Students turned in their definitions essays.
We began work on argument. The instructor wrote some questions on the board and handed out an op-ed piece. We began analysis of it in class, and located the thesis statement.
Students are to answer the questions from the board that we didn't finish. They are to bring answers to the nesxt class.
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This source is for Daisy for her research paper.
Monday, November 14, 2011
Sunday, November 13, 2011
Advertising 3765 Tues.-Thurs.
Tuesday
We watched student commercials, and we will have two-three more next Tuesday.
Thursday is a test on the readings.
Here's the link on the 28-year old and the credit card payment business he started:
http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2011/11/10/businessinsiderthis-28-year-old-is-.DTL
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Please note: this post is for the advertising classes for Nov. 15 & 17. See the older post for last week's activities and assignments.
Tuesday, Nov. 15
View commercials
Instructor will return some commercials with grades.
Time permitting, we may watch other commercials from previous classes
Handout reading schedule for the remaining classes.
We watched student commercials, and we will have two-three more next Tuesday.
Thursday is a test on the readings.
Here's the link on the 28-year old and the credit card payment business he started:
http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2011/11/10/businessinsiderthis-28-year-old-is-.DTL
------------------
Please note: this post is for the advertising classes for Nov. 15 & 17. See the older post for last week's activities and assignments.
Tuesday, Nov. 15
View commercials
Instructor will return some commercials with grades.
Time permitting, we may watch other commercials from previous classes
Handout reading schedule for the remaining classes.
Tuesday, November 8, 2011
Advertising 3765 Tues Thurs
Thursday
We talked about market research and the difference between qualitative and quantitative research. The instructor told about her experience in media research with the predecessor to the Nielsen Smart Box, her experience with the King's Consumer Panel, and McDonald's experience with focus groups. We watched some short films from the library's digital collection on market research.
Students told about their various experiences with market research. We learned about mall intercepts and what is being asked of people who are in the Neilsen sample. Ashley told us how she has to enter what member of the household is watching when a program is being viewed.
If you have not shown your commercial, have it ready for viewing via youtube by this coming Tuesday.
If we have time, we will also view the commercials of other students in previous classes.
We will have a quiz on the market research chapter and the chapter on radio, Ch. 9.
Note: students who showed their commercial and who did not hand in their commercial as formatted on paper need to turn this in, as it is needed by the instructor for grading. If your formatted commercial sheet is outdated, please update it and turn it in via e-mail.
Tuesday
We watched about four commercials today. One commercial will be viewed again on Thursday.
We discussed the alternative assignment to the ad. Students objected to the assignment because it did not take into account their previous efforts in trying to obtain an ad. The instructor said there was no way to verify their efforts.
A number of solutions were proposed. Vertenie proposed one that might work, so she is writing it up. It will be posted here for students to read and we will discuss it in class.
We talked about market research and the difference between qualitative and quantitative research. The instructor told about her experience in media research with the predecessor to the Nielsen Smart Box, her experience with the King's Consumer Panel, and McDonald's experience with focus groups. We watched some short films from the library's digital collection on market research.
Students told about their various experiences with market research. We learned about mall intercepts and what is being asked of people who are in the Neilsen sample. Ashley told us how she has to enter what member of the household is watching when a program is being viewed.
To Do for Next Class:
If you have not shown your commercial, have it ready for viewing via youtube by this coming Tuesday.
If we have time, we will also view the commercials of other students in previous classes.
We will have a quiz on the market research chapter and the chapter on radio, Ch. 9.
Note: students who showed their commercial and who did not hand in their commercial as formatted on paper need to turn this in, as it is needed by the instructor for grading. If your formatted commercial sheet is outdated, please update it and turn it in via e-mail.
Tuesday
We watched about four commercials today. One commercial will be viewed again on Thursday.
We discussed the alternative assignment to the ad. Students objected to the assignment because it did not take into account their previous efforts in trying to obtain an ad. The instructor said there was no way to verify their efforts.
A number of solutions were proposed. Vertenie proposed one that might work, so she is writing it up. It will be posted here for students to read and we will discuss it in class.
Speech Critical 1402 TThu 11 a.m.
Thursday, Nov. 17
We had one speech today. Melissa talked about overpopulation.
We worked on our topics list and also committed to speech dates. The dates are at the link on the right.
The instructor gave students the Monroe Motivated Sequence and went over the major parts of the outline. Students must bring their outline in on Nov. 22. It has to have 8-10 sources, many of which should be from the academic databases. In addition, it must be done APA style.
The instructor showed students a model paper for APA, so they wrote a model for the cover page and headers.
To Do for Next Class:
If you are speaking on Monday, practice your speech.
Tuesday, Nov. 15
We had three speeches: Tessa, Ben, and Andrew delivered informative speeches.
The instructor gave students a handout about the differences between APA and MLA documentation systems. We are going from MLA into APA for our next speech. She used the handout and wrote examples on the board. Students also wrote examples on their handout on how to do in-text citations.
If you have not yet delivered your speech, practice.
All students should be deciding on a topic for the persuasive speech. There is a sign-up sheet under the Links section of this blog. It is open for all students to put in their topic.
The reading assignment is the second half of Ch. 12 on persuasive speaking.
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In regard to the Krugman column about our antiquated energy infrastructure, please see this picture.
----------------------
Thomas gave his informative speech on why the casinos are not doing well at this time.
After the speech, we discussed:
--Thomas' outline, which was put on the overhead projector
--Monroe Motivated Sequence, for which we looked at a screen from a .ppt
--Persuasive topics. We made a chart for the topic selections by the students. It is linked at right under the Links section of this blog. Students may put their own topic up on the list, as it is an open access document. Reminder: all topics must be approved by the instructor. No, you cannot talk about autism or marijuana. Yawn.
To Do for Next Class:
Scheduled speakers should practice.
Students should look for topics (see the last speech post for additional ideas recently posted by the instructor)
We had one speech today. Melissa talked about overpopulation.
We worked on our topics list and also committed to speech dates. The dates are at the link on the right.
The instructor gave students the Monroe Motivated Sequence and went over the major parts of the outline. Students must bring their outline in on Nov. 22. It has to have 8-10 sources, many of which should be from the academic databases. In addition, it must be done APA style.
The instructor showed students a model paper for APA, so they wrote a model for the cover page and headers.
To Do for Next Class:
If you are speaking on Monday, practice your speech.
Tuesday, Nov. 15
We had three speeches: Tessa, Ben, and Andrew delivered informative speeches.
The instructor gave students a handout about the differences between APA and MLA documentation systems. We are going from MLA into APA for our next speech. She used the handout and wrote examples on the board. Students also wrote examples on their handout on how to do in-text citations.
To Do for Next Class:
If you have not yet delivered your speech, practice.
All students should be deciding on a topic for the persuasive speech. There is a sign-up sheet under the Links section of this blog. It is open for all students to put in their topic.
The reading assignment is the second half of Ch. 12 on persuasive speaking.
-----------------
In regard to the Krugman column about our antiquated energy infrastructure, please see this picture.
----------------------
Thomas gave his informative speech on why the casinos are not doing well at this time.
After the speech, we discussed:
--Thomas' outline, which was put on the overhead projector
--Monroe Motivated Sequence, for which we looked at a screen from a .ppt
--Persuasive topics. We made a chart for the topic selections by the students. It is linked at right under the Links section of this blog. Students may put their own topic up on the list, as it is an open access document. Reminder: all topics must be approved by the instructor. No, you cannot talk about autism or marijuana. Yawn.
To Do for Next Class:
Scheduled speakers should practice.
Students should look for topics (see the last speech post for additional ideas recently posted by the instructor)
Monday, November 7, 2011
Health Comm
Monday, Nov. 7
We had an open book exam on Health Communication reading (through p. 175), interviewing.
On Wednesday we will have an open book exam on this week's PsychoSocial reading.
We had an open book exam on Health Communication reading (through p. 175), interviewing.
On Wednesday we will have an open book exam on this week's PsychoSocial reading.
Writing 102 MF 10:10 a.m.
Friday, Nov. 11
Students arrived at different times due to the fact that the electricity for Elizabeth went out. They had no elevator service and students had to walk four flights. Due to the different arrival times, we used the class time for individual student consultations over the research and poetry papers.
To Do for Next Class:
On Nov. 16, all three points need to be written so we can put them together with transitions in our lab session. If you have not completed all three points, work on them over the weekend.
Wednesday, Nov. 9:
Add your five sentences to this document.
Monday, Nov. 7:
We went over the following research paper deadlines:
Nov. 16th: bring in all three points. We will add transitions during our session in the lab.
Nov. 21: Write introduction in class (poetry roundtables that day, so this will be brief)
Nov. 23: Write conclusion in class
Dec. 7: Write titles and subtitles in class
We had two poetry roundtables: romanticism (Elizabeth Barrett Browning) and Harlem Renaissance.
There was a comma handout for students to review before our lab session.
To Do for Next Class:
Bring any papers that you have turned in and that have been returned. We will be choosing sentences from them and adding them to one document. If you don't have any, it is likely some will be returned to you.
Students arrived at different times due to the fact that the electricity for Elizabeth went out. They had no elevator service and students had to walk four flights. Due to the different arrival times, we used the class time for individual student consultations over the research and poetry papers.
To Do for Next Class:
On Nov. 16, all three points need to be written so we can put them together with transitions in our lab session. If you have not completed all three points, work on them over the weekend.
Wednesday, Nov. 9:
Add your five sentences to this document.
Monday, Nov. 7:
We went over the following research paper deadlines:
Nov. 16th: bring in all three points. We will add transitions during our session in the lab.
Nov. 21: Write introduction in class (poetry roundtables that day, so this will be brief)
Nov. 23: Write conclusion in class
Dec. 7: Write titles and subtitles in class
We had two poetry roundtables: romanticism (Elizabeth Barrett Browning) and Harlem Renaissance.
There was a comma handout for students to review before our lab session.
To Do for Next Class:
Bring any papers that you have turned in and that have been returned. We will be choosing sentences from them and adding them to one document. If you don't have any, it is likely some will be returned to you.
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