We read each others' Point 1 for the research paper. Students read each others' papers for understanding of the point it made and then a second time for the ease of reading. The instructor also read papers and most students received their Point 1 back. They should keep the other students' comments and turn them in with their revision (to be scheduled). Students received credit for their comments.
Next we went to the computer lab and worked on poetry. Some students did not yet have their poetry genre, so the genres were entered on the table (at right). Students were to obtain three sources for their poetry paper. Those who have the three sources should keep the sources make a Poetry Annotated Works Cited. Students who do not yet have their three sources will need to obtain three sources related to their genre, poet, or poem and add them to a Poetry Annotated Works Cited.
We went to the computer lab and the instructor showed students the explication questions (at right under links). We cut and pasted the questions into a Word document and began answering them in class.
Assignments:
Write Point 2 of the research paper. If you haven't yet written Point 1, write it, prepared the Annotated Works Cited (add additional sources, minimum 3), and also write Point 2. Turn in two pages for next week and attach the Annotated Works Cited (needs to be up to date).
Write an Annotated Works Cited with three poetry sources on it that apply to your poetry genre, poet, or poem. Turn in at next class. Note: annotated means you have to have a paragraph explaining what the source says.
Explicate your poem by using the method we covered in class today. If you need to turn off automatic formatting, look in Microsoft Help under "turn off autoformat." Bring in the answers to your questions next week. Question should be in bold face, answer in regular type. The instructor will review them for a direction in which your paper can go.
Read the drama terms A-P. We will be playing a game with the drama terms, so be sure you know them so you don't disappoint your team.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Advertising 3765 2-3:15
Thursday
The Tower ad assignment
Audio recording assignment
How to Record Audio Using Windows MovieMaker
Last semester's commercials
Tuesday
Diversity in advertising chapter
Nancy Giles, commentator
Benetton ad
NYC push for diversity in advertising
Check in type on photograph assignments.
Selection of product for TV ad.
Formatting of television commercial and concept.
Look at a few TV commercials from last class.
Unique Selling Proposition Worksheet and .ppt
Assignment:
Write TV ad for Thursday's class. We will again go through the USP. Fill out the USP worksheet for your product.
Reading from text (will go over in class)
The Tower ad assignment
Audio recording assignment
How to Record Audio Using Windows MovieMaker
Last semester's commercials
Tuesday
Diversity in advertising chapter
Nancy Giles, commentator
Benetton ad
NYC push for diversity in advertising
Check in type on photograph assignments.
Selection of product for TV ad.
Formatting of television commercial and concept.
Look at a few TV commercials from last class.
Unique Selling Proposition Worksheet and .ppt
Assignment:
Write TV ad for Thursday's class. We will again go through the USP. Fill out the USP worksheet for your product.
Reading from text (will go over in class)
Speech Critical 1402 12:30-1:45
Thursday
Check in 3 add'l sources.
Discuss the preview and how to write it (use text).
Choose practice date and individual speaker dates.
Past public speaking experiences.
Briung in three statements, two copies, and add two more sources to your informative speech Works Cited
Instructor example of orienting material, etc.
Orienting Material:
Discuss what academics think a good mission statement includes.
Places he found the information
He might show the class the Kean Mission Statement; show a few other mission statements.
Motivating Material:
Connection between the mission statement and the students' college experience
Research shows that children's drawings have much to do with their experience in school and how well adjusted they are. It also shows trauma. Knowing this info9rmation will help you watch for important signs in the lives of any youngsters you know.
Forecasting of the main point:
Today I am going to show you mission statements from colleges and universities around NJ. I will tell you--based on the research--what a good mission statement is. Then I will show my analysis and how it applies to Kean' mission statement. I will also include how I think it could be a better mission statement and what we as students will get out of this improved mission statement.
Tuesday
We will write the informative speech outline after the instructor checks in student sources (5). .ppt accompanies.
Papers and evaluation sheets from the recent symposium assignment will be returned with grades.
Assignment:
Obtain three more topics for the speech. Highlight them and put them on an Annotated Works Cited.
Re-format the papers returned to you and submit at Blackboard.
Reading for the week (go over in class).
Review for March 5th reading check.
Check in 3 add'l sources.
Discuss the preview and how to write it (use text).
Choose practice date and individual speaker dates.
Past public speaking experiences.
Briung in three statements, two copies, and add two more sources to your informative speech Works Cited
Instructor example of orienting material, etc.
Orienting Material:
Discuss what academics think a good mission statement includes.
Places he found the information
He might show the class the Kean Mission Statement; show a few other mission statements.
Motivating Material:
Connection between the mission statement and the students' college experience
Research shows that children's drawings have much to do with their experience in school and how well adjusted they are. It also shows trauma. Knowing this info9rmation will help you watch for important signs in the lives of any youngsters you know.
Forecasting of the main point:
Today I am going to show you mission statements from colleges and universities around NJ. I will tell you--based on the research--what a good mission statement is. Then I will show my analysis and how it applies to Kean' mission statement. I will also include how I think it could be a better mission statement and what we as students will get out of this improved mission statement.
Tuesday
We will write the informative speech outline after the instructor checks in student sources (5). .ppt accompanies.
Papers and evaluation sheets from the recent symposium assignment will be returned with grades.
Assignment:
Obtain three more topics for the speech. Highlight them and put them on an Annotated Works Cited.
Re-format the papers returned to you and submit at Blackboard.
Reading for the week (go over in class).
Review for March 5th reading check.
Friday, February 24, 2012
Comm Dynamics 128, Fri. 6-9 p.m.
.ppt to go over key terms
Reading feedback exercise
Emotional Vocabulary List
Dealing with Emotional Behavior role plays
Next week: Ch. 5
Reading feedback exercise
Emotional Vocabulary List
Dealing with Emotional Behavior role plays
Next week: Ch. 5
ENG 102, Sat. 9-12:15
Saturday, Febr. 25, 2012
Students handed in their Poetry Works Cited. The instructor handed out a more detailed poetry assignment sheet which we read in class. Next we chose poetry roundtable dates. The dates were entered on the table which is located in the links section of the blog (see right).
We discussed the play. We chose Saturday, Febr. 17 at 3 p.m. for the date. The instructor will call the college to insure tickets are available for all of us. If a student cannot make this date, he or she can go at another time.
The instructor handed out a worksheet on person consistency (the use of 1st and 3rd person in academic writing). We went through the worksheet.
After the break, we went to the lab and the instructor showed students around Writer'shelp.com. We did an apostrophe exercise. Students may finish this anytime in the next few days and still get credit for it. The instructor will check on Monday to see how many students finished this exercise.
The instructor gave the assignments (listed below).
We took an apostrophe quiz and students printed it out and handed it in. We will correct it next week in class.
Assignments:
Write two pages of the research paper.
Study 1/2 the drama glossary terms (see link at right). A-P.
Using your explication, write one page of what you think the poem means. If you need to, locate other criticism on what this poem means.
Read Ch. 5 in Lester.
Students handed in their Poetry Works Cited. The instructor handed out a more detailed poetry assignment sheet which we read in class. Next we chose poetry roundtable dates. The dates were entered on the table which is located in the links section of the blog (see right).
We discussed the play. We chose Saturday, Febr. 17 at 3 p.m. for the date. The instructor will call the college to insure tickets are available for all of us. If a student cannot make this date, he or she can go at another time.
The instructor handed out a worksheet on person consistency (the use of 1st and 3rd person in academic writing). We went through the worksheet.
After the break, we went to the lab and the instructor showed students around Writer'shelp.com. We did an apostrophe exercise. Students may finish this anytime in the next few days and still get credit for it. The instructor will check on Monday to see how many students finished this exercise.
The instructor gave the assignments (listed below).
We took an apostrophe quiz and students printed it out and handed it in. We will correct it next week in class.
Assignments:
Write two pages of the research paper.
Study 1/2 the drama glossary terms (see link at right). A-P.
Using your explication, write one page of what you think the poem means. If you need to, locate other criticism on what this poem means.
Read Ch. 5 in Lester.
Thursday, February 23, 2012
1402 Tues-Thurs
Link to Student Informative Topics
Link to List of Topics
We went over the informative speech outline in the book. The instructor told students how to format their outline and label the various parts of the speech.
We chose informative speech topics. For Tuesday, students should find five sources from the academic databases at the library. The instructor will log one class participation point for each source plus an additional 5 points for students who have the sources listed on an Annotated Works Cited. The list must have the annotation, but at this point the sources do not necessarily need to be properly formatted.
Students have three days to change their topics. They should advise the instructor via e-mail.
In the last part of the class, we examined two graphics. Students interpreted what the graphics said. The purpose of the exercise was to demonstrate how long it takes an audience to interpret a graphic, especially if it is a chart. Because students need to have one visual aid for their informative speech, the exercise showed how speakers need to interpret the graphic for their audience.
Reminder: on March 5, we will have a reading check. We read the chapters it will cover in class.
Link to List of Topics
We went over the informative speech outline in the book. The instructor told students how to format their outline and label the various parts of the speech.
We chose informative speech topics. For Tuesday, students should find five sources from the academic databases at the library. The instructor will log one class participation point for each source plus an additional 5 points for students who have the sources listed on an Annotated Works Cited. The list must have the annotation, but at this point the sources do not necessarily need to be properly formatted.
Students have three days to change their topics. They should advise the instructor via e-mail.
In the last part of the class, we examined two graphics. Students interpreted what the graphics said. The purpose of the exercise was to demonstrate how long it takes an audience to interpret a graphic, especially if it is a chart. Because students need to have one visual aid for their informative speech, the exercise showed how speakers need to interpret the graphic for their audience.
Reminder: on March 5, we will have a reading check. We read the chapters it will cover in class.
Wednesday, February 22, 2012
ENG102 Wed.
Students handed in their Annotated Works Cited.
We discussed the poetry roundtable. Students named their poetry genre and the instructor put them on a table. Students who had not made up their minds should enter their poetry genre selection.
The instructor told students that the names of the two papers are:
a) The (your genre name here) Genre and (your poet's name here) Place in the Genre
b) (Poem Name): What I Think it Means
We went to the lab and the instructor showed students how to look up literary criticism for their poem.
We went through the Greek drama presentation.
Assignments:
Add minimum three sources to Works Cited list (research paper). Highlight new sources.
Write two pages of the research paper. Hand in the two pages with the Annotated Works Cited.
Read Lester, Ch. 5, on plagiarism
Find three sources for the poetry paper, prefereably from the databases at the school's library, and put them on an Annotated Works Cited.
We discussed the poetry roundtable. Students named their poetry genre and the instructor put them on a table. Students who had not made up their minds should enter their poetry genre selection.
The instructor told students that the names of the two papers are:
a) The (your genre name here) Genre and (your poet's name here) Place in the Genre
b) (Poem Name): What I Think it Means
We went to the lab and the instructor showed students how to look up literary criticism for their poem.
We went through the Greek drama presentation.
Assignments:
Add minimum three sources to Works Cited list (research paper). Highlight new sources.
Write two pages of the research paper. Hand in the two pages with the Annotated Works Cited.
Read Lester, Ch. 5, on plagiarism
Find three sources for the poetry paper, prefereably from the databases at the school's library, and put them on an Annotated Works Cited.
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