We read each others' Point 1 for the research paper. Students read each others' papers for understanding of the point it made and then a second time for the ease of reading. The instructor also read papers and most students received their Point 1 back. They should keep the other students' comments and turn them in with their revision (to be scheduled). Students received credit for their comments.
Next we went to the computer lab and worked on poetry. Some students did not yet have their poetry genre, so the genres were entered on the table (at right). Students were to obtain three sources for their poetry paper. Those who have the three sources should keep the sources make a Poetry Annotated Works Cited. Students who do not yet have their three sources will need to obtain three sources related to their genre, poet, or poem and add them to a Poetry Annotated Works Cited.
We went to the computer lab and the instructor showed students the explication questions (at right under links). We cut and pasted the questions into a Word document and began answering them in class.
Assignments:
Write Point 2 of the research paper. If you haven't yet written Point 1, write it, prepared the Annotated Works Cited (add additional sources, minimum 3), and also write Point 2. Turn in two pages for next week and attach the Annotated Works Cited (needs to be up to date).
Write an Annotated Works Cited with three poetry sources on it that apply to your poetry genre, poet, or poem. Turn in at next class. Note: annotated means you have to have a paragraph explaining what the source says.
Explicate your poem by using the method we covered in class today. If you need to turn off automatic formatting, look in Microsoft Help under "turn off autoformat." Bring in the answers to your questions next week. Question should be in bold face, answer in regular type. The instructor will review them for a direction in which your paper can go.
Read the drama terms A-P. We will be playing a game with the drama terms, so be sure you know them so you don't disappoint your team.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Advertising 3765 2-3:15
Thursday
The Tower ad assignment
Audio recording assignment
How to Record Audio Using Windows MovieMaker
Last semester's commercials
Tuesday
Diversity in advertising chapter
Nancy Giles, commentator
Benetton ad
NYC push for diversity in advertising
Check in type on photograph assignments.
Selection of product for TV ad.
Formatting of television commercial and concept.
Look at a few TV commercials from last class.
Unique Selling Proposition Worksheet and .ppt
Assignment:
Write TV ad for Thursday's class. We will again go through the USP. Fill out the USP worksheet for your product.
Reading from text (will go over in class)
The Tower ad assignment
Audio recording assignment
How to Record Audio Using Windows MovieMaker
Last semester's commercials
Tuesday
Diversity in advertising chapter
Nancy Giles, commentator
Benetton ad
NYC push for diversity in advertising
Check in type on photograph assignments.
Selection of product for TV ad.
Formatting of television commercial and concept.
Look at a few TV commercials from last class.
Unique Selling Proposition Worksheet and .ppt
Assignment:
Write TV ad for Thursday's class. We will again go through the USP. Fill out the USP worksheet for your product.
Reading from text (will go over in class)
Speech Critical 1402 12:30-1:45
Thursday
Check in 3 add'l sources.
Discuss the preview and how to write it (use text).
Choose practice date and individual speaker dates.
Past public speaking experiences.
Briung in three statements, two copies, and add two more sources to your informative speech Works Cited
Instructor example of orienting material, etc.
Orienting Material:
Discuss what academics think a good mission statement includes.
Places he found the information
He might show the class the Kean Mission Statement; show a few other mission statements.
Motivating Material:
Connection between the mission statement and the students' college experience
Research shows that children's drawings have much to do with their experience in school and how well adjusted they are. It also shows trauma. Knowing this info9rmation will help you watch for important signs in the lives of any youngsters you know.
Forecasting of the main point:
Today I am going to show you mission statements from colleges and universities around NJ. I will tell you--based on the research--what a good mission statement is. Then I will show my analysis and how it applies to Kean' mission statement. I will also include how I think it could be a better mission statement and what we as students will get out of this improved mission statement.
Tuesday
We will write the informative speech outline after the instructor checks in student sources (5). .ppt accompanies.
Papers and evaluation sheets from the recent symposium assignment will be returned with grades.
Assignment:
Obtain three more topics for the speech. Highlight them and put them on an Annotated Works Cited.
Re-format the papers returned to you and submit at Blackboard.
Reading for the week (go over in class).
Review for March 5th reading check.
Check in 3 add'l sources.
Discuss the preview and how to write it (use text).
Choose practice date and individual speaker dates.
Past public speaking experiences.
Briung in three statements, two copies, and add two more sources to your informative speech Works Cited
Instructor example of orienting material, etc.
Orienting Material:
Discuss what academics think a good mission statement includes.
Places he found the information
He might show the class the Kean Mission Statement; show a few other mission statements.
Motivating Material:
Connection between the mission statement and the students' college experience
Research shows that children's drawings have much to do with their experience in school and how well adjusted they are. It also shows trauma. Knowing this info9rmation will help you watch for important signs in the lives of any youngsters you know.
Forecasting of the main point:
Today I am going to show you mission statements from colleges and universities around NJ. I will tell you--based on the research--what a good mission statement is. Then I will show my analysis and how it applies to Kean' mission statement. I will also include how I think it could be a better mission statement and what we as students will get out of this improved mission statement.
Tuesday
We will write the informative speech outline after the instructor checks in student sources (5). .ppt accompanies.
Papers and evaluation sheets from the recent symposium assignment will be returned with grades.
Assignment:
Obtain three more topics for the speech. Highlight them and put them on an Annotated Works Cited.
Re-format the papers returned to you and submit at Blackboard.
Reading for the week (go over in class).
Review for March 5th reading check.
Friday, February 24, 2012
Comm Dynamics 128, Fri. 6-9 p.m.
.ppt to go over key terms
Reading feedback exercise
Emotional Vocabulary List
Dealing with Emotional Behavior role plays
Next week: Ch. 5
Reading feedback exercise
Emotional Vocabulary List
Dealing with Emotional Behavior role plays
Next week: Ch. 5
ENG 102, Sat. 9-12:15
Saturday, Febr. 25, 2012
Students handed in their Poetry Works Cited. The instructor handed out a more detailed poetry assignment sheet which we read in class. Next we chose poetry roundtable dates. The dates were entered on the table which is located in the links section of the blog (see right).
We discussed the play. We chose Saturday, Febr. 17 at 3 p.m. for the date. The instructor will call the college to insure tickets are available for all of us. If a student cannot make this date, he or she can go at another time.
The instructor handed out a worksheet on person consistency (the use of 1st and 3rd person in academic writing). We went through the worksheet.
After the break, we went to the lab and the instructor showed students around Writer'shelp.com. We did an apostrophe exercise. Students may finish this anytime in the next few days and still get credit for it. The instructor will check on Monday to see how many students finished this exercise.
The instructor gave the assignments (listed below).
We took an apostrophe quiz and students printed it out and handed it in. We will correct it next week in class.
Assignments:
Write two pages of the research paper.
Study 1/2 the drama glossary terms (see link at right). A-P.
Using your explication, write one page of what you think the poem means. If you need to, locate other criticism on what this poem means.
Read Ch. 5 in Lester.
Students handed in their Poetry Works Cited. The instructor handed out a more detailed poetry assignment sheet which we read in class. Next we chose poetry roundtable dates. The dates were entered on the table which is located in the links section of the blog (see right).
We discussed the play. We chose Saturday, Febr. 17 at 3 p.m. for the date. The instructor will call the college to insure tickets are available for all of us. If a student cannot make this date, he or she can go at another time.
The instructor handed out a worksheet on person consistency (the use of 1st and 3rd person in academic writing). We went through the worksheet.
After the break, we went to the lab and the instructor showed students around Writer'shelp.com. We did an apostrophe exercise. Students may finish this anytime in the next few days and still get credit for it. The instructor will check on Monday to see how many students finished this exercise.
The instructor gave the assignments (listed below).
We took an apostrophe quiz and students printed it out and handed it in. We will correct it next week in class.
Assignments:
Write two pages of the research paper.
Study 1/2 the drama glossary terms (see link at right). A-P.
Using your explication, write one page of what you think the poem means. If you need to, locate other criticism on what this poem means.
Read Ch. 5 in Lester.
Thursday, February 23, 2012
1402 Tues-Thurs
Link to Student Informative Topics
Link to List of Topics
We went over the informative speech outline in the book. The instructor told students how to format their outline and label the various parts of the speech.
We chose informative speech topics. For Tuesday, students should find five sources from the academic databases at the library. The instructor will log one class participation point for each source plus an additional 5 points for students who have the sources listed on an Annotated Works Cited. The list must have the annotation, but at this point the sources do not necessarily need to be properly formatted.
Students have three days to change their topics. They should advise the instructor via e-mail.
In the last part of the class, we examined two graphics. Students interpreted what the graphics said. The purpose of the exercise was to demonstrate how long it takes an audience to interpret a graphic, especially if it is a chart. Because students need to have one visual aid for their informative speech, the exercise showed how speakers need to interpret the graphic for their audience.
Reminder: on March 5, we will have a reading check. We read the chapters it will cover in class.
Link to List of Topics
We went over the informative speech outline in the book. The instructor told students how to format their outline and label the various parts of the speech.
We chose informative speech topics. For Tuesday, students should find five sources from the academic databases at the library. The instructor will log one class participation point for each source plus an additional 5 points for students who have the sources listed on an Annotated Works Cited. The list must have the annotation, but at this point the sources do not necessarily need to be properly formatted.
Students have three days to change their topics. They should advise the instructor via e-mail.
In the last part of the class, we examined two graphics. Students interpreted what the graphics said. The purpose of the exercise was to demonstrate how long it takes an audience to interpret a graphic, especially if it is a chart. Because students need to have one visual aid for their informative speech, the exercise showed how speakers need to interpret the graphic for their audience.
Reminder: on March 5, we will have a reading check. We read the chapters it will cover in class.
Wednesday, February 22, 2012
ENG102 Wed.
Students handed in their Annotated Works Cited.
We discussed the poetry roundtable. Students named their poetry genre and the instructor put them on a table. Students who had not made up their minds should enter their poetry genre selection.
The instructor told students that the names of the two papers are:
a) The (your genre name here) Genre and (your poet's name here) Place in the Genre
b) (Poem Name): What I Think it Means
We went to the lab and the instructor showed students how to look up literary criticism for their poem.
We went through the Greek drama presentation.
Assignments:
Add minimum three sources to Works Cited list (research paper). Highlight new sources.
Write two pages of the research paper. Hand in the two pages with the Annotated Works Cited.
Read Lester, Ch. 5, on plagiarism
Find three sources for the poetry paper, prefereably from the databases at the school's library, and put them on an Annotated Works Cited.
We discussed the poetry roundtable. Students named their poetry genre and the instructor put them on a table. Students who had not made up their minds should enter their poetry genre selection.
The instructor told students that the names of the two papers are:
a) The (your genre name here) Genre and (your poet's name here) Place in the Genre
b) (Poem Name): What I Think it Means
We went to the lab and the instructor showed students how to look up literary criticism for their poem.
We went through the Greek drama presentation.
Assignments:
Add minimum three sources to Works Cited list (research paper). Highlight new sources.
Write two pages of the research paper. Hand in the two pages with the Annotated Works Cited.
Read Lester, Ch. 5, on plagiarism
Find three sources for the poetry paper, prefereably from the databases at the school's library, and put them on an Annotated Works Cited.
Sunday, February 19, 2012
ENG 102, Sat. 9-12:15
We first discussed the poetry assignment. Students were to bring in a source for the poetry genre they selected. Some students were unable to find anything on their genre in the databases, so the instructor called up the poets.org article for the genre and showed students how to find other key terms in the article. She suggested they use these terms not only in the four databases, but in the Encyclopedia Britannica and on a general web search.
For next week, students are to put the sources they brought 2/18 plus two more sources on an Annotated Works Cited. This is a separate (and second) Annotated Works Cited. The other Works Cited is for the research paper.
We also did a poetry explication. The instructor showed how to copy and paste the explication questions to a Word document. We chose a poem from the poetry reading (posted under Links) and pasted it into the Word doc, along with the explication questions. We then went through the questions.
Students are to do the explication questions for their poet's poem and turn it in next week. The font is to be differentiated from the question by color, boldfacing, or italic.
In the next part of the class, we discussed the drama reading Part I. The instructor used a .ppt to show students examples of the amphitheater, etc.
For next week, students are to read the second part of the drama reading (found in Links section at right).
When we went to the computer lab, students were asked to research a NJ play. We found a Jersey City play, Macbeth.
Articles about play:
Touring company.
Touring company web site.
We will vote on a date to attend the play at a future class. Cost is $10 per ticket for students.
At the computer lab, we worked on apostrophes. We normally would have worked on commas, however, we did not all have access to writershelp. The instructor advised students that another student had told her the bookstore now has the access cards. Students should get the car this week, as we will be working with the exercises and the site next Saturday.
There may be an apostrophe quiz next week.
The instructor picked up the students' tentative working theses statements and while they were working on their apostrophe worksheets, she was able to read three of them and they were returned with suggestions for Pt. 1 and possibly Pt. 2. The students who received their suggestions are encouraged to begin writing Pt. 1 this week.
Next week we will return to working on commas.
To Do for Next Week:
1. Poetry Annotated Works Cited
2. Continue research on research paper. Add sources to Annotated Works Cited. Minimum of two new sources.
3. Poetry explication; turn in in Q/A form
4. Read 2nd part of drama reading (link at right)
5. Read about play (links above) and think about a date you would like to attend.
We would like to attend as a class, however, if some students cannot make the date, they can attend on their own.
6. Get writershelp.
7. Review apostrophe use in case of quiz next week.
For next week, students are to put the sources they brought 2/18 plus two more sources on an Annotated Works Cited. This is a separate (and second) Annotated Works Cited. The other Works Cited is for the research paper.
We also did a poetry explication. The instructor showed how to copy and paste the explication questions to a Word document. We chose a poem from the poetry reading (posted under Links) and pasted it into the Word doc, along with the explication questions. We then went through the questions.
Students are to do the explication questions for their poet's poem and turn it in next week. The font is to be differentiated from the question by color, boldfacing, or italic.
In the next part of the class, we discussed the drama reading Part I. The instructor used a .ppt to show students examples of the amphitheater, etc.
For next week, students are to read the second part of the drama reading (found in Links section at right).
When we went to the computer lab, students were asked to research a NJ play. We found a Jersey City play, Macbeth.
Articles about play:
Touring company.
Touring company web site.
We will vote on a date to attend the play at a future class. Cost is $10 per ticket for students.
At the computer lab, we worked on apostrophes. We normally would have worked on commas, however, we did not all have access to writershelp. The instructor advised students that another student had told her the bookstore now has the access cards. Students should get the car this week, as we will be working with the exercises and the site next Saturday.
There may be an apostrophe quiz next week.
The instructor picked up the students' tentative working theses statements and while they were working on their apostrophe worksheets, she was able to read three of them and they were returned with suggestions for Pt. 1 and possibly Pt. 2. The students who received their suggestions are encouraged to begin writing Pt. 1 this week.
Next week we will return to working on commas.
To Do for Next Week:
1. Poetry Annotated Works Cited
2. Continue research on research paper. Add sources to Annotated Works Cited. Minimum of two new sources.
3. Poetry explication; turn in in Q/A form
4. Read 2nd part of drama reading (link at right)
5. Read about play (links above) and think about a date you would like to attend.
We would like to attend as a class, however, if some students cannot make the date, they can attend on their own.
6. Get writershelp.
7. Review apostrophe use in case of quiz next week.
Comm Dynamics 128, Fri. 6-9 p.m.
We watched a .ppt on how the brain organizes information. After discussing how the brain perceives, we then looked at numerous images that could be interpreted in at least two ways. This gave us the experience of the brain seeking to perceive and organize information.
We checked in Ch's 3 and 1. After this week, students who do not complete the entire chapter in the workbook will not be able to score 100 per cent for the chapter if they complete it the following week. Students will get half the score on the part that is not done, however, if they show it to the instructor the following week.
We did an experiential exercise where we paired up with someone we did not know (from the class). There was a five-minute discussion and we then filled out a worksheet called "I Think I Know You." Students were then able to see what led to the perception of them by their conversation partner.
In the last hour of the class, we did a worksheet that helped us differentiate internal and external attributions. We had earlier discussed attribution theory and attribution error.
Next week: Chapter 4
We checked in Ch's 3 and 1. After this week, students who do not complete the entire chapter in the workbook will not be able to score 100 per cent for the chapter if they complete it the following week. Students will get half the score on the part that is not done, however, if they show it to the instructor the following week.
We did an experiential exercise where we paired up with someone we did not know (from the class). There was a five-minute discussion and we then filled out a worksheet called "I Think I Know You." Students were then able to see what led to the perception of them by their conversation partner.
In the last hour of the class, we did a worksheet that helped us differentiate internal and external attributions. We had earlier discussed attribution theory and attribution error.
Next week: Chapter 4
Advertising 3765 2-3:15
2/22
Applying type to photograph.
Review and examination of packaging for features/benefits
Flyers
--------------------
Students: Michael sent me the image that was difficult to get to the correct resolution and I have worked with it. I can't figure out what the problem is. Here is what I recommend to students: try another program. For example, if you have Windows 7, use Windows Photo Viewer. You can bring this up by right clicking on the photo and clicking "open with." Mac people, try iPhoto. I will be interested to see what your results are tomorrow.
Added 2/22, 10:25 a.m.: See this link for help on re-sizing. I have not tried this link but will post comment son it later when I have time. Also, any students who try it should let me know how it works.
Links for two other images to size:
Cherries
Tree Tomato
----------------------
Different kind of car ad. We will watch in class.
Applying type to photograph.
Review and examination of packaging for features/benefits
Flyers
--------------------
Students: Michael sent me the image that was difficult to get to the correct resolution and I have worked with it. I can't figure out what the problem is. Here is what I recommend to students: try another program. For example, if you have Windows 7, use Windows Photo Viewer. You can bring this up by right clicking on the photo and clicking "open with." Mac people, try iPhoto. I will be interested to see what your results are tomorrow.
Added 2/22, 10:25 a.m.: See this link for help on re-sizing. I have not tried this link but will post comment son it later when I have time. Also, any students who try it should let me know how it works.
Links for two other images to size:
Cherries
Tree Tomato
----------------------
Different kind of car ad. We will watch in class.
Saturday, February 18, 2012
Writing 102, 9-12:15
We worked on poetry in the first hour. The instructor checked in student's poetry criticism. Some students did not have criticism, so the instructor went to their genre or movement and showed them how to find other terms under which to research.
Next we worked on explication. We read a poem and answered the explication questions, which are on the blog.
For next week, students are to add two more sources to their poetry research. They are to put all sources in an Annotated Works Cited in the same way they learned in class. The two new wources are to be highlighted. Annotated--a reminder--is a paragraph following the source that summarizes what the article says.
In addition, students are to turn in a one-page explication of their poem. The questions/answers (as we did in class) is an acceptable format.
Next we worked on explication. We read a poem and answered the explication questions, which are on the blog.
For next week, students are to add two more sources to their poetry research. They are to put all sources in an Annotated Works Cited in the same way they learned in class. The two new wources are to be highlighted. Annotated--a reminder--is a paragraph following the source that summarizes what the article says.
In addition, students are to turn in a one-page explication of their poem. The questions/answers (as we did in class) is an acceptable format.
Monday, February 13, 2012
Saturday, February 11, 2012
ENG 102 Sat.
Link to poetry genre choices
Annotated Works Cited: Each student exchanged his/her work with a colleague. The instructor showed students how the AWC page should look by having students work with the Lester text. Corrections were made on each paper and returned. Next week in class, we will again correct them, but the paper will be handed in for a grade. In addition, students will need to bring the corrections that their colleague did for their paper (so their colleague can get credit).
Students are to add a minimum of three sources to this Annotated Works Cited. The new sources should be highlighted.
Next we discussed the poetry assignment, which is the Poetry Roundtable. The Roundtables will start in March. Students had been shown the poets.org site and were asked to read two pages of Forms & Techniques and also Schools & Movements. We put student choices on a table. Students will then begin researching for their roundtable.
Students who did not have their choice ready today can go to the document and add it. Students should try to have this done by Tuesday.
In addition, the instructor showed students where to find databases (literary criticism) that will help them with this assignment.
We discussed thesis statements. Students are to formulate a tentative working thesis statement and three points, which will be turned in next week. Select a paper arrangement from Lester, Ch. 1, Section 1c "Using Your Thesis to Chart the Direction of your Research." Bring in approximately 1/2 page (print 2 copies, one for the instructor and one for you) with the working thesis and the issues, consequences, interpretations, or comparisons).
Next we learned about introductory phrase commas. We went over material provided by the instructor and did exercises in class at the computer.
1. Correct AWC. Add minimum of three new sources and highlight the new sources. Turn in with corrected version.
2. Obtain literary criticism for your poetry genre. Make a selection of a poet and poem. Find literary criticism for the poem if you can.
3. Write tentative working thesis and three points.
4. Read Ch. 3 in Lester, "Gathering Sources Online."
Annotated Works Cited: Each student exchanged his/her work with a colleague. The instructor showed students how the AWC page should look by having students work with the Lester text. Corrections were made on each paper and returned. Next week in class, we will again correct them, but the paper will be handed in for a grade. In addition, students will need to bring the corrections that their colleague did for their paper (so their colleague can get credit).
Students are to add a minimum of three sources to this Annotated Works Cited. The new sources should be highlighted.
Next we discussed the poetry assignment, which is the Poetry Roundtable. The Roundtables will start in March. Students had been shown the poets.org site and were asked to read two pages of Forms & Techniques and also Schools & Movements. We put student choices on a table. Students will then begin researching for their roundtable.
Students who did not have their choice ready today can go to the document and add it. Students should try to have this done by Tuesday.
In addition, the instructor showed students where to find databases (literary criticism) that will help them with this assignment.
We discussed thesis statements. Students are to formulate a tentative working thesis statement and three points, which will be turned in next week. Select a paper arrangement from Lester, Ch. 1, Section 1c "Using Your Thesis to Chart the Direction of your Research." Bring in approximately 1/2 page (print 2 copies, one for the instructor and one for you) with the working thesis and the issues, consequences, interpretations, or comparisons).
Next we learned about introductory phrase commas. We went over material provided by the instructor and did exercises in class at the computer.
1. Correct AWC. Add minimum of three new sources and highlight the new sources. Turn in with corrected version.
2. Obtain literary criticism for your poetry genre. Make a selection of a poet and poem. Find literary criticism for the poem if you can.
3. Write tentative working thesis and three points.
4. Read Ch. 3 in Lester, "Gathering Sources Online."
Friday, February 10, 2012
ENG128, Fri., 6-9 p.m.
We looked at ads that students brought to class because we were discussing the "ought" self that advertisers present. In addition, we watched Dove evolution.
The instructor showed a media clip on Dale Carnegie.
We talked about some of the concepts from Ch. 10 and the instructor added additional research about perception.
Workbooks were checked in.
Next we did the "What I Like About You" Worksheet, which was an experiential exercise that called for class members to recall their initial attraction to a friend or romantic partner and then evaluate what is now attractive to them. We shared our experiences.
The last item on the class agenda was the Relationship Tune Up. We will follow up on this exercise on March 9.
Next week: Chapter 3. We will check in Ch. 1, also.
The instructor showed a media clip on Dale Carnegie.
We talked about some of the concepts from Ch. 10 and the instructor added additional research about perception.
Workbooks were checked in.
Next we did the "What I Like About You" Worksheet, which was an experiential exercise that called for class members to recall their initial attraction to a friend or romantic partner and then evaluate what is now attractive to them. We shared our experiences.
The last item on the class agenda was the Relationship Tune Up. We will follow up on this exercise on March 9.
Next week: Chapter 3. We will check in Ch. 1, also.
Wednesday, February 8, 2012
ENG102, Wed. 2:30-5:30 p.m.
Annotated Works Cited: Each student exchanged his/her work with a colleague. Using the overhead document cam, the instructor showed students how the AWC page should look. Corrections were made on each paper and returned. Next week in class, we will again correct them, but the paper will be handed in for a grade. In addition, students will need to bring the corrections that their colleague did for their paper (so they can get credit).
Students are to add a minimum of three sources to their Annotated Works Cited. The new sources should be highlighted.
Next we were given the poetry assignment, which is the Poetry Roundtable. The Roundtables will start in March. Students were shown the poets.org site and asked to read two pages of Forms & Techniques and also Schools & Movements. Next week, we will put student choices on a table. Students will then begin researching for their roundtable.
In addition, the instructor showed students where to find aids that will help them with this assignment.
Next we learned about introductory phrase commas. We went over material provided by the instructor and did exercises in class at the computer.
We discussed thesis statements. Students are to formulate a tentative working thesis statement and three points, which will be turned in next week.
1. Corrected AWC. Add minimum of three new sources and highlight the new sources. Turn in with corrected version.
2. Choose poetry genre. Make 3 choices.
3. Write tentative working thesis and three points.
Students are to add a minimum of three sources to their Annotated Works Cited. The new sources should be highlighted.
Next we were given the poetry assignment, which is the Poetry Roundtable. The Roundtables will start in March. Students were shown the poets.org site and asked to read two pages of Forms & Techniques and also Schools & Movements. Next week, we will put student choices on a table. Students will then begin researching for their roundtable.
In addition, the instructor showed students where to find aids that will help them with this assignment.
Next we learned about introductory phrase commas. We went over material provided by the instructor and did exercises in class at the computer.
We discussed thesis statements. Students are to formulate a tentative working thesis statement and three points, which will be turned in next week.
1. Corrected AWC. Add minimum of three new sources and highlight the new sources. Turn in with corrected version.
2. Choose poetry genre. Make 3 choices.
3. Write tentative working thesis and three points.
Tuesday, February 7, 2012
Speech/Critical 1402
Please read this article before Tuesday's class. It is on why people do not speak up in small groups.
The instructor outlined what was required for the group presentations, which will go on Febr. 14-16.
The required speeches and papers are:
One 3-minute speech
One evaluation paper based on recording from practice session held Feb. 9. Due on date of presentation.
Outline due on Thursday, Febr. 9. Two copies: one for instructor and one for speaker, which should be transferred to a notecard. (50 words minimum on notecard)
One one-page paper on Ch. 16, Participating in Groups. Due Feb. 23
One one-page paper based on Appendix from book, "Making Team Decisions Systematically." Due Feb. 23.
Works Cited and internal text citations are required for the last two papers. Instructor will provide writing questions to the class.
The group evaluation form was provided to each group. Each group must present the problem and at least one-two solutions to the problem. Groups that do not present a solution cannot receive a grade better than "C."
Dates for presentations:
Feb. 14
Toll Increase
Obesity and Food Additives
Feb. 16
Unemployment
Matriarchy
SOPA
Notecards are required (no paper outlines during speech). No more than 50 words on the card.
The instructor outlined what was required for the group presentations, which will go on Febr. 14-16.
The required speeches and papers are:
One 3-minute speech
One evaluation paper based on recording from practice session held Feb. 9. Due on date of presentation.
Outline due on Thursday, Febr. 9. Two copies: one for instructor and one for speaker, which should be transferred to a notecard. (50 words minimum on notecard)
One one-page paper on Ch. 16, Participating in Groups. Due Feb. 23
One one-page paper based on Appendix from book, "Making Team Decisions Systematically." Due Feb. 23.
Works Cited and internal text citations are required for the last two papers. Instructor will provide writing questions to the class.
The group evaluation form was provided to each group. Each group must present the problem and at least one-two solutions to the problem. Groups that do not present a solution cannot receive a grade better than "C."
Dates for presentations:
Feb. 14
Toll Increase
Obesity and Food Additives
Feb. 16
Unemployment
Matriarchy
SOPA
Notecards are required (no paper outlines during speech). No more than 50 words on the card.
Saturday, February 4, 2012
ENG102 Sat. a.m. 9-12:15
Assignment:
Write and format your Annotated Works Cited with 10 sources per the syllabus reading assignment sheet. Write your abstract beneath each citation (should be 2-3 sentences summarizing what the source says).
Read Ch. 2 in Lester.
Get writershelp card at bookstore or purchase direct from site.
Go to poets.org and choose a school, movement, form or technique. Make 3 selections. Next week you will get your selection confirmed and learn how to research the poetry topic.
Write and format your Annotated Works Cited with 10 sources per the syllabus reading assignment sheet. Write your abstract beneath each citation (should be 2-3 sentences summarizing what the source says).
Read Ch. 2 in Lester.
Get writershelp card at bookstore or purchase direct from site.
Go to poets.org and choose a school, movement, form or technique. Make 3 selections. Next week you will get your selection confirmed and learn how to research the poetry topic.
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