Oct. 30
The instructor handed back the written questions from the text, the flyers with grades, and feedback on the political narrative assignment.
She also presented projects for the newspaper advertising project. Students decided which area of the project on which they wanted to work.
We watched student agency presentations by examining agency web sites. We saw what we thought were highly effective sites and some that were not so effective.
The instructor used a .ppt to explain how creative works.
We chose chapters for the next week.
Thursday, October 30, 2008
Tuesday, October 28, 2008
Writing 101 What Happened in Class
Oct. 30:
The instructor checked Langan chapters while students reviewed Judy Brady's essay, "I Want a Wife." We then discussed the rhetorical technique of definition. We talked about male and female stereotypes.
The assignment for Thursday, Nov. 6 is to write approximately four paragraphs of definition on the topic of one's argument persuasion paper.
On Tuesday, November 4, students are given the class period to go and vote. For students who are not registered, there is a writing assignment in addition to the one above. Students are to write approximately one page of definition. The topic to define is "participatory democracy."
Students who are voting should have the poll letter signed and also try to have their picture taken at the polls or to take their own picture of their precinct. All of the above will be due on Nov. 6.
Oct. 28:
Students who needed more time handed in the comparison-contrast paper today.
The instructor handed out the next assignment, which is the argument/persuasion paper. We went over the assignment and then reviewed topics (link at left, "2008 Topics"). Students must have their topic selection made by the next class. The instructor has composed a table of students and topics (again, link at left).
In addition, she also handed out an internal text citation guide that will be reviewed at the next class.
The instructor handed back the division analysis (election year issues) paper. The papers are corrected but not scored. We will score in class in the future.
We finished the comma worksheet. There will be a comma exam in the near future.
Next class:
We will do a Langan check-in. Have everything from Ch. 11-18 done. Seventeen and eighteen are for this week.
The instructor checked Langan chapters while students reviewed Judy Brady's essay, "I Want a Wife." We then discussed the rhetorical technique of definition. We talked about male and female stereotypes.
The assignment for Thursday, Nov. 6 is to write approximately four paragraphs of definition on the topic of one's argument persuasion paper.
On Tuesday, November 4, students are given the class period to go and vote. For students who are not registered, there is a writing assignment in addition to the one above. Students are to write approximately one page of definition. The topic to define is "participatory democracy."
Students who are voting should have the poll letter signed and also try to have their picture taken at the polls or to take their own picture of their precinct. All of the above will be due on Nov. 6.
Oct. 28:
Students who needed more time handed in the comparison-contrast paper today.
The instructor handed out the next assignment, which is the argument/persuasion paper. We went over the assignment and then reviewed topics (link at left, "2008 Topics"). Students must have their topic selection made by the next class. The instructor has composed a table of students and topics (again, link at left).
In addition, she also handed out an internal text citation guide that will be reviewed at the next class.
The instructor handed back the division analysis (election year issues) paper. The papers are corrected but not scored. We will score in class in the future.
We finished the comma worksheet. There will be a comma exam in the near future.
Next class:
We will do a Langan check-in. Have everything from Ch. 11-18 done. Seventeen and eighteen are for this week.
Writing 102 What Happened in Class
Oct. 30
The instructor handed back Point 2. Too many students have written their research papers in a style more like a magazine article (journalism). The instructor showed students a paper that a student from the class did that met the requirements for development of a point in an academic style. Students read the paper on the overhead document cam.
Then the instructor asked students to get out the internal text citation guide which was given as a handout a few weeks ago. She went over how to do internal text citations and told students that the handout was more thorough than anything they will ever find in a guide. The instructor developed this handout by using several different guides.
We went over the differences in Works Cited, References, and a Bibliography.
Next class:
At our next class there will be a .ppt on semicolons using Lukeman as the source. Be sure you have read this section of Lukeman. Read the next chapter in Lester. The instructor will read Point 3 and have it returned by Tues., Nov. 4.
Oct. 28
We revised the research paper schedule and Nov 11 will be the days to write the intro and conclusion. On Nov 18, we will write the intro and conclusion in class.
This Thursday , Point 3 will be due.
The explication sheet was handed out and we went through the Dylan Thomas poem, "Do Not Go Gentle." We used the explication questions to arrive at a meaning for the poem.
Next class: we will explore the thesis statements for the one to two-page paper on DT. In addition, be reading Lukeman, semicolons. Read the next chapter in Lester.
The instructor handed back Point 2. Too many students have written their research papers in a style more like a magazine article (journalism). The instructor showed students a paper that a student from the class did that met the requirements for development of a point in an academic style. Students read the paper on the overhead document cam.
Then the instructor asked students to get out the internal text citation guide which was given as a handout a few weeks ago. She went over how to do internal text citations and told students that the handout was more thorough than anything they will ever find in a guide. The instructor developed this handout by using several different guides.
We went over the differences in Works Cited, References, and a Bibliography.
Next class:
At our next class there will be a .ppt on semicolons using Lukeman as the source. Be sure you have read this section of Lukeman. Read the next chapter in Lester. The instructor will read Point 3 and have it returned by Tues., Nov. 4.
Oct. 28
We revised the research paper schedule and Nov 11 will be the days to write the intro and conclusion. On Nov 18, we will write the intro and conclusion in class.
This Thursday , Point 3 will be due.
The explication sheet was handed out and we went through the Dylan Thomas poem, "Do Not Go Gentle." We used the explication questions to arrive at a meaning for the poem.
Next class: we will explore the thesis statements for the one to two-page paper on DT. In addition, be reading Lukeman, semicolons. Read the next chapter in Lester.
Monday, October 27, 2008
1402 Mon-Wed What Happened in Class
Oct. 29
We had two more group symposiums, one on HIV and STDs and the other on eating disorders.
Students should be working on their informative presentations. Outlines for this presentation were due at midnight, Oct. 28.
Oct 27
We had two group symposiums today. There will be two more on Wednesday.
Students should be working on their full-sentence outline for the informative speech, which is due tomorrow by midnight.
We had two more group symposiums, one on HIV and STDs and the other on eating disorders.
Students should be working on their informative presentations. Outlines for this presentation were due at midnight, Oct. 28.
Oct 27
We had two group symposiums today. There will be two more on Wednesday.
Students should be working on their full-sentence outline for the informative speech, which is due tomorrow by midnight.
Sunday, October 26, 2008
5016 What Happened in Class
Here are two files that will help with your political narrative project. I will explain them in class or if you have questions about anything in the file, e-mail me.
Sample Bulleted Summary
References
Oct. 29:
What happens in class on Wednesday will be reported here.
Sample Bulleted Summary
References
Oct. 29:
What happens in class on Wednesday will be reported here.
Thursday, October 23, 2008
5016 What Happened in Class
We spent the first half of class discussing the possibilities of the newspaper project. The latter part of class was spent discussing the Google Adwords project.
Intrigued by the possibilities for the newspaper, I looked around for people who envision the future of newspapers. I found The newspapers that survive will probably do so with some kind of hybrid content: analysis, interpretation and investigative reporting in a print product that appears less than daily, combined with constant updating and reader interaction on the Web.
Here is another strong point of newspapers: community influence.
I still believe that a newspaper's most important product, the product least vulnerable to substitution, is community influence. It gains this influence by being the trusted source for locally produced news, analysis and investigative reporting about public affairs. This influence makes it more attractive to advertisers.
Read the entire article.
Next week we will have student presentations of their agency web site and the instructor will discuss creative strategy. We will look at television ads for the Las Vegas campaign.
Students turned in their flyers and rough drafts of the political narrative project.
We are reading Chapter 10 and the questions we're doing are X and X (instructor has to look up the chapters and post back).
Intrigued by the possibilities for the newspaper, I looked around for people who envision the future of newspapers. I found The newspapers that survive will probably do so with some kind of hybrid content: analysis, interpretation and investigative reporting in a print product that appears less than daily, combined with constant updating and reader interaction on the Web.
Here is another strong point of newspapers: community influence.
I still believe that a newspaper's most important product, the product least vulnerable to substitution, is community influence. It gains this influence by being the trusted source for locally produced news, analysis and investigative reporting about public affairs. This influence makes it more attractive to advertisers.
Read the entire article.
Next week we will have student presentations of their agency web site and the instructor will discuss creative strategy. We will look at television ads for the Las Vegas campaign.
Students turned in their flyers and rough drafts of the political narrative project.
We are reading Chapter 10 and the questions we're doing are X and X (instructor has to look up the chapters and post back).
Tuesday, October 21, 2008
Writing 101 What Happened in Class
Oct. 23
We wrote compare-contrast essays using Leanita McClain and work done for the division/analysis essay as our sources.
-------------------
Oct. 21
The objectives for the class were to go over midterm grading and work on commas.
First, however, students pointed out that November 4, election day, falls on a Tuesday. Students asked if it would be possible to get the class period off to vote. Because the high number of students who are registered to vote, about 80% of the class, the instructor agreed to this request. Another reason for granting the request is that voting is easier when it's done first thing in the morning. Students agreed to document their voting by having a letter signed by the poll worker and also to take a picture of the polling precinct with their cell phones.
Students who are not registered to vote will receive a separate writing assignment that will be due the follow class session.
Next we went over midterm grades, and following that, we checked in the writing question assignment from Aaron. The final part of this writing assignment will be checked in on Thursday, and students will receive one point for having this assignment done ("Language" section).
The instructor had a comma handout for students to follow along while watching a video. We watched the video and after that, the instructor provided a worksheet for students to test their knowledge of what they had just learned. Primarily, we learned about commas with independent clauses and dependent/independent clause, but other comma rules were reviewed.
Note to students: there may be a comma quiz at a future class.
Next class: In-class writing assignment with comparison-contrast. Students will be required to quote from the McClain essay. Students should be doing the next two chapters of Langan, 15 and 16. At our next class, we will also be given the argument/persuasion assignment.
We wrote compare-contrast essays using Leanita McClain and work done for the division/analysis essay as our sources.
-------------------
Oct. 21
The objectives for the class were to go over midterm grading and work on commas.
First, however, students pointed out that November 4, election day, falls on a Tuesday. Students asked if it would be possible to get the class period off to vote. Because the high number of students who are registered to vote, about 80% of the class, the instructor agreed to this request. Another reason for granting the request is that voting is easier when it's done first thing in the morning. Students agreed to document their voting by having a letter signed by the poll worker and also to take a picture of the polling precinct with their cell phones.
Students who are not registered to vote will receive a separate writing assignment that will be due the follow class session.
Next we went over midterm grades, and following that, we checked in the writing question assignment from Aaron. The final part of this writing assignment will be checked in on Thursday, and students will receive one point for having this assignment done ("Language" section).
The instructor had a comma handout for students to follow along while watching a video. We watched the video and after that, the instructor provided a worksheet for students to test their knowledge of what they had just learned. Primarily, we learned about commas with independent clauses and dependent/independent clause, but other comma rules were reviewed.
Note to students: there may be a comma quiz at a future class.
Next class: In-class writing assignment with comparison-contrast. Students will be required to quote from the McClain essay. Students should be doing the next two chapters of Langan, 15 and 16. At our next class, we will also be given the argument/persuasion assignment.
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