Friday
The instructor told students about the book and that they could get 20 class participation points if they ordered by Monday, 12 midnight, Sept. 20. To get the 20 points, students need to show the print-out of their order and circle the date they ordered.
The name of the book is We Are America by Anna Joy. Sixth, fifth, or fourth edition is acceptable. Find the book using Google and by putting in either of these ISBN numbers:
0155951467 (4th)
1413002161 (5th)
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Students were assigned some online exercises which should be answered on regular lined notebook paper and turned in at the next class. Do everything from Common Contractions through Subject Verb Agreement. Exercises are due Monday.
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The instructor paired students for interviews and gave them 30" to conduct the interviews. On Monday, students will read each others' interviews, which are to be typed, double-spaced, and with 12 pt. type and one-inch margins. The objective is to introduce each person to the class and to see how smoothly each student's writing reads.
After the interviews, the instructor asked students to log on to her blog and to email her telling whether they were successful.
To Do for Next Class:
Interview: write one-two paragraphs about the person you interviewed. Arrange the information in the most interesting way you can, keeping in mind that the "laundry list" approach is not what we are looking for. What is the most interesting item you learned about this person? You may want to put this first. Arrange the rest of the material in a way you think will interest your audience.
Exercises online (see link above).
Order book.
Wednesday
We did the writing sample.
The syllabus may be printed out by downloading this document. We will go over the syllabus in class on Friday.
Wednesday, September 15, 2010
Tuesday, September 14, 2010
Speech 1402
Group symposium assignment sheet with deadline dates, cleaned up.
In addition, I have asked the department to provide us with a more readable copy of the symposium evaluation sheet. I will know more about this on Wednesday and may update this post.
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The instructor gave students the group symposium assignment. We read the assignment in class.
The instructor introduced a list of "problems" and students joined a group based on interest in the topic. Students then had class time to do a breakdown of the topic for purposes of directing their research. They also formed a group email list and the instructor had copies of this made for them and distributed to each group member.
During the last part of class, a video called "Voices" was shown. The purpose of the video is to illustrate how self-perception is formed and what it has to do with communication. Students were asked to take notes because later they will be asked to connect points from the video with points in the first two chapters of the text.
The instructor asked about interviews for the "I Am" journal.
Next week:
"I Am" journal assignment: bring field notes from two interviews for points toward the grade on this assignment
Group symposium: bring three articles pertaining to the student's section of the presentation. Students should have all citation material for the article with them as we will be doing citations in class at some point.
Write a full-sentence outline and transfer it to keywords. Keywords (only 30-50 total) go on the index card. Bring a digital camera, cell phone with movie capability, or other type of movie recording device to the next class. Students will rehearse for the symposium at this class. Students will be asked to show their full-sentence outline and cards to the instructor for credit.
Read first two chapters in the text.
Discussion of "I Am" assignment and interviews
Quick Guide to Public Speaking
Group symposium (not revised).
In addition, I have asked the department to provide us with a more readable copy of the symposium evaluation sheet. I will know more about this on Wednesday and may update this post.
-----------------
The instructor gave students the group symposium assignment. We read the assignment in class.
The instructor introduced a list of "problems" and students joined a group based on interest in the topic. Students then had class time to do a breakdown of the topic for purposes of directing their research. They also formed a group email list and the instructor had copies of this made for them and distributed to each group member.
During the last part of class, a video called "Voices" was shown. The purpose of the video is to illustrate how self-perception is formed and what it has to do with communication. Students were asked to take notes because later they will be asked to connect points from the video with points in the first two chapters of the text.
The instructor asked about interviews for the "I Am" journal.
Next week:
"I Am" journal assignment: bring field notes from two interviews for points toward the grade on this assignment
Group symposium: bring three articles pertaining to the student's section of the presentation. Students should have all citation material for the article with them as we will be doing citations in class at some point.
Write a full-sentence outline and transfer it to keywords. Keywords (only 30-50 total) go on the index card. Bring a digital camera, cell phone with movie capability, or other type of movie recording device to the next class. Students will rehearse for the symposium at this class. Students will be asked to show their full-sentence outline and cards to the instructor for credit.
Read first two chapters in the text.
Discussion of "I Am" assignment and interviews
Quick Guide to Public Speaking
Group symposium (not revised).
Advertising 3960/3100 What Happened in Class
Thursday
First we met in our regular classroom and then moved to the lab.
Eileen Ruf, admin for the Communication Department and coordinator for The Tower advertising, came to talk to the class about ad deadlines and to distribute media kits. Deadline dates and publication dates are both in the kit. The instructor explained that all media--radio, TV, magazines, etc.--have media kits and they are used to provide the potential client with information about the publication such as rates and sizes of ads.
Next the instructor explained that we were in the lab early because we will not normally have access to it. We only had access to the lab on this date due to the fact that the usual class that was there was canceled. Students signed on to Photoshop.com but we were unable to do work with the image the instructor provided because we could not save to the computers.
Students were, therefore, instructed to size the pineapple image on their own computers. In addition, they are to read the chapter on layouts from the text.
Pineapple image needed for sizing exercise, Thursday's class.
Deadline dates for The Tower:
Here are the ad deadlines for camera-ready copy The Tower. If the ad has to be at all altered by Stephanie, we would need it several days in advance of these deadlines.
Here are the deadlines:
Sept. 17
Oct. 8
Nov. 5
Dec. 3
To do for next class:
Size image to 450 pixels
Read chapter 8
=======================
Picture search engine that tells size of image.
Tuesday
On Thursday Pat Lauro and Eileen Ruf of The Tower will be visiting the class to discuss newspaper advertising. The assignment is called “Account Management” and students already have Part A, the graphic layout, and a flyer. Note: this may change as we may be able to get the lab in 403 on this date only.
The ad deadline dates will also be provided for students on Thursday.
The instructor returned search engine exams. The grade breakdown is as follows:
A: 3
B: 4
C: 6
D: 6
F: 4
We still have to complete the last part of the search engine advertising .ppt. This section tells about writing the ad. We will write an ad in class. The ad will be part of the student’s portfolio.
Today, however, we began working on the graphic file format section of the class and the instructor used a .ppt to explain the difference between vector images and bitmap images. What size of image is used for print and what is used for web was also discussed. We covered file formats through .png.
Added later: I happened to find this article in a computer magazine about adding depth to vector images. Please take a look.
We are hoping to book the lab on Thursday, Sept. 23. Students were asked to take their own pictures so they will have a large image to with which to work. The instructor suggested this image be of their advertiser for The Tower. The instructor will also have large images available.
To Do for Next Class:
Have advertiser and two backups selected. Fill out Part A in pencil. We will work on the benefits together in class.
Make sure you understand formats and principles discussed in class. There may be a quiz and some of the questions may be posted here the night before.
First we met in our regular classroom and then moved to the lab.
Eileen Ruf, admin for the Communication Department and coordinator for The Tower advertising, came to talk to the class about ad deadlines and to distribute media kits. Deadline dates and publication dates are both in the kit. The instructor explained that all media--radio, TV, magazines, etc.--have media kits and they are used to provide the potential client with information about the publication such as rates and sizes of ads.
Next the instructor explained that we were in the lab early because we will not normally have access to it. We only had access to the lab on this date due to the fact that the usual class that was there was canceled. Students signed on to Photoshop.com but we were unable to do work with the image the instructor provided because we could not save to the computers.
Students were, therefore, instructed to size the pineapple image on their own computers. In addition, they are to read the chapter on layouts from the text.
Pineapple image needed for sizing exercise, Thursday's class.
Deadline dates for The Tower:
Here are the ad deadlines for camera-ready copy The Tower. If the ad has to be at all altered by Stephanie, we would need it several days in advance of these deadlines.
Here are the deadlines:
Sept. 17
Oct. 8
Nov. 5
Dec. 3
To do for next class:
Size image to 450 pixels
Read chapter 8
=======================
Picture search engine that tells size of image.
Tuesday
On Thursday Pat Lauro and Eileen Ruf of The Tower will be visiting the class to discuss newspaper advertising. The assignment is called “Account Management” and students already have Part A, the graphic layout, and a flyer. Note: this may change as we may be able to get the lab in 403 on this date only.
The ad deadline dates will also be provided for students on Thursday.
The instructor returned search engine exams. The grade breakdown is as follows:
A: 3
B: 4
C: 6
D: 6
F: 4
We still have to complete the last part of the search engine advertising .ppt. This section tells about writing the ad. We will write an ad in class. The ad will be part of the student’s portfolio.
Today, however, we began working on the graphic file format section of the class and the instructor used a .ppt to explain the difference between vector images and bitmap images. What size of image is used for print and what is used for web was also discussed. We covered file formats through .png.
Added later: I happened to find this article in a computer magazine about adding depth to vector images. Please take a look.
We are hoping to book the lab on Thursday, Sept. 23. Students were asked to take their own pictures so they will have a large image to with which to work. The instructor suggested this image be of their advertiser for The Tower. The instructor will also have large images available.
To Do for Next Class:
Have advertiser and two backups selected. Fill out Part A in pencil. We will work on the benefits together in class.
Make sure you understand formats and principles discussed in class. There may be a quiz and some of the questions may be posted here the night before.
Monday, September 13, 2010
Web Hosting
Wednesday
We went over a handout on web hosting.
Students reported on the web host they researched.
Monday
Web hosting .ppt
Exercise
Definition:
From the user's perspective, upstream network traffic flows away from the local computer toward the remote destination. Conversely, downstream traffic flows to the user's computer.
Traffic on most networks flows in both upstream and downstream directions simultaneously, and often when data flows in one direction, network protocols often send control instructions (generally invisible to the user) in the opposite direction.
Load balance platform: What platform do they use for balancing IP requests? A platform is an operating system.
Redundancy: Backup. If you contract with a web hosting service located on the San Andreas fault in California and there is an earthquake, what happens to your web site and all your latest orders? Where that location is is redundancy.
We went over a handout on web hosting.
Students reported on the web host they researched.
Monday
Web hosting .ppt
Exercise
Definition:
From the user's perspective, upstream network traffic flows away from the local computer toward the remote destination. Conversely, downstream traffic flows to the user's computer.
Traffic on most networks flows in both upstream and downstream directions simultaneously, and often when data flows in one direction, network protocols often send control instructions (generally invisible to the user) in the opposite direction.
Load balance platform: What platform do they use for balancing IP requests? A platform is an operating system.
Redundancy: Backup. If you contract with a web hosting service located on the San Andreas fault in California and there is an earthquake, what happens to your web site and all your latest orders? Where that location is is redundancy.
Saturday, September 11, 2010
Friday, September 10, 2010
Writing II, Friday evening
Syllabus
The instructor returned writing samples after she made copies for her records. This sample will act as a benchmark allowing for an evaluation of progress at midterm and at the conclusion of class.
An exercise based on the writing samples was handed out. The exercise was on person consistency. The instructor reviewed first, second, and third person. She told the students why third person is primarily used in academic (expository) writing. We worked on a writing sample where the writing went from first to second person. Students re-wrote the essay in third person and we looked at student work on the overhead. A few students were asked to write in the first person, and we reviewed an example of first person. The instructor reminded students that this is something that is taught at this class level and usually not covered in earlier writing classes.
Students had been assigned an introduction to write for purposes of seeing how smoothly the writing could be read. The instructor told students that a good sentence is understood the first time it is read. She acknowledged that academics are sometimes the worst offenders at composing readable sentences. She added that academics often re-name:
Example: An excuse is account-giving behavior.
We put the introductions on the overhead projector and the person being introduced came to the front of the class. A reader was selected and the instructor noted where there were problems with the reading going smoothly. Usually it was misplaced commas or modifiers. Another common problem was comma splices, where the student joined sentences with commas.
The instructor told students about the role of critiquing in academia. Criticism is sought after and is welcomed. One does not become defensive when receiving criticism; instead, one should thank the person delivering the critique for making a point that will help the writer become better.
To do for next class:
--rewrite introduction, making corrections noted by instructor and also from corrections made on other papers
--do the reading or online exercise that will be posted here
Posted Sunday evening:
Complete the following exercises. Write your answers on notebook paper to hand in to the instructor.
Common Contractions
Pronoun-Antecedent Agreement
Subject-Verb Agreement
In addition, watch this five-minute video. It is about how writing is used on the job in various fields. You may have to register for basic access.
.
The instructor returned writing samples after she made copies for her records. This sample will act as a benchmark allowing for an evaluation of progress at midterm and at the conclusion of class.
An exercise based on the writing samples was handed out. The exercise was on person consistency. The instructor reviewed first, second, and third person. She told the students why third person is primarily used in academic (expository) writing. We worked on a writing sample where the writing went from first to second person. Students re-wrote the essay in third person and we looked at student work on the overhead. A few students were asked to write in the first person, and we reviewed an example of first person. The instructor reminded students that this is something that is taught at this class level and usually not covered in earlier writing classes.
Students had been assigned an introduction to write for purposes of seeing how smoothly the writing could be read. The instructor told students that a good sentence is understood the first time it is read. She acknowledged that academics are sometimes the worst offenders at composing readable sentences. She added that academics often re-name:
Example: An excuse is account-giving behavior.
We put the introductions on the overhead projector and the person being introduced came to the front of the class. A reader was selected and the instructor noted where there were problems with the reading going smoothly. Usually it was misplaced commas or modifiers. Another common problem was comma splices, where the student joined sentences with commas.
The instructor told students about the role of critiquing in academia. Criticism is sought after and is welcomed. One does not become defensive when receiving criticism; instead, one should thank the person delivering the critique for making a point that will help the writer become better.
To do for next class:
--rewrite introduction, making corrections noted by instructor and also from corrections made on other papers
--do the reading or online exercise that will be posted here
Posted Sunday evening:
Complete the following exercises. Write your answers on notebook paper to hand in to the instructor.
Common Contractions
Pronoun-Antecedent Agreement
Subject-Verb Agreement
In addition, watch this five-minute video. It is about how writing is used on the job in various fields. You may have to register for basic access.
.
Tuesday, September 7, 2010
Advertising 3675/3100
Added Monday:
Grade Breakdown for Quiz:
A: 3
B: 4
C: 6
D: 6
F: 4
Thursday
Quiz today.
Newspaper ad assignment.
Please read this Wall Street Journal article about how Google's search engine improvement could affect its advertisers.
To Do for Next Class:
Choose a potential advertiser. Find two or three backup possibilities in case someone else has taken your choice or your first choice does not want to advertise.
Tuesday
The instructor talked about Google Adwords. We c0vered the first three topics of the Powerpoint and will cover the fourth on the day we write our search engine four-line ad.
Students organized themselves alphabetically and we did the roster and grade sheets.
The instructor informed the students that the lab she had hoped for was occupied during the class session for which it is needed. Jonathan, however, suggested that we use PhotoShop Express. The instructor briefly reviewed the site and it appears that it will work for us, therefore, we will be using the regular lab in CAS. Students were asked to register for an account. Click "online tools." Later: the instructor further reviewed the site and has determined that it will work. Students must have an account, though, as the commands do not work unless the user is logged in.
Next we discussed the newspaper advertising assignment. The instructor used the overhead projector and showed students three parts of the assignment: the coupon layout form, the Part A account management form, and a flyer that was used in a previous semester.
To do for next class:
Study for search engine advertising quiz. Questions will come from the glossary, the article, and the instructor's .ppt today.
Grade Breakdown for Quiz:
A: 3
B: 4
C: 6
D: 6
F: 4
Thursday
Quiz today.
Newspaper ad assignment.
Please read this Wall Street Journal article about how Google's search engine improvement could affect its advertisers.
To Do for Next Class:
Choose a potential advertiser. Find two or three backup possibilities in case someone else has taken your choice or your first choice does not want to advertise.
Tuesday
The instructor talked about Google Adwords. We c0vered the first three topics of the Powerpoint and will cover the fourth on the day we write our search engine four-line ad.
Students organized themselves alphabetically and we did the roster and grade sheets.
The instructor informed the students that the lab she had hoped for was occupied during the class session for which it is needed. Jonathan, however, suggested that we use PhotoShop Express. The instructor briefly reviewed the site and it appears that it will work for us, therefore, we will be using the regular lab in CAS. Students were asked to register for an account. Click "online tools." Later: the instructor further reviewed the site and has determined that it will work. Students must have an account, though, as the commands do not work unless the user is logged in.
Next we discussed the newspaper advertising assignment. The instructor used the overhead projector and showed students three parts of the assignment: the coupon layout form, the Part A account management form, and a flyer that was used in a previous semester.
To do for next class:
Study for search engine advertising quiz. Questions will come from the glossary, the article, and the instructor's .ppt today.
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