We talked briefly about the scholarly databases.
Next we began a poetry explication. The instructor handed out the explication with spaces for students to write. In addition, she put a copy of the poem "Do Not Go Gentle" on the overhead projector. Students also had a hard copy of the poem with which to work. We went through the questions as a group. After we were finished, the instructor asked students an random about the answers to the questions. Many students had their own ideas about what the poem meant. One of our colleagues, Dana, had studied the poem in high school. She is bringing her notes to the next class to discuss.
To Do for Next Class:
Research paper: find five sources and bring them to class in the form of an Annotated Works Cited. Writershelp has a model of an Annotated Works Cited. Wikipedia may be consulted for leads on research, however no Wikipedia sources may be used in the Annotated Works Cited. Three sources must be from the library's databases. Each source is worth 2 class participation points (CPP) for a total of 10.
Read Ch. 3 in Lester. Go to the section on thesis statements, and using the model of thesis statements, enthymemes, and hypothesis statements, write a tentative working thesis. Bring two copies for work in class. One CPP.
Note: information on forming the final thesis statement is in Lester, Ch. 7.
Poetry: Find one source (literary databases) for your poetry genre. Two CPP.
Locate the three poems given to you in class and write one page on how they compare to "Do Not Go Gentle." Check the internet and the three literary databases to find copies of the three poems.
Tuesday:
We attended a research presentation on using the academic databases. The presentation was conducted by Susan Bissett.
