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.
Tuesday, November 29, 2011
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
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
Monday, November 28, 2011
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.
We worked on our introductions. Students should bring the introduction to class on Wednesday.
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.
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.
Wednesday, November 23, 2011
Misc.
Health Comm exam scores recorded
Advertising 3765 grades recorded
Speech 1402 added most recent speech grades
Advertising 3765 grades recorded
Speech 1402 added most recent speech grades
Tuesday, November 22, 2011
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.
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.
Wednesday, November 16, 2011
Monday, November 14, 2011
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.
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.
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 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.
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.
Sunday, November 13, 2011
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.
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.
Tuesday, November 8, 2011
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.
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.
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.
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)
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)
Monday, November 7, 2011
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.
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.
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.
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.
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.
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.
Friday, November 4, 2011
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.
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.
Thursday, November 3, 2011
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.
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.
Wednesday, November 2, 2011
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.
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.
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