Note: Please note I have added the topic selection table to the links at left.
Wed., Nov. 26
We worked on speech topic selection. Updates are posted at the file in the Links section (left).
The instructor explained an optional extra credit assignment.
We chose speech dates. The instructor assigned speech dates for students who were not in the class today. The dates are:
December 8: Armand, Jen R, Isabel V, and Bobby
December 10: Lucy B, Jamie S, Stephen L, and Antonio S
December 15: Angie L, Katherine D, Nicolette C, and Brian S
December 17: Angelica, Melissa, Mike T, and Priyanka
The instructor then handed out a nonverbal communication field assignment. She showed a video that illustrated the important terms in nonverbal communication. The due date for this assignment is Dec. 15th if the student wants instructor feedback. If the student doesn't request feedback, the due date is Dec. 17.
Note to students who were not in class today: the video and handout with your name on it is on reserve in the Multimedia Room at the library. Go to this office, ask for a copy of the tape which has been put on reserve for Prof. Kipple, and watch the tape. Then take your handout and do the field trip. Please note: you should read the handout and underline the terms before watching the video. Also, one term in this video is not articulated, and that term is "oculesics." The film simply calls it "eye movement."
Monday, Nov. 24:
First Katherine gave her speech on antidepressants. Then the instructor distributed Monroe's Motivated Sequence and we went through it step by step.
After reviewing the outline, we chose persuasive topics. The persuasive topic table will be posted at the left later today.
There is a nonverbal communication assignment that the instructor will be distributing, possibly on Wednesday. In addition, the instructor will go over benefits. Copies of the informative speech evaluations will be handed back on Wednesday.
Assignment: Research your topic. The full-sentence outline is due Dec. 3 Students who were in class today can go ahead with the n/v field trip.
At the next class, the instructor will talk about visuals in .ppt presentations. We will do an exercise in paring down words in presentations. She will show how to find public domain media and the permissible use of stock photos. APA documentation of visuals will also be explained.
Logic (arugment) and emotion (persuasive appeal) will also be covered. Please note that you must bring one study from an academic journal to class on Dec. 1.. Points will be awarded for having the study. It must be from an academic journal.
Persuasive Speech
Topic selection dates: Nov 24 & 26
Topics/student choice entered on table at left
Research dates: Nov. 26-Dec. 2
Bring one research study from an academic journal on Dec. 1
Full-sentence outline date: Dec. 3
Must have "persuasive outline" in the subject line
Presentation dates: Dec. 8, 10, 15, 17
Students and presentation dates will be listed here
Other dates:
Text check-in date: Dec. 17
Class notebook grade date: Dec. 1
Monday, November 24, 2008
Wednesday, November 19, 2008
5016 What Happened in Class
First we discussed the chapter questions. This was a very lively discussion, with class members telling about various products and alternative means of advertising.
We then discussed the newspaper project. We heard a reading of the newspaper ad and talked about the focus groups. More details on this discussion to be posted here later (it's cold, it's 6 a.m., and my notes are in the car!). We set a date for the Google Adwords project and decided to go with two types of businesses, a pizzeria and a dance studio.
No class this coming Wednesday, and Happy Thanksgiving!
Readings:
Chapter 15, Questions 1, 3
Chapter 16, Questions 5, 10
Chapter 17, Questions 8, 9
Chapter 18, Questions, 5, 6
------------------------
Some articles timely to our discussions in class:
PCMag to Cease Print Publication (NY Times).
This article not only tells about why the publication is discontinuing its print edition, it gives background on other publications that have done so. There are references to what Prof. Lauro talked about in regard to the economics of print and the economics of the web. There is a second article linked in this one that tells even more, "Mourning the Decline of Old Media."
Tuesday, November 18, 2008
Writing 101 What Happened in Class
Nov.20
In the earlier class, we checked in the research article. This had previously been done for the 2 p.m. class.
The instructor presented an outline for the persuasion paper. Students are to write their rough draft (2 p.m. class) or one-two pages (9:30 class) and bring it next Tuesday. The information is to be arranged independently by the writer, however. Certain conventions must be observed, though, such as the fact that the thesis goes in either the first or second paragraph.
The outline is cut and pasted below.
In the 2 p.m. class, the instructor gave students a handout on paraphrasing and plagiarism. The handout was deemed necessary because of papers that are coming in that are plagiarized.
After we completed the discussion of the paper, we corrected the research exam. Papers were returned to the instructor for recording in the gradebook, but will be returned at the Tuesday class.
Assignments:
Write rough draft or several pages of the argument persuasion paper, depending on which class you are in.
Complete Langan for the check-in.
Nov. 18:
We had the research exam today. It was broken into two parts. Students had to complete citations, so they were allowed to use their handout, class notes, and the Hacker guide. We completed correcting most of the exam, but not all of it. We will finish correcting it on Thursday.
Also on Thursday, we will continue working with the text of Aaron for assistance in writing the argument and persuasion paper.
Assignments:
Langan check in will be next Tuesday , Nov. 25th, and students should have chapters 19-26 completed.
After that, complete Langan chapters 27-32 for the final check-in on December 11.
Schedule for Argument and Persuasion Paper:
Turn in rough draft on Tues., Nov 25
Instructor will return RDs on Tues., Dec. 2
Student makes corrections on Tues and Wed, Dec. 2 & 3
Student turns in final paper on Thurs Dec 4
Instructor reads and corrects from Dec 4 through Dec.10
---------------------
Introduction:
Establish clearly the problem or controversy that your paper will examine.
Summarize the issues.
Define key terminology
Example: Id, superego.
Make concessions on some points of the argument
Example: I can well understand why people want leaves off their lawns. Leaves, when they have turned brown, can be unsightly. We judge our neighbors by how they keep their property.
Use quotations or paraphrases to explore the controversy.
Provide background information.
Write a thesis to establish your position
Body
Develop arguments to defend one side of the subject
Analyze the issues, both pro and con
Give evidence from the sources, including quotations from the scholarship as appropriate
Conclusion
Expand your thesis into a conclusion to demonstrate that your position has been formulated logically through careful analysis and discussion of the issues.
In the earlier class, we checked in the research article. This had previously been done for the 2 p.m. class.
The instructor presented an outline for the persuasion paper. Students are to write their rough draft (2 p.m. class) or one-two pages (9:30 class) and bring it next Tuesday. The information is to be arranged independently by the writer, however. Certain conventions must be observed, though, such as the fact that the thesis goes in either the first or second paragraph.
The outline is cut and pasted below.
In the 2 p.m. class, the instructor gave students a handout on paraphrasing and plagiarism. The handout was deemed necessary because of papers that are coming in that are plagiarized.
After we completed the discussion of the paper, we corrected the research exam. Papers were returned to the instructor for recording in the gradebook, but will be returned at the Tuesday class.
Assignments:
Write rough draft or several pages of the argument persuasion paper, depending on which class you are in.
Complete Langan for the check-in.
Nov. 18:
We had the research exam today. It was broken into two parts. Students had to complete citations, so they were allowed to use their handout, class notes, and the Hacker guide. We completed correcting most of the exam, but not all of it. We will finish correcting it on Thursday.
Also on Thursday, we will continue working with the text of Aaron for assistance in writing the argument and persuasion paper.
Assignments:
Langan check in will be next Tuesday , Nov. 25th, and students should have chapters 19-26 completed.
After that, complete Langan chapters 27-32 for the final check-in on December 11.
Schedule for Argument and Persuasion Paper:
Turn in rough draft on Tues., Nov 25
Instructor will return RDs on Tues., Dec. 2
Student makes corrections on Tues and Wed, Dec. 2 & 3
Student turns in final paper on Thurs Dec 4
Instructor reads and corrects from Dec 4 through Dec.10
---------------------
Introduction:
Establish clearly the problem or controversy that your paper will examine.
Summarize the issues.
Define key terminology
Example: Id, superego.
Make concessions on some points of the argument
Example: I can well understand why people want leaves off their lawns. Leaves, when they have turned brown, can be unsightly. We judge our neighbors by how they keep their property.
Use quotations or paraphrases to explore the controversy.
Provide background information.
Write a thesis to establish your position
Body
Develop arguments to defend one side of the subject
Analyze the issues, both pro and con
Give evidence from the sources, including quotations from the scholarship as appropriate
Conclusion
Expand your thesis into a conclusion to demonstrate that your position has been formulated logically through careful analysis and discussion of the issues.
Writing 102 What Happened in Class
Nov. 20:
We had five poetry presentations: Greg, David, Kristian, Philip, and Girolamo. The presentations have all been graded, except for the few that students forgot a paper. The papers will be returned at the next class.
Nov. 18
Today we had three poetry presentations. We will continue with the presentations at our next class.
Assignment, research paper: On Thursday, bring in the intro complete with thesis statement and preview. Have it doublespaced. We will trade with a colleague. Students will receive one point for having a creative intro, a point for the thesis and a point for the preview. Afterward the paper will be handed into the instructor.
We had five poetry presentations: Greg, David, Kristian, Philip, and Girolamo. The presentations have all been graded, except for the few that students forgot a paper. The papers will be returned at the next class.
Nov. 18
Today we had three poetry presentations. We will continue with the presentations at our next class.
Assignment, research paper: On Thursday, bring in the intro complete with thesis statement and preview. Have it doublespaced. We will trade with a colleague. Students will receive one point for having a creative intro, a point for the thesis and a point for the preview. Afterward the paper will be handed into the instructor.
Monday, November 17, 2008
1402 Mon-Wed What Happened in Class
Wednesday, Nov. 19
Today Mike , Antonio, Lucy, and Jen did their informative speeches.\
At our next class, Katherine will speak and then we will be through with the informative speeches. The instructor will show students how to do the persuasive speeches and we will also choose topics. Students should look at the persuasive topics at the link at left before coming to class. Be prepared with an alternate choice.
Monday, Nov. 17
Today we had three speeches: Angelica, Armand, and Isabel.
At our next class we have Antonio, Lucy, and Nicolette. If we have time, Jen will speak.
We need to log in the topics for the persuasive speech, so please have your topic selected.
After the speeches, the instructor logged in outlines.
Today Mike , Antonio, Lucy, and Jen did their informative speeches.\
At our next class, Katherine will speak and then we will be through with the informative speeches. The instructor will show students how to do the persuasive speeches and we will also choose topics. Students should look at the persuasive topics at the link at left before coming to class. Be prepared with an alternate choice.
Monday, Nov. 17
Today we had three speeches: Angelica, Armand, and Isabel.
At our next class we have Antonio, Lucy, and Nicolette. If we have time, Jen will speak.
We need to log in the topics for the persuasive speech, so please have your topic selected.
After the speeches, the instructor logged in outlines.
Wednesday, November 12, 2008
5016 What Happened in Class
The class met with Pat Lauro, the adviser for the newspaper. We learned about the history of the paper, how it is set up and how it works, and the position of the newspaper in the mix of publications available at the Kean campus.
Students turned in their political narratives.
We met in small groups for the newspaper to plan out the details of the newspaper project.
The instructor will choose the two questions from the chapter and post them here.
-----------------
Janice sent along this timely article on Google.
---------------
Text questions:
OK, I know I said two questions but in reviewing this chapter, it all looks so interesting. Ch. 13:
questions 5,6,7. Chapter 14: 3, 9.
Students turned in their political narratives.
We met in small groups for the newspaper to plan out the details of the newspaper project.
The instructor will choose the two questions from the chapter and post them here.
-----------------
Janice sent along this timely article on Google.
---------------
Text questions:
OK, I know I said two questions but in reviewing this chapter, it all looks so interesting. Ch. 13:
questions 5,6,7. Chapter 14: 3, 9.
Tuesday, November 11, 2008
What Happened in Class 101
November 13
We worked on the argument and persuasion essay, which is the most heavily weighted paper for the term.
The instructor put a worksheet up on the screen. The purpose was to help students organize for the argument and persuasion essay. As a class, we worked through each point. The worksheet is copied and pasted at the end of this blog entry (way at the bottom).
We looked at student examples intermittently throughout the class period.
Toward the end of the class, the instructor showed students where the electronic databases were at the library's web site. Each student has to find an article from the databases and bring it to the next class.
Students should continue their research and writing on their topic. In addition, they should do another two chapters in Langan.
At our next class session, we will continue working through the worksheet. We will also have the research exam. Bring your internal text citation worksheet and study over your notes from the research lectures.
Note to students with infrastructure topic:
Here is a link that will help. You might argue that this bill be passed.
November 11
We talked about the role of research in higher education and how the frontiers of knowledge are expanded. We also discussed how public libraries differ from academic libraries. There will be an exam on the notes from this class session and the last. You will be asked to do MLA citations, so have your handout on internal text citation with you, as you will be allowed to use it.
Assignment: Read 328-44, 345-49, "The Waste Generation." As you are reading, apply what the text says about persuasion to your persuasive premise (what you are trying to persuade your reader to think or do). A more detailed example will be posted here later.
The test on research is a week from today, Nov 18th.
Note: students in the 2-3:20 class must bring in one academic source from the databases at the library's web page. Two points.
Note: the table with student topics has been updated at 2:35 a.m. Wednesday
The persuasive topics are at the link at left. I changed my mind about putting them in the other document.
What do you want people to do as a result of reading your paper?
(instructor's example) I want people to stop using leaf blowers and instead to chop their own leaves and make compost or mulch out of them. I want them to keep the leaves on their property as food for their plants and trees. I want them to stop using fossil fuels to haul something organic (leaves) around.
2. Argument: (what are my points of reason?)
a) We are running out of fossil fuel and should prioritize our use
b) Fossil fuels emit pollution and NJ has the second highest air pollution in the country, second only to California
c) Mother Nature designed leaves to serve as food for trees, shrubs, and other plants
d) Having heavy trucks and heavy equipment removing leaves increases traffic congestion
Persuasion: (what are my emotional appeals?)
We used to be able to enjoy fall days with our windows in our homes open. Now we have to keep them shut because of the noise
The health of Americans is suffering because we use technology to address nearly every aspect of everyday life
Working together on tasks can give the entire family exercise while enjoying togetherness and a sense of purpose
3. Thesis statement formulation:
Defend or attack a position
Suggest a solution to a problem
Challenge a value or belief
4. Break your central assertion into subclaims:
1.
2.
3.
4.
5. What are the opposing arguments?
How do I dispense with them?
6. Organize the points of the argument into a clear, logical structure that pushes toward my conclusion.
We worked on the argument and persuasion essay, which is the most heavily weighted paper for the term.
The instructor put a worksheet up on the screen. The purpose was to help students organize for the argument and persuasion essay. As a class, we worked through each point. The worksheet is copied and pasted at the end of this blog entry (way at the bottom).
We looked at student examples intermittently throughout the class period.
Toward the end of the class, the instructor showed students where the electronic databases were at the library's web site. Each student has to find an article from the databases and bring it to the next class.
Students should continue their research and writing on their topic. In addition, they should do another two chapters in Langan.
At our next class session, we will continue working through the worksheet. We will also have the research exam. Bring your internal text citation worksheet and study over your notes from the research lectures.
Note to students with infrastructure topic:
Here is a link that will help. You might argue that this bill be passed.
November 11
We talked about the role of research in higher education and how the frontiers of knowledge are expanded. We also discussed how public libraries differ from academic libraries. There will be an exam on the notes from this class session and the last. You will be asked to do MLA citations, so have your handout on internal text citation with you, as you will be allowed to use it.
Assignment: Read 328-44, 345-49, "The Waste Generation." As you are reading, apply what the text says about persuasion to your persuasive premise (what you are trying to persuade your reader to think or do). A more detailed example will be posted here later.
The test on research is a week from today, Nov 18th.
Note: students in the 2-3:20 class must bring in one academic source from the databases at the library's web page. Two points.
Note: the table with student topics has been updated at 2:35 a.m. Wednesday
The persuasive topics are at the link at left. I changed my mind about putting them in the other document.
---------------------
Argument and persuasion worksheet:
1. Write out your persuasive premise:
What do you want people to do as a result of reading your paper?
(instructor's example) I want people to stop using leaf blowers and instead to chop their own leaves and make compost or mulch out of them. I want them to keep the leaves on their property as food for their plants and trees. I want them to stop using fossil fuels to haul something organic (leaves) around.
2. Argument: (what are my points of reason?)
a) We are running out of fossil fuel and should prioritize our use
b) Fossil fuels emit pollution and NJ has the second highest air pollution in the country, second only to California
c) Mother Nature designed leaves to serve as food for trees, shrubs, and other plants
d) Having heavy trucks and heavy equipment removing leaves increases traffic congestion
Persuasion: (what are my emotional appeals?)
We used to be able to enjoy fall days with our windows in our homes open. Now we have to keep them shut because of the noise
The health of Americans is suffering because we use technology to address nearly every aspect of everyday life
Working together on tasks can give the entire family exercise while enjoying togetherness and a sense of purpose
3. Thesis statement formulation:
Defend or attack a position
Suggest a solution to a problem
Challenge a value or belief
4. Break your central assertion into subclaims:
1.
2.
3.
4.
5. What are the opposing arguments?
How do I dispense with them?
6. Organize the points of the argument into a clear, logical structure that pushes toward my conclusion.
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