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).
Monday, October 31, 2011
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.
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.
Tuesday, October 25, 2011
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.
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.
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.
Monday, October 24, 2011
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.
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.
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.
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
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
Sunday, October 23, 2011
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:
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
Part II
Wednesday, October 19, 2011
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
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.
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.
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.
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.
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.
Tuesday, October 18, 2011
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
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:
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.
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
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.
Sunday, October 16, 2011
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.
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.
Tuesday, October 11, 2011
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.
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
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.
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.
Sunday, October 9, 2011
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.
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.
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.
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.
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.
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.
Thursday, October 6, 2011
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.
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:
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
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:
- key word outline with in-text citations and annotated works cited
- page headed up "what I'm working on," which is points written to the student from the last speech
- speech evaluation form
- 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
Tuesday, October 4, 2011
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)
HTML Web pages links uploaded
Start a portfolio page
CSS document declaration
Tuesday, Oct. 4
mostvisited
Glossary
ppt review of HTML (advanced)
Monday, October 3, 2011
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:
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.
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-judgmentalà empathy
–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.
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.
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.
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.
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.
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 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.
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.
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.
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