read Lester through Ch.5, as we may be working with this in class.


_______________

Vote only if you are 10:10 a.m. 102 student:

Here are two links to the haikus students wrote as part of the midterm.  Read both Part I and II before you make up your mind which one to vote for.

After everyone has voted, I will click a tabulate button and we will know who the winner is.

Part I

http://www.surveymonkey.com/s/MM56R3J

Part II

http://www.surveymonkey.com/s/6KY7ZCY

Writing 102 9 a.m.

Friday

We postponed the reading questions, as we had two poetry roundtables. Gail hosted a roundtable on Gil Scott Heron's "The Revolution Will Not be Televised." Later, Jesus hosted one on Allen Ginsberg and beat poetry.

On Monday, our roundtables will be:  Ariel and Lilian.


We worked on commas and used writershelp to learn about three types of commas:

Wednesday:

-Introductory phrase
-Appositive
-BOYSFAN, two independent clauses

We also talked about restrictive and nonrestrictive clauses.

People who received their paper back and proceed with writing Point 3.  Others should wait until they get their paper back.

To summarize, on Friday we will:
--do reading questions on poetry piece, "How to Read a Poem"
--listen to Gail's and Jesus's poetry roundtables

To Do for Next Class:

Work on poetry roundtable.

Work on research paper.

Read Lester, Ch. 4

Review the definitions of restrictive and nonrestrictive clauses, as it will be helpful for further work on commas (see below).
-------------------

Nonrestrictive: a relative clause that describes or supplements but is not essential in establishing the identity of antecedent and is usually set off by commas in English

Restrictive: a relative clause that identifies the antecedent and that is usually not set off by commas in English.

Writing 102 MWF 10:10

Friday, Oct. 21:

We did the reading quiz.


To Do for Next Class:

Prepare for poetry roundtable
Work on research paper
Read Ch.'s 4 & 5 in Lester




Wed., Oct. 19:

This Friday we will have reading questions on "How to Read a Poem." We will correct the papers in class.

The first poetry readings are one week from this coming Friday and are Myles and William.

We worked on commas and used writershelp to learn about three types of commas:

-Introductory phrase
-Appositive
-BOYSFAN, two independent clauses

We also talked about restrictive and nonrestrictive clauses.

People who received their paper back can proceed with writing Point 3.  Others should wait until they get their paper back.

To Do for Next Class:

Work on poetry roundtable.

Work on research paper.

Read Lester, Ch. 4

Review the definitions of restrictive and nonrestrictive clauses, as it will be helpful for further work on commas (see below).
-------------------

Nonrestrictive: a relative clause that describes or supplements but is not essential in establishing the identity of antecedent and is usually set off by commas in English:


In this year, which has been dry, it's bad for crops.

Restrictive: a relative clause that identifies the antecedent and that is usually not set off by commas in English.

Writing101 8 a.m.

Wed., Oct. 19

We worked on commas by doing writershelp exercises in class.

To Do For Next Class:

Study for midterm. The midterm will cover questions from the assigned reading that is on your reading schedule sheet.

Advertising 3765

 We took the midterm exam.

Students should be reading the chapter on market research. Check the reading schedule for the correct chapter number.



-----------
Link to Grading Criteria for Television Commercial

Advertising Outdoor Boards

Speech 1402 11 a.m.

Thursday

We took the midterm today.

At our next class, we will come to the classroom but then go to a computer lab to finish details on the speech outlines. Students should bring their comments from the instructor from the last speech so they can work on their list of areas on which they would like to improve. In addition, the instructor will give students back their self-critique from their last speech. Items can be put on the list from this paper, too.

To Do for Next Class:

Read Ch. 4, Verbal Comm
Bring speech outline, critique from first speech, and book. Bring research if your Works Cited has been told that it does not have all the right information.


Tues.

The instructor returned some outlines and showed students a few areas on which we needed to work. Using the overhead document cam, outlines written by students were viewed.  Among the items we worked on:

• preview (we wrote it in class)
• miscellaneous format items on MLA style

We discussed the midterm, which is just the reading checks from the chapters: 
15, 16, b-1-10, 6, 11, 10, 9, 1. The midterm is for class participation points. A few students who used their cell phone in class will be given additional questions, for which they will not be able to use their book.

The instructor gave the students some areas to study.

On Thursday, we will have the midterm and we will correct it in class.

Health Comm

 Wednesday
Students were given additional time to finish the open book exam on Ch. 3.

The "Doctor" essays were returned, and the instructor went over style guide formatting, English errors, and style errors.

We had one other exam to correct, but we ran out of time. Students left their Ch. 3 exam so the instructor could look them over and also enter the grade.

Next Class:

See reading schedule.

We have a nonverbal communication video for Monday's class and on Wednesday, we will be attending a presentation about jobs in the media.


Monday
We read the syllabus and the instructor passed out a hard copy of the schedule of activities and assignments. We took an open book exam on the first part of Ch. 3, PsychoSocial.

At our next class, students who did not finish will be given extra time. We will correct the two exams at the next class and get "The Doctor" paper back.

Next week we will work with nonverbal communication. On Wednesday, we will go to a presentation about communication jobs in the media.

To Do for Next Class:

Read chapters, per the Schedule of Activities and Assignments.


For Monday's class, we will read the syllabus and go over the Schedule of Activities and Assignments. If we have enough time, we might start the open book exam for Ch's 3 in each of the texts.

HTML

 Oct. 13

CSS Class 2
CSS Class 3
CSS Class 4

We worked through CSSClass 2 .ppt and will start on p. 132 of the text next week.


Oct. 11, 2011

Units of Measurement .ppt
Has written outline to go with it :"Points and Picas"  (Points and Picas.docx).

CSS Class 1 Powerpoint

We worked through p. 117 in the text.

Advertising 3765

Thursday

Students turned in their commercials and the instructor made a copy.

Small groups were formed so students could talk about their commercial with their colleagues and get ideas for production, copywriting, etc.

At the end of the class, the instructor returned the commercials with feedback.


Tuesday

The instructor handed out deadline dates for The Tower (handout).
Coupon size for the $59 is on the back.

We discussed the midterm. There will be five questions each on chapters 8, 1, 6, 7, and 3.

The instructor handed out a formatted page for students to write their commercial. We wrote the commercials in class. Each student received CPPs for completing a commercial within the time frame of the class.

The reading schedule that some students did not get will be posted here when the instructor returns home after 9 p.m.


To Do for Next Class:

Write your commercial per the 3-column example on the handout.  Give a good deal of thought to your commercial, as this is all the instructor has to evaluate your concept and on which to give you suggestions.

Study for midterm on Oct. 20

Speech/Critical 1402 11-12:15

We chose dates for speeches.

We decided the midterm, which will be Thurs of next week (20th) will be open book and on the following chapters:  15, 16, b-1-10, 6, 11, 10, 9, 1.

We discussed the vocal quality section of the speech outline.

The instructor introduced relaxation response and stress management.

To Do for Next Class:

Read ch's 1 & 2
Practice speech
Study for midterm
------------

The instructor passed out the grading breakdowns on a handout. This shows the point spread for an A, B+, etc.

Students worked from their outlines. The instructor looked at each outline and gave CPP for students who had the required parts. Then the outlines were handed back so students could write the Intro, the preview, and the internal text citations.

First we put in the internal text citations.  Next we worked on the preview, and finally the introduction. The instructor had students write out the benefit to the audience of listening to their speech. As an example, Erica will cite two health benefits to students who listen to how sodium affects people in the age bracket for students.
Before Thursday's class, students will finish writing the introduction. They will put that and the preview together and submit the outline for the instructor's critique.

The instructor handed back the outline from the group symposium. The points are on the back.

Outline due date is this coming Thursday, Oct. 13  The midterm is Oct. 20. At a future class the instructor will provide some sample questions. Another option is simply to do the reading questions as an open book exam.

At our next class, we will:

Discuss relaxation techniques and how they can help anxiety over public speaking.

Discuss taping of informative speeches.

Go over the speech evaluation section for the week.

To Do for Next Class:

Chapter reading for this week is Ch. 1, Process and Principles, and Ch. 2, Communication and Perception

Write intro and preview, put them all together with AWC, staple, and have ready to turn in on Thurs.

Writing 101 MWF 8 a.m.

Friday:

We worked on semicolons. Students were given a worksheet and we followed a ppt that instructor presented. Students wrote sentences and we looked at the sentences on the doc cam.

For Next Class:

Put your portfolio together, as it is due on Monday.

As you are writing and editing the papers, use five semicolons or colons as you have learned in the last few classes.  Highlight them when you hand them in.



Wednesday:

Begin your comparison contrast essay by reading the essay question. Complete as much as you can in class.



Monday

We went over instructions for midterm papers submission.  Due date is Oct. 17.

The instructor returned most of the exemplification papers.

We went over the syllabus procedure again for out-of-cycle (late) papers.

We discussed the corrections policy.

Writing 102 MWF 9:05

Friday:

Students turned in their poetry papers and a point of their research paper.

The instructor returned Pt. 1. She told students about academic writing, in addition to other types of writing, such as technical writing, corporate communications writing, etc.

Then she explained that academic writing is about point/support.  She showed the students a place to go to look at model papers at writershelp.


Wednesday:
 Today's activity:  writershelp exercises.

At writershelp:
Have "Exercises" clicked on the upper left side.

Go to "Research."  Do the research questions (10).

Then go to MLA papers.  Do "thesis statements in MLA papers." Do both 1 & 2.

Do "Recognizing Common Knowledge in MLA papers."

Do the three MLA in-text citation exercises.

For Daphcar:  link to story on immigration





-------------------

Poetry paper assignment, rough draft due Oct. 12

Link to poetry roundtable dates.
Roundtables will begin Oct. 19.


Write Point 2, which is due Fri., Oct. 14.

Writing 102 MWF 10:10

Today's activity:  writershelp exercises.

At writershelp:
Have "Exercises" clicked on the upper left side.

Go to "Research."  Do the research questions (10).

Then go to MLA papers.  Do "thesis statements in MLA papers." Do both 1 & 2.

Do "Recognizing Common Knowledge in MLA papers."

Do the three MLA in-text citation exercises.

Enter "coordinating conjunctions" in the search engine and read the entire section, all links. We will be workign with this in a future class and this material will give you a head start on commas.














Research paper Pt 1 was returned with comments.

 Pt 2 of the research paper is due Monday.

For Daphcar:  link to story on immigration

--------------

Table for poetry genre/discussion dates.

Poetry paper assignment sheet (first of two papers)

 Point 1 of the research paper is due.

On Friday, Oct. 17, a two-page poetry paper will be due.

By Wed., Oct. 12, three pages of "How to Read a Poem" (link at right) should be read.

Health Communication

 We had an open-book exam over Ch. 2 of PsychoSocial. There was one question from last week's class.

The assignment for next week is to read Ch. 3 in each book. There will probably be another open book exam.

Students turned in their Hippocratic Oath assignment.
----------

For Wednesday (12th), an open-book exam on Ch. 2 of Psychosocial book. Obviously, bring your text.

One part will not be open book. You will be asked to summarize in one paragraph the highlights of Dr. Engel's biopsychosocial model, which we talked about at our last class.

Advertising 3765

Thursday, Oct. 6


Copywriting Features and Benefits

Honda brochure

Unique Selling Proposition worksheet

The Tower writing assignment

Tuesday, Oct. 4

We missed this class as the instructor's car was getting a new exhaust system.

1402 Speech Critical

 For Erica:  The CSPI claims that "excess sodium causes more than 100,000 fatal heart attacks and
strokes each year."


Oops, I forgot to give you back your outlines. I will make another attempt at our next class. These are your group symposium outlines.

--------

Thursday, Oct. 6, 2011

Today's class was devoted to writing the outline.  The instructor put notes on the overhead projector and students wrote their outline along with each point:  general purpose, specific purpose, thesis, etc.

We also looked at the speech evaluation sheet. In each class, we will cover a part of the evaluation sheet. Today's topic was "organization" and the instructor told students want to do to get the most points under organization.

We learned how to decide what our three main points are.

She also said we would talk about one speech anxiety reliever at each class.

She told students what needed to be turned in at each class: 

1. key word outline with in-text citations and annotated works cited
2. page headed up "what I'm working on," which is points written to the student from the last speech
3. speech evaluation form
4. note cards, which are shown to the instructor and taken with the speaker. The notecard can have only 30 words on it. You do not need to give the instructor the note cards at the conclusion of the speech.

To Do for Next Class:

Bring outline for each part we talked about in class today. This is mostly everything except for the introduction and the preview.  Each point must be backed up with research. The annotated works cited needs to be attached, as well.

Bring research to the next class. By the time the speech outline is handed in, there should be a minimum of 10 sources. There will be a second Works Cited with all sources on it, and each source counts for a class participation point.

Be sure you are current with the readings, as a reading check can come at any time. In addition, there is a midterm on the reading check.

Reading for this week is (per the schedule):  Ch. 9, Organizing the Outline

HTML

Thursday, Oct. 6


HTML Web pages links uploaded
Start a portfolio page
CSS document declaration




Tuesday, Oct. 4

mostvisited



Glossary


ppt review of HTML (advanced)

Health Communication

Wednesday, Oct. 5

We worked on the material presented in Ch. 1 of the PsychoSocial text. The instructor gave students a handout with the Hippocratic Oath on it. Students were asked to paraphrase the Oath. Then, on an assignment which will be due one week from today (Oct. 12), students are to go to a link at Encyclopedia Britannica and read the modern version of the oath. In addition, the instructor asked students to see if our library has a copy of a reference in the text. 

We learned the definitions of beneficence and nonmaleficence. We also worked on the pronunciation.

Finally, in the last part of the class, the instructor went over Dr. Engel's biopsychosocial model of health communication. We were unable to finish the last few screens, and will complete them at the next class.

 Following is the material from one of the screens that the instructor agreed to post:

ØWhat do patients want?

–

–Biomedical diagnosis

–Active listening—human face

–Proactive clinical style

–Non-judgmentalàempathy

–Caring healer vs cold technician

–Requires high reliability in face of unexpected events

–Requires mindfulness, attentive observation, critical curiosity, informed flexibility

–Intuition + explicit knowledge = art of medicine

To Do for Next Class:

In PsychoSocial text, read Ch. 2
Work on assignment handed out in class and discussed above.

Students who need another copy of the handout may email the instructor at the Comcast address for a copy.




Monday, Oct. 4

We spent the class session writing an analysis of empathetic communication in "The Doctor."  The assignment sheet:

Instructor notes from movie and essay question.  Write one page, minimum.

To Do for Next Class:


Finish essay if not already completed.

Read the first two chapters of each book.

Attention All Tuesday, 10/4 Students

3:38 p.m. I have just received word that the mechanic can get the part needed tomorrow a.m. He is going to work on it Tuesday. Still, I have no other way to get to class, so tomorrow's 11 a.m. 1402 and Advertising 3765 will be canceled.  I will send an e-mail to all classes, and if you get this, please spread the word to your friends and colleagues in the class.

The work will be done in time for HTML, so I will see all students in that class at 6 p.m.


1402, 3765 and Web Certification

Please check here before going to class, as my car has developed a mechanical problem. The mechanic thinks it can be fixed today, but so far we have not located the part.  If I cannot get the part, I will not be able to come to class tomorrow. I will post again as soon as I know.

Writing 102 10:10

Friday, Oct.  7, 2011

The poetry assignment was introduced today.  Over the weekend, students will choose their school, movement, form, or technique. On Monday, we will put the choices on a table.

To Do for Next Class:

 Point 1 of the research paper is due.

On Friday, Oct. 17, a two-page poetry paper will be due.

By Wed., Oct. 12, three pages of "How to Read a Poem" (link at right), should be read.


Wednesday, Oct. 5

Today we had a library session where James showed students how to use the academic databases for their research. He asked students what their topics were, and used them as examples as he navigated the research databases.

In discussing social issue questions, he suggested going through the following databases in this order:

CQ Researcher (Congressional Quarterly Researcher), because it gives approximately 20 pages of background, graphs, and illustrations.
then:

Opposing Viewpoints, for reasons that are self-described in its title,


and finally,

Academic Search Premiere

He noted that combining the  terms with the word "and" gets more specific results. (Note:  you would not use "and" in a Google search.

To Do for Next Class:

Look at research and determine the major points.  Read the post for the 9:05 102 class for some techniques that will help. The first two pages of the paper will be due on Mon., Oct. 10.

Be working on literary criticism for poetry genre.

Read Lester, Ch. 3, Gathering Sources Online


Monday, Oct. 3

We put research thesis statements on a table today. If yours is not on the table, put it there now. I have made the table editable by anyone in the class.

To Do for Next Class:

Continue to research and annotate. Put the sources on an Annotated Works Cited as you go.  The first two points of the research paper need to be written this week.

Writing 102 9:05

Friday, Oct. 7, 2011

We had a brainstorming session to help other students with their topics.

Students handed in Point 1. In the future, students should turn in an updated annotated works cited with each point.

To Do for Next Class:

Write Point 2, which is due Fri., Oct. 14.


The poetry roundtables will begin on Oct. 19, so come to class prepared to commit to a date.


A draft of one of the poetry papers will be due next Wed., Oct. 12. It will be for the poet's background and place in the genre. The instructor will provide a more detailed assignment sheet for this paper.







 Wednesday, Oct. 5

 We worked on how to determine what our points for the research paper are.  The paper will be written in stages:   point 1, 2, and 3

In showing students how to determine what our points are, she said to look at the thesis statement and ask the question: "What do I need to know to buy into the author's thesis?"

Make a list of these points.  Ask other people, too, by showing them the thesis and having them tell you what they would need to know.  Please note that this technique only works if the thesis statement is fairly specific.







What would work:

The human brain has passed through evolutionary stages which have changed the way humans think as exhibited in writing and other forms of communication such as drawing.




What would not work:

Humans  in the process of evolution have passed  from different periods that  are unique because of their characteristics.



 To Do for Next Class:


Write Point 1, which will be due on Friday




Added 3:36 Monday:  Please note that you can go into this document and add your thesis statement. You may also adjust your thesis statement if necessary.

Monday, Oct. 3

We went over the links for the poetry assignment and the instructor explained the purpose of the literary criticism in the assignment. She showed students how to get the "cruxes" out of both literary criticism and poetry. We used examples from students' literary criticism:  pilfer, sestina, and others were words that needed clarification.

We went through each link (on right, links section), so students knew what to do with each link. For example, on the explication link, the instructor explained to put the questions in a Word document and answer each question in a different color of type. The exemplification is used as the basis for one of the papers.

To Do for Next Class:

Continue to research, looking for literary criticism within the poetry movement, school, etc., for a specific poem by an poet one finds of interest. Soon we will put the specific poet and poem on the chart.

Regarding research paper, we are writing point 1 this week. It will be due next Monday.

Writing 101 8 a.m.

Fri., Oct. 7, 2011

We worked on three items:

a)  Corrected library quiz
b)  Finished .ppt on semicolon
c)  Did an exercise on division that came from classification that students did at a previous class

For additional help with writing this essay, students should enter "classification and division" into the writershelp search engine.

To Do for Next Class:

Write at least one, preferably two or more pages of classification/division
Continue working on  other essays to bring total pages written to five pages each. Due date for all essays is October 17.



Wed., Oct. 5, 2011

First we took a quiz on the library session. The quiz will be corrected on Friday in class.




Next the instructor went over attendance records from the beginning of class. Students who had dates where they were marked as absent were given the chance to show their notes if they had been in class on the date in question.



She also reminded students that the midterm is coming up and that questions about the reading will be on the exam.



Next we discussed the classification/division essay. The instructor went over the key points from the book, such as the difference between classification and division, and the purpose of the essay.



We read a brief essay by Jerry Seinfeld on staying in or going out. We discussed what the purpose of his essay was. Ultimately, it was decided that it was to teach.



Students then made a table and headed it up with two classifications, "staying in" and "going out." We will use the table to work with from pages 286-87 in next class.



To Do for Next Class:



Review readings for midterm



Read this week's pages of classification and division essays


Monday, Oct. 3, 2011

We had a library session today, where James introduced students to the databases, reference books, etc.

On Wed., we will meet (as usual) in the lab.  There will be short, 5-6 question quiz on what James had to say.

To Do for Next Class:

Keep up with readings. There may be reading questions on the above quiz for recent readings.

HTML

Thurs., Sept. 29, 2011

Regarding the password, the instructor will email Michelle for it and then pass it on to students via email before class.

We discussed tables and their former purpose before CSS, their current uses, and how they can sometimes be preferable to CSS grid systems.

We went through the tables .ppt. and worked through the pages in the book.

We uploaded our web links page. Here are some of the students' pages:

Charlie

Drew

Josie 

Carmen

Illene

Justin 

Carol

Avegail

Tables .ppt

At our next class, we will cover defining columns, bullets, numbers, definition lists, etc.

At Thursday's class we will learn how to adjust text font size and other font properties.

The ISBN for the CSS book is: 780596802448

The ISBN for the Dreamweaver text is:  9781449381813

The ISBN for the Flash CS5 text is: 9781449398255


Tues., Sept. 27, 2011

Finish up from last week:  contacts

Download Graphic File Formats .ppt at links on left



Chapter 4 Index

Chapter 4 Facts

Chapter 4 Parklist

Chapter 4 links enlarged for easy viewing

Advertising 3765

 Thursday 9/29

We did one reading check.

We watched students camera moves:  tilts, pans, etc. Students received five Class Participation Points for doing this assignment.

To Do for Next Class:

Next week we will write copy for our TV ad by analyzing features and benefits.

Read Ch. 3 on Diversity.

Work on selling an ad.


Tuesday 9/27

We discussed Tower advertisers and who was calling on whom. We put up a table so no one would call on the same people.

Coupon layouts were returned. Hold onto them, as at a later date we will be doing a graphic layout assignment using them.

We talked about the unique selling proposition and will work through the worksheet below when we write copy next week. For now, students just need to think about what product or service their commercial will be about.

Unique Selling Proposition:

Honda brochure


To Do for Next Class:


Camera moves-- put on USB drive for Thursday
Think of product/service for the commercial for next week
Reading check on Ch's 8 & 10 is Thursday

Speech Critical 1402

Thursday, 9/29

We worked on Annotated Works Cited. Students corrected each others' papers and the papers were then returned for corrections and format clean up.

Students are to attain five more sources from the academic databases and add them to the Annotated Works Cited.

We moved on to the outline. Working from the book and handouts, we went through the first part of the outline:  general purpose, specific purpose, etc.

For Next Class:

We will work on the informative speech outline in class. Bring research.

Annotated Works Cited will be collected by instructor.

There will be a reading check on the group chapters.

Reading to prepare for next week is Ch. 9, Organizing the Outline



Tuesday, 9/27

We chose speech topics. The link is at left under "Speech/Critical Informative Topics/

To Do for Next Class:

Annotated Works Cited with three sources

Reading check

One-page reaction to taped speech

Health Comm

Wednesday

We watched the rest of "The Doctor." 

Due to the fact that many students do not yet have their book, we will write on empathetic communication in "The Doctor " at our next class. We will meet at the classroom and then go to the lab. The instructor will prepare writing questions for students based on the movie. It might be helpful to do some background reading on this movie at imdb or read the Wiki entry on this movie.



Monday

Last week we learned about empathetic communication, one of the most important elements of communication in the medical field.  This week we are watching the movie "The Doctor," in which a doctor finds he has cancer. We watched nearly 60" of the film in the first part of the class and will watch the final 63" in our next class. The instructor announced a writing assignment on empathetic communication. It will be one page and is due next Monday, Oct. 3.

Writing 102 10:10 a.m.

Wed., Sept 28

Students turned in their Annotated Works Cited in MLA style.  The instructor chose a few at random and we looked at them on the overhead document camera and critiqued them. Some students had chosen complex citations (example:  the radio show that was an interview that was on PBS) and did them nearly correctly.

The instructor will look at the AWC and assign a point value which is added to the student's class participation points.

We ran out of time, so on Friday we will cover the poetry assignment and the working thesis statement.

To Do for Next Class:

Continue to research, acquiring sources for the paper. Add the sources to your Annotated Works Cited, even if you do not know if you are going to use them yet.

Think about what you might want your thesis to sound like.

Source for Vonetta:
http://www.truth-out.org/beyond-education-illiteracy-vulgarity-and-culture-cruelty/1317131147

Monday, Sept. 26

Students brought their Annotated Works Cited, which is 10 sources in annotated MLA form. The students critiqued and corrected each other's papers.

First the instructor went over format, which was followed by a closer look at the format of each citation. The model citation was shown on the overhead projector.

Student papers were returned; the assignment for the next class is to bring in the corrected Works Cited.

Writing 102 9:05

 Wed., Sept. 28

Students turned in their Annotated Works Cited in MLA style.  The instructor chose a few at random and we looked at them on the overhead document camera and critiqued them. Some were nearly perfect, while others had mixed-up italics, oddball spacing, and other errors. The instructor will look at the AWC and assign a point value which is added to the student's class participation points.


Next the instructor introduced two items that are due at the next class on Friday, Sept. 30:

To Do for Next Class:

Go to poets.org and choose a form, a technique, a school, or a movement.  Read the description and choose a poet from the article or through further research. This will be the topic for your multimedia presentation on poetry, and we will start presenting in about three weeks to a month. The presentation will consist of several papers, images, etc.

In your Lester book, look up in Ch. 1 what Lester has to say about the thesis statement. Write a working thesis statement and bring it to class.  We will put it on a table, just like we did with the poetry selections.









Monday, Sept.26

Students brought their Annotated Works Cited, which is 10 sources in annotated MLA form.  The students critiqued and corrected each other's papers.

First the instructor went over format, which was followed by a closer look at the format of each citation. The model citation was shown on the overhead projector.

Student papers were returned; the assignment for the next class is to bring in the corrected Works Cited.

Writing 101 8 a.m.

Wednesday, 9/28/11

We are beginning work on commas, but toward that end it is important to understand the use of the semicolon. Today we watched a .ppt that told the two uses of the semicolon. As it was an interactive presentation, students wrote example sentences throughout. We will finish the presentation at our next class, and we stopped on "smooth out choppiness."

Students were to have at least one page of descriptive writing for today. The instructor will ask to see it plus another page or two by Friday.

On Friday, we will begin our work on exemplification. Please see the reading schedule for the scheduled readings.

To Do for Next Class:

Readings per the schedule
Additional pages of descriptive writing to bring it to a total of 5 pages


Monday, 9/26/11:

The instructor showed students what she liked about the descriptive writing papers. We looked at writing done by students on the overhead projector. 

The papers were returned, along with student feedback.

To Do for Next Class:

Write additional pages to help reach five for the descriptive. The instructor will ask to see at least one page of additional descriptive writing in class Wed.

Speech Critical 1402 4:30 p.m.

Two groups delivered their symposiums.

We will listen to the other three on Thursday.

The new instructor will come in on the following Tuesday. All course material will be provided to her, including your class participation points and grades for symposium.

HTML

Thursday

index

facts 

contact

parklist


 instructor use
 Tuesday

We learned how to upload. Students downloaded FileZilla, a free file transfer client. Each person entered their user name and password plus the email upload address for their ISP. Some students did not have an ISP and in the case of Verizon, no ftp is provided with the Basic Package. Students would need to pay an addition $6 per month (approximate) to have ftp capabilities with Verizon. Some students, therefore, are looking at other ISPs.

We went through a ppt (link below) that explained the origins of the Internet and how XHTML developed.

Students turned in their links assignment and their definition of terms.

We worked on one of the chapters from the HTML book. The instructor will edit the files and list them at the blog post.





html/xhtml ppt

FileZilla

Ch. 2 HTML text
Ch. 3 HTML text

What's due:

• web links to build page
• definitions

Advertising 3765

 Thursday

We discussed potential Tower accounts.

The instructor told students about previous advertisers. Two students have already sold their ads!

We discussed the possibilities of Starbucks and Ave. By sharing information, we learned what places were possibilities and which weren't.

The instructor talked about how to make a sales call.

We wanted to look at coupon layouts on the document projector. In addition, we had examples of sign-off forms by advertisers. Unfortunately the Elmo did not work. The instructor called in the repair and it should be working by next Tuesday.

There will be a reading check on Ch's 8 & 10 next Tuesday.
The students will receive flyers on Tuesday (Tower)
We will look at coupon layouts Tuesday
Reading schedule says Ch's 1 & 6 to be read this week. Reading check on that the week of 10/4
Next week's topics are features and benefits in advertising (copywriting).  If you have a recent purchase of a camera, appliance, printer, or some other type of item, bring the box to class. We will use it as an example.

Copywriting_Features_and_Benefits.pptx

Unique Selling Proposition Worksheet.docx

------------
Tuesday

We had a meeting with the journalism students, Prof. Pat Lauro, and Business Manager Eileen Ruf.  The purpose of the meeting was for students to understand the role of The Tower and a little of its history.  Students should also understand how The Tower differs from The Cougars Byte.

In addition, there are areas where advertising and journalism intersect, or rather we should say, not intersect. Students cannot, for example, approve a request by an advertiser to do a story on them when they purchase an ad.

Advertising students were given a media kit. We will go over the kit and potential advertisers (previously turned in by students) on Thursday.

The instructor handed out a reading schedule at the conclusion of the class.

We were supposed to turn in coupons, but the instructor decided to take them on Thursday instead.

Speech 1402 11 a.m.

Thursday

Three groups presented today and we are now nearly finished with the group symposium project. What is left to be completed is the one-page assessment of the practice taping. Students have a week to complete this last part.

To Do for Next Class:

Next week we will begin choosing informative speech topics. There will also be a reading check on the three book chapter readings. Students should come to class with ideas for the informative speech.



Tuesday:

Two groups spoke today. One group spoke on nature deficit disorder and the other group spoke on college tuition.

The instructor looked at student outlines. Each person who showed an outline received feedback and one class participation point for the outline.

To Do for Next Class:

Thursday groups should practice their individual speeches in preparation for presentation on Thursday.

See the reading schedule for chapter readings. There will be reading checks at future classes, so be sure you have the material for the week read and that you do not fall behind.

Writing102 10:10

Friday

Prior to the quiz, the instructor covered the basics of internal text citation using the MLA documentation system.


We then took a quiz based on Wednesday's session at the library. We corrected the quizzes in class.

We went over Monday's assignment, which is to have 10 annotated citations for the research paper. The instructor showed a page that has streaming video cites. In addition, she suggested npr.org for radio clips and pbs.org for tv clips.
We worked on research paper topics.

To Do for Next Class
Put annotated Works Cited together to turn in on Monday

Read Ch. 1 in Lester




Wednesday

The class session was conducted by James, one of our librarians at the Elizabeth campus. James told students how to do the MLA Works Cited page.

To Do for Next Class:

Work on research paper sources. The  Annotated Works Cited will be due on Monday, Sept. 26.

There will be a quiz on James' presentation.

Read the topics chapter in Lester (Ch. 1. He emphasizes topics on pages 3-5.) Read the entire chapter.



Monday, Sept. 19

The instructor took student topic ideas.

We broke into small groups for purposes of learning Works Cited. We did a book citation and the instructor showed students the format for the Works Cited list at the end of the paper.

To Do for Next Class:

Library session to learn advanced databases.

Topic idea.  Read the topics chapter in Lester.

To All 102 and 1402 Students

See topics link at right. More topics will be added.

Writing 102 9:05 a.m.

Friday

Prior to the quiz, the instructor covered the basics of internal text citation using the MLA documentation system. 

We then took a quiz based on Wednesday's session at the library.  We corrected the quizzes in class.

We went over Monday's assignment, which is to have 10 annotated citations for the research paper. The instructor showed a page that has streaming video cites. In addition, she suggested npr.org for radio clips and pbs.org for tv clips.

We worked on research paper topics.

To Do for Next Class

Put annotated Works Cited together to turn in on Monday
Read Ch. 1 in Lester


Wednesday

The class session was conducted by James, one of our librarians at the Elizabeth campus. James told students how to do the MLA Works Cited page.

To Do for Next Class:

Work on research paper sources. The  Annotated Works Cited will be due on Monday, Sept. 26.

There will be a quiz on James' presentation.

Read the topics chapter in Lester (Ch. 1. He emphasizes topics on pages 3-5.) Read the entire chapter.

-------------
Monday

The instructor took student topic ideas.

We broke into small groups for purposes of learning Works Cited. We did a book citation and the instructor showed students the format for the Works Cited list at the end of the paper.

To Do for Next Class:

Library session to learn advanced databases.

Topic idea.  Read the topics chapter in Lester.

Writing101 8 a.m.

Friday, 9/23

The instructor returned two assignments.On the first, which was the narrative that we wrote in the lab (see below, Wed., 9/22), she divided them into classifications:  intriguing start, needs development, etc. We then viewed student work on the doc cam and the instructor told what needed to be done. There were also examples of writing techniques that students should do, such as previewing ("sinister smile").

She also returned the writing exercise we did about the sense of smell.

Next we broke into small groups and discussed the Susan Orlean essay. The purpose of the discussion was to talk about the portrait of the young boy with others so that we could develop our own, updated portrait.

To Do for Next Class:

Complete the five pages of description. To achieve this, students can do:

a)  more work on their previous descriptive writing, or
b) write the portrait (described above). The portrait may also be on a young girl


Check the reading schedule (handed out in class) and be sure you are current with the readings.

Order the book online. The bookstore is no longer able to get books remimbursed from financial aid.

Wednesday, 9/22

We worked at the lab today. First we covered an example of narrative writing from the text. The piece we examined was a chronology in the form of a letter written to Dear Abby. After discussion, we wrote on the following topic:

Think of a lesson you’ve learned or an opinion you’ve developed as the result of a personal experience. Recall first the most memorable experiences of your life., remembering how you responded to them. Then choose and focus on a particular experience that let you to form one strong opinion. In a page or so, narrate your experience in a way that supports your opinion.

Students turned in their writing at the end of the class. We will continue working with this chronology
at future classes. Students saved their writing to a USB drive so they can continue after class and at future classes.
The instructor handed out the Reading Schedule. It will also be posted at the UCC Books link at the right.  

To Do for Next Class:

The readings, as specified on the reading schedule.
On Friday, we will work in small groups on the Susan Orlean descriptive essay (found both in the text and online). 

Monday, 9/19

Students turned in their descriptive essay. We did peer readings using questions distributed by the instructor.

To do for next class:

Read Orlean essay; there will be small group work

Basil/lemongrass/lemon balm exercise will be returned with instructor comments

Read 133-50, 151-56 in Glenn book

HTML

 Thursday

Students analyzed an html web document using the worksheet "Anatomy of a Web Page."

The instructor gave a few assignments (see To Do for Next Class)

Students typed in a web document, saved it as an html document, and learned how to open it with a browser.

For Next Class:

Definitions page--complete

Read pages 2-17

Prepare links document for web links assignment

Look over ISP's web space site (Verizon, Comcast, and Optimum)

------

Here are the links for products that help you get rid of the flu; if you recall, Josie talked about in our last class:

Website for oscillococcinum, explains what homeopothy is, and there are coupons.
Product is great for flu symptoms, and they have another product to take at the first sign of a cold.
Emergen-C
TJ's has best pricing


Tuesday

We learned about the book, computer log-on procedures, the blog, and what students hoped to do with what they learn from the class.

Advertising 3765 Tues Thurs

 Thursday:

We discussed Ch 9, print layouts

Students turned in Part A

To Do for Next Class:

Read Ch. 8
Prepare camera moves to show on 9/29
Clean up coupon ad; due next class, 9/20

Tueday

We learned to spec out copy for a print coupon ad. The instructor handed out a pica ruler (also known as a font ruler) and information about points and picas and how they are used in spec'ing out type.

Students brought in their layouts and we spec'd out the type and graphic layout from the point of view of an account executive.

Students handed in their progress on the following:
--Decision on product to feature in camera shots
--Software experimentation (software listed on camera shots assignment sheet)

For Sept. 20th, turn in cleaned up (if necessary) coupon layout and copy.
Sept. 20th:  joint class meeting with journalism class; explanation of The Tower by Prof. Lauro; explanation of dates, ad sizes, etc., with Eileen Ruf.

By next week:  read chapter on print layouts, Ch. 8.

Speech/Critical 1402 11 a.m.

Thursday


Students practiced and taped each other on the delivery of the speech.

To Do for Next Class:

Practice for symposium delivery next week.


Tuesday


Linda Cifelli showed students the various academic databases. Students worked in their groups and had a chance to try out the databases in class.

On Thursday, there will be a practice session. Bring a camera or cell phone that can record. Laptops OK for recording also. Speech outline due on Thursday.

Bring the following to class on Thursday:

Key word speech outline with Works Cited. Typed. Approximately 1.5 pages with 1 page for WC.

Camera

Notecard with outline transferred to notecard. Approx. 30 words on one card.

Writing 102 MWF 10:10

Wednesday


We finished reading the syllabus.


The instructor went over access to writershelp.


To Do for Next Class:


Reading and review on the writershelp reading and the drama reading as there will be a reading check on Friday.

Monday: 

We read the research paper assignment sheet and students are to think of topics for the paper.

Writing 102 MWF 9:05

Wednesday

We met in the lab on 2nd floor, 218. We will meet in this room every Wednesday.

We finished reading the syllabus.

The instructor went over access to writershelp.

To Do for Next Class:

Reading and review on the writershelp reading and the drama reading, as there will be a reading check.

Monday:

We read the research paper assignment sheet and students are to think of topics for the paper.

Writing 101

Wednesday

The instructor provided herbs and we wrote about scent. Students handed in  one paragraph they wrote in class about scent.

To Do for Next Class:

Read Susan Orlean essay

Continue work on descriptive paper due Monday

Monday:

The instructor gave students a descriptive assignment handout/exercise. We went over it in class. Students are to begin work by selecting a place to describe. They are to bring field notes to the next class.

Speech/Critical 4:30

Thursday


Students practiced and taped each other on the delivery of the speech.

To Do for Next Class:


Plso discussed the camera situation for the practice session next Thursday.

Students are to e-mail the results of this meeting to the instructor.

In addition, the instructor checked in sources that students were to get from their research on the topic. One point was given for each source.


During the last 20" of class, the instructor showed students how to do Works Cited. Internal text citations will be taught at another date.

Students took their five sources and wrote them according to the format shown on the overhead projector. Other sources for MLA help are:

Bedford book from English class
Google "OWL Perdue MLA"
Look at the library's web site

Students should keep the yellow sheet as we will continue to work on the sources.

To Do for Next Class:

--do the chapter readings, per the reading schedule. This includes the handout in class
--work on your outline, which will be due on Sept. 15. Use the persuasive outline located in your book. Seventh edition is on p. 227, if I remember correctly
--locate a camera or recording device to bring to the practice session on Sept. 15
--work on whatever you committed to in the small group meeting


Questions for student meetings:

• who covers what topic
• who will be the group leader and who will do the transitions
• who will present the problem
• how will you make the problem the audience's problem?
• who will present the two expert solutions
• use two of the problem solving techniques in the reading (example:  fishbone) and turn them in with your group materials
• who will present the group's solution
• who will conclude the symposium
• who will collect the outlines and turn them in to the instructor?