Note: some student papers were not handed back today and are on the top of the computer between it and the top of the desk: David M, Jodi Ann, Jessica V (drama paper), Felix C, and Alicia J. If you would like to to pick these papers up on Friday so you have them to work on over the weekend, please do. They are in folders, so keep them neat.
November 13
Today we exchanged papers and we counted transitions that were written into the three points. There was a high of 44 and a low of 4.
In a few instances, the instructor conferred with students who wanted to learn how to make their thesis original. In one case, a student is combining his research with telling his own personal story. In another situation, a student might tie her research to someone whose health is tied to not-so-healthy eating habits. Another option for this student is to do primary research and center her paper around her findings, combining it with the secondary research sources.
All students who wish to qualify for an "A" for this paper should be thinking about how to make the thesis original.
After working with the transitions, we began listening to poetry presentations. We had two presentations on the prose poetry genre. We also had one on chance operations.
We will continue with the presentations at our next class. Students should finish their transitions and begin writing their intro. The intro should include the thesis statement and a preview of what the writer will cover in the paper.
Important (and at the risk of sounding repetitive): to receive a grade higher than a "C," the thesis must have an original point.
November 11
We watched a video clip about punctuation.
The instructor provided a handout on transitions. Adriana shared her transitions sheet with the class, too.
First we worked with a paragraph that needed organization through the use of transitions. On the overhead document cam, we examined how two students worked with the paragraph by using transitions to organize the material.
The assignment is for students to take their three points and add transitions. At the next class, we will spend approximately 10" reading the transitions of others. Students will receive a score for how many they are able to use.
Poetry presentations begin on Thursday. All students whose last name begins A-K should be prepared to deliver their 5-minute presentation on their genre.
Other assignments: Read Lukeman, Ch. 4, on the colon.
Read Ch.10 from Lester. Have your three points next to you when you read. Be sure you have correctly blended in your reference material.
Tuesday, November 11, 2008
Monday, November 10, 2008
1402 What Happened in Class
Nov. 12
We had three speeches today, Bobby, Melissa, and Jamie.
The instructor alerted students to the persuasive topics that were posted and we agreed that topic selection will be completed by next Wednesday. At that class, we will fill in a table with each person's choice of topic.
Students are not limited to the topics posted by the instructor but if another topic is chosen, it has to have the approval of the instructor.
After the speeches, we did the chapter check-ins. Students who had incomplete chapter outlines must show them to the instructor at Monday's class.
Nov. 10
We listened to three presentations today and the instructor returned the group symposium folders with the grades. In addition, the speakers received their grade for the speech today. All speakers are to bring their evaluation with them, however, as the instructor needs to make copies for an online database.
On Wednesday, our speakers will be Melissa, Bobby, Jamie, and Antonio.
Bring text outlines to the next class. In addition, at the next class the instructor will provide the persuasive assignment sheet and topics for the persuasive speech.
We had three speeches today, Bobby, Melissa, and Jamie.
The instructor alerted students to the persuasive topics that were posted and we agreed that topic selection will be completed by next Wednesday. At that class, we will fill in a table with each person's choice of topic.
Students are not limited to the topics posted by the instructor but if another topic is chosen, it has to have the approval of the instructor.
After the speeches, we did the chapter check-ins. Students who had incomplete chapter outlines must show them to the instructor at Monday's class.
Nov. 10
We listened to three presentations today and the instructor returned the group symposium folders with the grades. In addition, the speakers received their grade for the speech today. All speakers are to bring their evaluation with them, however, as the instructor needs to make copies for an online database.
On Wednesday, our speakers will be Melissa, Bobby, Jamie, and Antonio.
Bring text outlines to the next class. In addition, at the next class the instructor will provide the persuasive assignment sheet and topics for the persuasive speech.
Thursday, November 6, 2008
Writing 101 What Happened
November 6
We talked about the elections and students turned in their signed letters from the polls. Some students had pictures of themselves at the polling precinct.
What was due today was three-four paragraphs of definition writing. The topic being defined is pertinent to the student's argumentation/persuasion paper. We checked in definitions and one point was given if students had this completed. The due date for the argument/persuasion paper is December 4.
After checking in the papers, the instructor asked students to refer to their internal text citation handout. We went over the purpose of citation systems and the instructor showed how to do internal citations.
We talked about the elections and students turned in their signed letters from the polls. Some students had pictures of themselves at the polling precinct.
What was due today was three-four paragraphs of definition writing. The topic being defined is pertinent to the student's argumentation/persuasion paper. We checked in definitions and one point was given if students had this completed. The due date for the argument/persuasion paper is December 4.
After checking in the papers, the instructor asked students to refer to their internal text citation handout. We went over the purpose of citation systems and the instructor showed how to do internal citations.
What Happened in Class 5016
NEWSPAPER MARKETING PROJECT • PRINCIPLES OF CORPORATE ADVERTISING
Three groups have been formed to assist in the marketing of the student newspaper:
• Marketing research group, which will conduct a focus group to learn what students think of the newspaper’s content (Allison, Danielle, Gerry, and Janice)
• Media kit group, which will put together demographics, rate card, and sample publication (Kristin, Ilaf)
• Radio/TV/youtube group, which will write a 30-second radio and TV/youtube ad (Egdanis, Olu, Ximena, Nari)
We spent most of our Wednesday, Nov. 5 class laying out the details for The Tower marketing project. Here are the details:
Marketing Research Focus Group
Focus group questions were discussed and written by the students. Kristin finalized the questions and e-mailed them to the instructor. The questions, which still need to be reviewed with The Tower adviser and staff, are:
1. Tell me about what you like to read.
2. Tell me about where you spend your free time on campus.
3. Tell me about the campus newspapers.
4. Introduce The Tower. What do you like? What don’t you like?
The date for the focus group will be December 3, and Allison Edgeley will be the focus group facilitator. We need to speak to the Tower adviser about booking a room appropriate for the focus group. Ximena will check with her department about possibly taping and we will also speak with Media/Film about getting cameras to record the session.
We discussed other audiences for The Tower, such as the graduate students and professors. For reasons of time limitations, we decided to focus on the undergraduate student body.
We will need to recruit approximately 10-12 students for the focus group. An incentive will be that we will serve pizza. Ilaf suggested that we work through the 1402 instructors to give an extra credit for attending the focus group. The instructor will contact Dr. Fitch about this, as he is the 1402 director. The 1402 students are ideal because they are from all disciplines and are not strictly communication students.
Media Kit
The kit will include a page that will not only show the sizes of the ads graphically, but the ads will be ideas for promotions and ad content that would be successful with the Kean student body.
There will be a demographics page that will explain the demographics of the Kean campus.
We hope The Tower office can obtain Kean University folders in which to insert the media kit.
Radio/TV/youtube:
We reviewed the Starbucks election day coffee video, which was posted on youtube. The instructor showed it as an example of a fairly simple-to-produce commercial. Such a commercial can be produced using stills from digital camera shoots and through use of such a program as Windows Moviemaker, which is found on both XP and Vista. In addition, we may incorporate the use of a video camera.
Next week the instructor will present to the class the benefits that are important to customers. Students need to understand the benefits so they can focus their copy on a benefit of importance to the Kean undergraduate students.
Corporate Advertising students will write the copy for the radio spot and we may turn it over to the student radio station staff to produce. The TV commercial could run on the campus’s closed circuit TV network. There is one spot on campus where video is looped and we would like this commercial inserted into that loop.
We have yet to discuss how we will use the video on youtube.
After the organizational work for the newspaper project, we discussed the election results.
Three groups have been formed to assist in the marketing of the student newspaper:
• Marketing research group, which will conduct a focus group to learn what students think of the newspaper’s content (Allison, Danielle, Gerry, and Janice)
• Media kit group, which will put together demographics, rate card, and sample publication (Kristin, Ilaf)
• Radio/TV/youtube group, which will write a 30-second radio and TV/youtube ad (Egdanis, Olu, Ximena, Nari)
We spent most of our Wednesday, Nov. 5 class laying out the details for The Tower marketing project. Here are the details:
Marketing Research Focus Group
Focus group questions were discussed and written by the students. Kristin finalized the questions and e-mailed them to the instructor. The questions, which still need to be reviewed with The Tower adviser and staff, are:
1. Tell me about what you like to read.
2. Tell me about where you spend your free time on campus.
3. Tell me about the campus newspapers.
4. Introduce The Tower. What do you like? What don’t you like?
The date for the focus group will be December 3, and Allison Edgeley will be the focus group facilitator. We need to speak to the Tower adviser about booking a room appropriate for the focus group. Ximena will check with her department about possibly taping and we will also speak with Media/Film about getting cameras to record the session.
We discussed other audiences for The Tower, such as the graduate students and professors. For reasons of time limitations, we decided to focus on the undergraduate student body.
We will need to recruit approximately 10-12 students for the focus group. An incentive will be that we will serve pizza. Ilaf suggested that we work through the 1402 instructors to give an extra credit for attending the focus group. The instructor will contact Dr. Fitch about this, as he is the 1402 director. The 1402 students are ideal because they are from all disciplines and are not strictly communication students.
Media Kit
The kit will include a page that will not only show the sizes of the ads graphically, but the ads will be ideas for promotions and ad content that would be successful with the Kean student body.
There will be a demographics page that will explain the demographics of the Kean campus.
We hope The Tower office can obtain Kean University folders in which to insert the media kit.
Radio/TV/youtube:
We reviewed the Starbucks election day coffee video, which was posted on youtube. The instructor showed it as an example of a fairly simple-to-produce commercial. Such a commercial can be produced using stills from digital camera shoots and through use of such a program as Windows Moviemaker, which is found on both XP and Vista. In addition, we may incorporate the use of a video camera.
Next week the instructor will present to the class the benefits that are important to customers. Students need to understand the benefits so they can focus their copy on a benefit of importance to the Kean undergraduate students.
Corporate Advertising students will write the copy for the radio spot and we may turn it over to the student radio station staff to produce. The TV commercial could run on the campus’s closed circuit TV network. There is one spot on campus where video is looped and we would like this commercial inserted into that loop.
We have yet to discuss how we will use the video on youtube.
After the organizational work for the newspaper project, we discussed the election results.
Tuesday, November 4, 2008
Writing 102 What Happened in Class
November 5
Most drama papers were returned.
Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)
In addition, the other information in the presentation is pasted below.
The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.
(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience
DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!
Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card
Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.
Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.
To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.
-----------------------------------
November 4:
Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.
For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.
In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.
The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.
Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.
Most drama papers were returned.
Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)
In addition, the other information in the presentation is pasted below.
The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.
(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience
DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!
Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card
Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.
Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.
To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.
-----------------------------------
November 4:
Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.
For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.
In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.
The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.
Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.
Monday, November 3, 2008
1402 Mon-Wed What Happened in Class
Nov. 5
Students turned in the remaining papers required for the Group Symposium assignment.
Today we worked with SurveyMonkey in learning how to construct a survey for purposes of a
primary source. Each student opened an account and did a survey with three questions. We also answered Priyanka's survey, which is for her informative speech.
In addition, we read an article from The Atlantic on communication and the campaign.
Next Tuesday informative speeches start.
We will check book outlines after the speeches at the next class.
Note: here is an online status sheet for student feedback on the informative speech outlines.
It will be updated periodically, as outlines are reviewed.
http://www.surveymonkey.com/s.aspx?sm=K3wnaaOaPsMq3KW4pCxLsw_3d_3d
------------
We told a ghost story or two in honor of Halloween. After that, we had our final group symposium, which was about the lack of support for people in American society.
After the group, the instructor talked about primary and secondary sources. We may have a chance to work with primary sources at our next class.
Please bring your outlines to class so they can be checked in. Also, the reaction to speeches should be brought to class so the final grade for the symposium can be issued. The DVD recording must be made available to the instructor either on disk or uploaded to the internet.
Speakers for next week:
November 10:
Stephen
Angie
Priyanka
Jen R.
November 12:
Melissa
Antonia
Bobby
Jamie
Students turned in the remaining papers required for the Group Symposium assignment.
Today we worked with SurveyMonkey in learning how to construct a survey for purposes of a
primary source. Each student opened an account and did a survey with three questions. We also answered Priyanka's survey, which is for her informative speech.
In addition, we read an article from The Atlantic on communication and the campaign.
Next Tuesday informative speeches start.
We will check book outlines after the speeches at the next class.
Note: here is an online status sheet for student feedback on the informative speech outlines.
It will be updated periodically, as outlines are reviewed.
http://www.surveymonkey.com/s.aspx?sm=K3wnaaOaPsMq3KW4pCxLsw_3d_3d
------------
We told a ghost story or two in honor of Halloween. After that, we had our final group symposium, which was about the lack of support for people in American society.
After the group, the instructor talked about primary and secondary sources. We may have a chance to work with primary sources at our next class.
Please bring your outlines to class so they can be checked in. Also, the reaction to speeches should be brought to class so the final grade for the symposium can be issued. The DVD recording must be made available to the instructor either on disk or uploaded to the internet.
Speakers for next week:
November 10:
Stephen
Angie
Priyanka
Jen R.
November 12:
Melissa
Antonia
Bobby
Jamie
Sunday, November 2, 2008
Voting on Tuesday: Free Starbucks Coffee
Many students are planning to vote on Tuesday, so I thought everyone would like to know Starbucks is offering a free coffee for voters. Youtube video about it:
http://www.youtube.com/watch?v=a2J8KJDsqqY
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