Writing102 Sat. 9-12:15

We started class by discussing plagiarism and we worked from our text, Ch. 5. The instructor showed students the most important parts of the chapter. Regarding source bias, she showed students how both the right and the left put their points of view out.  With the right, it is primarily through think tanks. With the left, it is primarily through bloggers. We watched two clips about writers who plagiarized.

Next students received their corrected Point 2 back and also their poetry explication. The instructor went over the components of the poetry roundtables:

--picture of poet
--mp3 reading of the poem or student reading the poem
--two papers (genre and the poet's place in the genre and a second paper, the meaning of the poemO

We chose roundtable dates. Students will host their roundtable on the date on the chart.

Next we discussed how to quote poetry and do the Works Cited entry for an mp3 or for a youtube video.

Next week:

We will work on putting all three points of the paper together in class through using transitions.

Bring the poetry paper with the meaning of the poem.  Needs in-text citations and Works Cited

Be prepared for drama terms exercise on terms from Q-Z.


This is from OWL on how to cite a youtube clip:

How do I cite a YouTube video in MLA?

The MLA does not specifically address how to cite a YouTube video. This has, it appears, led to some confusion as to the best method of for citing YouTube videos in MLA.
Based on MLA standards for other media formats, we feel that the following format is the most acceptable for citing YouTube videos:
Author’s Name or Poster’s Username. “Title of Image or Video.” Media Type
Text. Name of Website. Name of Website’s Publisher, date of posting. Medium. date retrieved.

Here is an example of what that looks like:

Shimabukuro, Jake. "Ukulele Weeps by Jake Shimabukuro." Online video clip.
YouTube. YouTube, 22 Apr. 2006. Web. 9. Sept. 2010.

Writing 102 2:30-3:15 p.m.

Pick up poetry papers
Pick up research papers
Discuss summary and paraphrase worksheet
Semicolon .ppt
Poetry explication

Class started off with work on the use of the punctuation mark the colon. The instructor explained who Noah Lukeman is and how his book tells how writers can create reactions and emotions through the use of punctuation.  Watching the Powerpoint, students followed along with a worksheet.  Intermittently, we looked at student work on the overhead document cam. The main problem the instructor noticed is that students were not using enough adjectives and adverbs to make their writing colorful and interesting. After telling the students this, sentences began to be more exciting.

After working on this punctuation mark, we went to the lab where the instructor showed students how to use the poetry explication. As a model for class work, we used Gwendolyn Brooks' poem, "We Real Cool." We read the poem and we also watched a clip of Brooks reading her poem.  We then answered the explication questions. Throughout the writing period, students were asked to share their reactions to the questions.

At the conclusion of class, the instructor returned research and poetry papers. She collected the week's assignment of the next point in the research paper and the revision she asked students to do on the poetry paper.

Students who turned this assignment in on time received class participation points for doing so.
The points were also logged in for this week's assignment.

The Summary and Paraphrase worksheet was also picked up.

To Do for Next Week:

Poetry: 

Explication the poem of your poet. Bring a printout so the instructor can advise you of the angle you might take on your paper that interprets the poem.  Come prepared to commit to a date for your roundtable.

Research paper:

Write your third point of the research paper.

Drama:

Review the drama terms Q-Z.

Readings:  be sure you have read all chapters of the Lester book. Next week we will be talking about plagiarism, so be sure you have read Ch. 5 on this topic.

Read Pt. 1 of the drama reading at right, entitled "How Drama Works."

Writing102, Sat. 9 a.m.-12:15

We started the class off by doing peer readings of each other's Point 1. Students were given peer reading guidelines, and each student read and commented on at least two papers. At the conclusion of the session, students received comments from the instructor and two of their colleagues. Time was allocated to make sure students understood the comments. The instructor pointed out the proofreader marks on p. 224 of Lester.

Next students were shown the drama game, which we will play next week. Students were asked to study the drama terms from the glossary at the blog.  In addition, the instructor showed students the drama reading chapters, which are 1 and 2, and both are found on the blog at the Links section. Students will receive a grade based on how many terms they are able to answer correctly.

The instructor collected the summary and paraphrase worksheets.

We went to the computer lab where we went through an instructional session on the use of the semicolon. The instructor showed students Lukeman's web site and a list of visual imagery for punctuation marks. Last week we covered the "magician" (colon), and this week we covered the "bridge," which is the semicolon.

In the last half hour of the class, we did a test on the poetry reading that was assigned last week. Students were given an extensive number of questions and the grade will be based on how many questions were able to be answered.

For Next Week:

Write Pt. 3 of the research paper. In-text citations and a Works Cited need to be included. Use a semicolon somewhere in the paper.

Study the drama terms.

Read the drama chapters.

Add material from a biography to your poet's background.

Writing 102, Wed. 2-3:15 p.m.

We discussed the poetry papers and the instructor handed back each student's rough draft. She explained correction marks and showed students the proofreader marks on p. 224 of Lester.

We discussed how to create content that captivates the reader. We put a student paper on the doc cam and read the first paragraph. The instructor showed how to rearrange the information so it would be more interesting to the reader. She told the students to get a bio of their poet. This can be in the form of an article found online, an ebook, or a book from the library. CPPs will be given to students who bring this research next week.

Next we played the drama game with words from A-P. The winners were the Literary Slackers. Teh Rough  Riders came in second, and the Lyrics and the Catastrophes came in third.

After playing the game, we took a break and reconvened in the computer lab. The instructor handed out the poetry exam, which was open book.

Next week:

Poetry paper:  do corrections. Complete the paper to the specifications of the assignment. The paper must have internal text citations and a Works Cited. Add material from the biography to the paper and put this source in the Works Cited.

Research paper:  write two more pages and hand it in with internal text citations and a Works Cited. Write Point 2. You will receive Point 1 back next week.

Do the summary and paraphrase worksheet that was handed out in class. This worksheet goes with Ch. 10, Blending Reference Material.

Be sure you are up to date with the readings from Lester. By next week, you should have read Ch's -10.

Study drama terms from Q-Z. There may be another type of game.

Advertising 3765, 2-3:15 p.m.

Thursday

We attended a panel discussion in which writers talked about various types of writing:  academic writing, marketing and communications writing, radio writing, and journalism/newspaper writing.

The instructor handed out a revised reading and activities schedule. This one is green. If you were not in class, be sure to get one. It may have been emailed to all class members as an attachment. If you did not receive it, e-mail the instructor at the Comcast address.

We will be doing reading checks on Tuesday.


Tuesday

We worked with the surveys today.

First the instructor showed students how to pull interesting points from the surveys. Using two student surveys as examples, she showed how to take parts of the survey and make points from them.  Example:  tattoos and hiring; how much spent per person on pizza.

Next Julie showed students how she does bar and pie charts. She showed that you do not have to use Excel to make the charts. Students can use Powerpoint or Word.

Finally, students used their laptops to take surveys of their colleagues. We prioritized the students who needed additional respondents. Some students had as many as 51 respondents already.

For next class:

Ch. 3 reading check
Be current on weekly readings

Comm 128 11:15 a.m.-12:10 p.m.

Assignment:  Be working on Ch. 7

Friday

We did notebook checks.

The instructor discussed the strategies for dealing with emotions. Next Monday we will complete this discussion with a description and explanation of the strategy called "reappraisal."

Wednesday

The instructor handed out a half-page of emotional terms. We answered attendance with how we were feeling.

We discussed major concepts from the chapter and the instructor showed video examples of the concepts.


Monday

We worked from Ch. 4 on the role of emotions and interpersonal communication. The instructor showed a .ppt that covered the main points of the chapter.

There is an error on the assignments sheet. A corrected one has been sent to students.

Link to revised reading schedule.

Link for Wed.

Writing 102, Sat., 9-12:15

We did a worksheet on colons and wrote sample sentences. The instructor showed a .ppt illustrating the different uses of this punctuation mark.

The instructor returned the poetry rough drafts. She recommended that students:

a) use the poetry databases and not sources like Merriam-Webster. She said more specialized dictionaries and encyclopedias were available and that is what students should use.

b) Students should use livelier material for the biography of the poet. She recommended finding a biography for their poet.  The suggestion was to wait on this until after the poetry explication was completed.

c) Students should immediately make corrections for the paper that was returned today.

We went to the lab and downloaded the poetry explication into a Word document and then examined "We Real Cool" by Gwendolyn Brooks. We also listened to Brooks read the poem and learned that it had an unusual cadence. We used the explication to gain further insights into the poem. Students turned in their explication and will receive class participation points based on how many questions they finished. The explications will be returned at the next class.

Students turned in Pt 1.

We went to the library and the instructor showed students a 100+ volume set of poetry and criticism that is not on the databases.


For Next Week:

Turn in Pt. 2 of research paper. You will receive Pt. 1 back

In Pt. 2, use at least one colon per the .ppt

Explicate your poem, as we did in class.  Bring a copy of your explication with your answers in differentiated type.

Do corrections on the poetry pages that were returned, but do not fill it out with "life examples" from the poet.

Poetry exam next week over the poetry chapter.

Summary and paraphrase worksheet.  Complete this along with the Summary and Paraphrase worksheet which goes with reading from Lester, Ch. 10, "Blending Reference Material."