Instructor reminded students of due dates for paper. Next week some students' papers are due.
Instructor then went over nonverbal communication notes from the chapter. She gave students a field trip assignment to observe nonverbal communication in public spaces.
Students took a quiz to see if they are M-time or P-time. Most people in the class are M-time, but around 4-6 were P-time. Some people were a mixture.
After class, the instructor checked some students' notebooks. If you were on the list (last week's post) and didn't stop to check the notebook, please make sure you do so next week.
Students should read Chapter 11 for next week. The instructor will call A-V and ask them to stop by and fix the VCR. We will try to watch the video again next week.
Tuesday, April 8, 2008
Writing 102 What Happened
Thursday, April 10:
We looked at misplaced modifiers in titles.
Students put their titles on the board. We then voted for which paper we would most want to read, based on its title. We then discussed what was captivating about the titles.
We discussed the conclusion for the research paper, using the worksheet and also Lester. We wrote conclusions in class and then looked at a few of them on the overhead projector.
At our next class, students should have their paper edited and should check all citations. They should have a title page if necessary and the annotated bibliography should be attached. On the front should be the grade point scoring sheet. We will do an initial scoring in class and then students will revise.
Tuesday, April 8:
We talked about titles. Instructor gave a Powerpoint presentation on what a title should be. It discussed academic titles vs. popular press titles. Students are to write a title meeting the requirements set out in the presentation and also the MLA style guidelines.
On Thursday, we will finish the titles presentation. We will write our conclusion.
We looked at misplaced modifiers in titles.
Students put their titles on the board. We then voted for which paper we would most want to read, based on its title. We then discussed what was captivating about the titles.
We discussed the conclusion for the research paper, using the worksheet and also Lester. We wrote conclusions in class and then looked at a few of them on the overhead projector.
At our next class, students should have their paper edited and should check all citations. They should have a title page if necessary and the annotated bibliography should be attached. On the front should be the grade point scoring sheet. We will do an initial scoring in class and then students will revise.
Tuesday, April 8:
We talked about titles. Instructor gave a Powerpoint presentation on what a title should be. It discussed academic titles vs. popular press titles. Students are to write a title meeting the requirements set out in the presentation and also the MLA style guidelines.
On Thursday, we will finish the titles presentation. We will write our conclusion.
Saturday, April 5, 2008
Saturday Writing 102 What Happened
We had two poetry presentations from Christine and Blessing.
The instructor then showed a technique for working through difficult texts. The technique can be used for understanding difficult academic texts, legal opinions and cases, technical instructions, etc. The technique requires eliminating the cruxes and then paraphrasing until the meaning is derived. We performed this exercise in conjunction with the collective unconscious material. We then watched an interview with Federico Fellini, in which he describes how he takes from the collective unconscious for his art.
The instructor introduced students to the "funnel opening" via the "Guide to Introductions, Conclusions, and Titles" handout. She also gave students the grading point breakdown for the research paper, which included the need and the preview. Students wrote the need and the preview in class. The instructor then demonstrated how to write a funnel opening using Elena's paper. Here is the opening (with labels for each section) that was demonstrated in class:
Funnel opening: With 2008 being an election year, many Americans are looking for the candidate who will offer the best program for universal healthcare, a government-backed system which every advanced nation in the world has—except for the U.S. This means that we should look at the systems which have been developed in other countries, such as Germany, Japan, and the UK and Canada. We must examine all aspects of these healthcare systems for their applicability to our own. This paper will focus, however, on an aspect which the writer has direct personal experience: medical care fraud.
Need: By reading this paper, readers will understand the most important features of a universal healthcare system that is economically feasible and that addresses the issue of fraud. Without this component being understood, Americans could get a system that is destined to fail because it will ultimately be unaffordable. Preview: This paper will first review the author’s experience of fraud in the Medicare system. Then it will....
__________
Next week we will do the transitions worksheet and write transitions for the paper. In addition we will go through the grading points sheet. Students should bring their three points and their annotated bibliography.
The instructor then showed a technique for working through difficult texts. The technique can be used for understanding difficult academic texts, legal opinions and cases, technical instructions, etc. The technique requires eliminating the cruxes and then paraphrasing until the meaning is derived. We performed this exercise in conjunction with the collective unconscious material. We then watched an interview with Federico Fellini, in which he describes how he takes from the collective unconscious for his art.
The instructor introduced students to the "funnel opening" via the "Guide to Introductions, Conclusions, and Titles" handout. She also gave students the grading point breakdown for the research paper, which included the need and the preview. Students wrote the need and the preview in class. The instructor then demonstrated how to write a funnel opening using Elena's paper. Here is the opening (with labels for each section) that was demonstrated in class:
Funnel opening: With 2008 being an election year, many Americans are looking for the candidate who will offer the best program for universal healthcare, a government-backed system which every advanced nation in the world has—except for the U.S. This means that we should look at the systems which have been developed in other countries, such as Germany, Japan, and the UK and Canada. We must examine all aspects of these healthcare systems for their applicability to our own. This paper will focus, however, on an aspect which the writer has direct personal experience: medical care fraud.
Need: By reading this paper, readers will understand the most important features of a universal healthcare system that is economically feasible and that addresses the issue of fraud. Without this component being understood, Americans could get a system that is destined to fail because it will ultimately be unaffordable. Preview: This paper will first review the author’s experience of fraud in the Medicare system. Then it will....
__________
Next week we will do the transitions worksheet and write transitions for the paper. In addition we will go through the grading points sheet. Students should bring their three points and their annotated bibliography.
Thursday, April 3, 2008
Social Advocacy What Happened
We discussed letters to the editor and read a column by the letters editor at the NY Times. The column told what the letters editor sees and gave pointers about how to increase one's chances for getting the letter printed.
We read an example letter from the Star-Ledger and one from The NY Times.
After reading these letters, we discussed the issues raised by the letters. We then looked at two letters written by students in the class.
At the conclusion of class, students dropped off their letters for the instructor to read. What's due at the next class is the letter to the lawmaker. Students were supposed to turn in their film questions. Turn these in at the next class.
We read an example letter from the Star-Ledger and one from The NY Times.
After reading these letters, we discussed the issues raised by the letters. We then looked at two letters written by students in the class.
At the conclusion of class, students dropped off their letters for the instructor to read. What's due at the next class is the letter to the lawmaker. Students were supposed to turn in their film questions. Turn these in at the next class.
Event Planning What Happened
We had a guest speaker today, the head of food and beverages for Gourmet Dining, Mark Delafondo. Mark told us about his job and the food and beverage industry.
Next Tuesday, we will go over service styles and if we have time, catch up on the management of alcohol at events.
Next Tuesday, we will go over service styles and if we have time, catch up on the management of alcohol at events.
Tuesday, April 1, 2008
Comm 128 What Happened
The instructor handed out review questions from Chapter 7 (verbal communication). Students paired up to see how many questions they could answer without referring to their books or notes. The instructor collected the review questions and will look at them but they are ungraded.
Papers and annotated bibliographies were returned. Students are reminded that the deadline dates are April 15 (K-Z) and April 22 (last names A-J). Roundtables discussions follow on April 29 and May 6 and are reverse order.
We watched a video about listening. The video had exercises in which we were able to test how carefully we listen.
The last thing we did in class was to learn how to phrase in the "we" (cooperative) style. The instructor handed out a worksheet and we did one question together. Then students got back in their pairs and wrote out statements for five situations.
Next week's chapter is 9, "Managing Conflict & Power."
Next week I will review the following student's notebooks:
Natalie
Maria
Monet
Giselle
Judith
Lisette
Papers and annotated bibliographies were returned. Students are reminded that the deadline dates are April 15 (K-Z) and April 22 (last names A-J). Roundtables discussions follow on April 29 and May 6 and are reverse order.
We watched a video about listening. The video had exercises in which we were able to test how carefully we listen.
The last thing we did in class was to learn how to phrase in the "we" (cooperative) style. The instructor handed out a worksheet and we did one question together. Then students got back in their pairs and wrote out statements for five situations.
Next week's chapter is 9, "Managing Conflict & Power."
Next week I will review the following student's notebooks:
Natalie
Maria
Monet
Giselle
Judith
Lisette
Writing 102 What Happened
Thursday, April 3:
The instructor handed out the grading points outline for the research paper. We went through each section and students wrote in such items as the "preview." Students were to bring their research papers through point 3, along with their introduction. The instructor recorded who did their transitions on the research paper grade sheets. We discussed the conclusion and students did work on their conclusions in class.
Next Tuesday, students are to have the rough draft of the entire paper together, including the conclusion and annotated bibliography. All sources mentioned in the paper are to be on the AB.
On Tuesday, the instructor will talk about titles.
Students should also be working on the drama paper.
Tuesday, April 1:
The instructor returned any outstanding three points by students. In addition, the poetry presentations were returned with grades. Students are to update the grading sheet in the grades section of the notebook.
We worked with the transitions worksheet to re-write a paragraph that needed editing and that also would be better understood with transitions.
Students wrote in transitions on their three points. Prior to doing this, however, the instructor showed students how to write them in using one of the student's papers.
For Thursday, students are to write in their transitions and make sure they have completed the "funnel" introduction. All elements and corrections are to be made to the paper (including internal text citations). The transitions need to be marked: either boldface them, highlight them, or circle them. The completed work should be brought to class. In addition, the student should have a rough draft of the Works Cited (or References page if using APA). the instructor will provide students with a rough idea of what their points will be for 1, 2, and 3. The students will also receiving the points sheet for the paper on Thursday. This will help students check over their paper to make sure they receive the maximum points for each element of the paper.
Students should working on the drama section of the paper. All students have this assignment. It was given at the beginning of the class with the syllabus. This week will be the last week for the play at UCC.
At our next class, we will re-vote on the haikus.
The instructor handed out the grading points outline for the research paper. We went through each section and students wrote in such items as the "preview." Students were to bring their research papers through point 3, along with their introduction. The instructor recorded who did their transitions on the research paper grade sheets. We discussed the conclusion and students did work on their conclusions in class.
Next Tuesday, students are to have the rough draft of the entire paper together, including the conclusion and annotated bibliography. All sources mentioned in the paper are to be on the AB.
On Tuesday, the instructor will talk about titles.
Students should also be working on the drama paper.
Tuesday, April 1:
The instructor returned any outstanding three points by students. In addition, the poetry presentations were returned with grades. Students are to update the grading sheet in the grades section of the notebook.
We worked with the transitions worksheet to re-write a paragraph that needed editing and that also would be better understood with transitions.
Students wrote in transitions on their three points. Prior to doing this, however, the instructor showed students how to write them in using one of the student's papers.
For Thursday, students are to write in their transitions and make sure they have completed the "funnel" introduction. All elements and corrections are to be made to the paper (including internal text citations). The transitions need to be marked: either boldface them, highlight them, or circle them. The completed work should be brought to class. In addition, the student should have a rough draft of the Works Cited (or References page if using APA). the instructor will provide students with a rough idea of what their points will be for 1, 2, and 3. The students will also receiving the points sheet for the paper on Thursday. This will help students check over their paper to make sure they receive the maximum points for each element of the paper.
Students should working on the drama section of the paper. All students have this assignment. It was given at the beginning of the class with the syllabus. This week will be the last week for the play at UCC.
At our next class, we will re-vote on the haikus.
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