Some research papers were returned.
We reviewed hyphen use and then did a hyphens worksheet.
Next we started on the apostrophe; unable to conclude it, we will finish it at our next and last session. We will also see a presentation and do a worksheet on how to use the colon.
To do for next class:
Read Ch. 5, Lukeman, and read the remaining chapters in Lukeman.
Showing posts with label writing 102 fall 2008. Show all posts
Showing posts with label writing 102 fall 2008. Show all posts
Tuesday, December 9, 2008
Thursday, December 4, 2008
102 What Happened in Class
Dec. 4
Students handed in their final research paper.
We had two poetry presentations.
The instructor went over hyphen usage and we will have a worksheet to reinforce the hyphen rules at a future class.
In the last two classes, we will cover more Lukeman chapters and punctuation.
Dec. 9, Tuesday
Hyphens worksheet.
Apostrophes (.ppt)
Dec. 11, Thursday
Colons: .ppt and two-page worksheet
Other Lukeman: page breaks, paragraph breaks, etc.
Worksheet that covers commas, hyphens, possessives, correct pronouns, and spacing.
Dec. 11: papers will be returned with grade/feedback.
Students should read the rest of the Lukeman book over the next two weeks.
Students handed in their final research paper.
We had two poetry presentations.
The instructor went over hyphen usage and we will have a worksheet to reinforce the hyphen rules at a future class.
In the last two classes, we will cover more Lukeman chapters and punctuation.
Dec. 9, Tuesday
Hyphens worksheet.
Apostrophes (.ppt)
Dec. 11, Thursday
Colons: .ppt and two-page worksheet
Other Lukeman: page breaks, paragraph breaks, etc.
Worksheet that covers commas, hyphens, possessives, correct pronouns, and spacing.
Dec. 11: papers will be returned with grade/feedback.
Students should read the rest of the Lukeman book over the next two weeks.
Friday, November 28, 2008
Attn: All Writing Students
This weekend I am reading rough drafts of final papers. To keep track of the papers, I have initiated a status report. Check the status of your paper with the link at left "RD Papers Status."
If for any reason you cannot get into this file, e-mail me and I will copy and paste it and send it to you.
Note: all students writing about universal health care should see this newspaper story at the Washington Post.
If for any reason you cannot get into this file, e-mail me and I will copy and paste it and send it to you.
Note: all students writing about universal health care should see this newspaper story at the Washington Post.
Tuesday, November 25, 2008
Writing 102 What Happened in Class
We had numerous poetry presentations today and would have continued but the AV equipment presented problems. Adam, in fact, had to present blues poetry without his Powerpoint. We have approximately 10 presentations remaining.
Students who would like a RD reading of their research paper, should mail it to the instructor at the Comcast address and put "RD102" in the subject line. These must be turned in by Nov. 29 and the instructor will get them back by Dec. 2. Copy and paste your RD into the dialogue box. Do not send as an attachment.
Reminder: Papers are due on Dec 4 and will be returned on Dec. 11. We will have the final notebook check on the last day of class, Dec. 11th.
Students who would like a RD reading of their research paper, should mail it to the instructor at the Comcast address and put "RD102" in the subject line. These must be turned in by Nov. 29 and the instructor will get them back by Dec. 2. Copy and paste your RD into the dialogue box. Do not send as an attachment.
Reminder: Papers are due on Dec 4 and will be returned on Dec. 11. We will have the final notebook check on the last day of class, Dec. 11th.
Tuesday, November 18, 2008
Writing 102 What Happened in Class
Nov. 20:
We had five poetry presentations: Greg, David, Kristian, Philip, and Girolamo. The presentations have all been graded, except for the few that students forgot a paper. The papers will be returned at the next class.
Nov. 18
Today we had three poetry presentations. We will continue with the presentations at our next class.
Assignment, research paper: On Thursday, bring in the intro complete with thesis statement and preview. Have it doublespaced. We will trade with a colleague. Students will receive one point for having a creative intro, a point for the thesis and a point for the preview. Afterward the paper will be handed into the instructor.
We had five poetry presentations: Greg, David, Kristian, Philip, and Girolamo. The presentations have all been graded, except for the few that students forgot a paper. The papers will be returned at the next class.
Nov. 18
Today we had three poetry presentations. We will continue with the presentations at our next class.
Assignment, research paper: On Thursday, bring in the intro complete with thesis statement and preview. Have it doublespaced. We will trade with a colleague. Students will receive one point for having a creative intro, a point for the thesis and a point for the preview. Afterward the paper will be handed into the instructor.
Tuesday, November 11, 2008
Writing 102 What Happened in Class
Note: some student papers were not handed back today and are on the top of the computer between it and the top of the desk: David M, Jodi Ann, Jessica V (drama paper), Felix C, and Alicia J. If you would like to to pick these papers up on Friday so you have them to work on over the weekend, please do. They are in folders, so keep them neat.
November 13
Today we exchanged papers and we counted transitions that were written into the three points. There was a high of 44 and a low of 4.
In a few instances, the instructor conferred with students who wanted to learn how to make their thesis original. In one case, a student is combining his research with telling his own personal story. In another situation, a student might tie her research to someone whose health is tied to not-so-healthy eating habits. Another option for this student is to do primary research and center her paper around her findings, combining it with the secondary research sources.
All students who wish to qualify for an "A" for this paper should be thinking about how to make the thesis original.
After working with the transitions, we began listening to poetry presentations. We had two presentations on the prose poetry genre. We also had one on chance operations.
We will continue with the presentations at our next class. Students should finish their transitions and begin writing their intro. The intro should include the thesis statement and a preview of what the writer will cover in the paper.
Important (and at the risk of sounding repetitive): to receive a grade higher than a "C," the thesis must have an original point.
November 11
We watched a video clip about punctuation.
The instructor provided a handout on transitions. Adriana shared her transitions sheet with the class, too.
First we worked with a paragraph that needed organization through the use of transitions. On the overhead document cam, we examined how two students worked with the paragraph by using transitions to organize the material.
The assignment is for students to take their three points and add transitions. At the next class, we will spend approximately 10" reading the transitions of others. Students will receive a score for how many they are able to use.
Poetry presentations begin on Thursday. All students whose last name begins A-K should be prepared to deliver their 5-minute presentation on their genre.
Other assignments: Read Lukeman, Ch. 4, on the colon.
Read Ch.10 from Lester. Have your three points next to you when you read. Be sure you have correctly blended in your reference material.
November 13
Today we exchanged papers and we counted transitions that were written into the three points. There was a high of 44 and a low of 4.
In a few instances, the instructor conferred with students who wanted to learn how to make their thesis original. In one case, a student is combining his research with telling his own personal story. In another situation, a student might tie her research to someone whose health is tied to not-so-healthy eating habits. Another option for this student is to do primary research and center her paper around her findings, combining it with the secondary research sources.
All students who wish to qualify for an "A" for this paper should be thinking about how to make the thesis original.
After working with the transitions, we began listening to poetry presentations. We had two presentations on the prose poetry genre. We also had one on chance operations.
We will continue with the presentations at our next class. Students should finish their transitions and begin writing their intro. The intro should include the thesis statement and a preview of what the writer will cover in the paper.
Important (and at the risk of sounding repetitive): to receive a grade higher than a "C," the thesis must have an original point.
November 11
We watched a video clip about punctuation.
The instructor provided a handout on transitions. Adriana shared her transitions sheet with the class, too.
First we worked with a paragraph that needed organization through the use of transitions. On the overhead document cam, we examined how two students worked with the paragraph by using transitions to organize the material.
The assignment is for students to take their three points and add transitions. At the next class, we will spend approximately 10" reading the transitions of others. Students will receive a score for how many they are able to use.
Poetry presentations begin on Thursday. All students whose last name begins A-K should be prepared to deliver their 5-minute presentation on their genre.
Other assignments: Read Lukeman, Ch. 4, on the colon.
Read Ch.10 from Lester. Have your three points next to you when you read. Be sure you have correctly blended in your reference material.
Tuesday, November 4, 2008
Writing 102 What Happened in Class
November 5
Most drama papers were returned.
Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)
In addition, the other information in the presentation is pasted below.
The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.
(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience
DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!
Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card
Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.
Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.
To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.
-----------------------------------
November 4:
Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.
For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.
In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.
The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.
Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.
Most drama papers were returned.
Students had their explication. The objective of the class was to have students do an outline from their explication and then transfer as key words to the index card. Below you will find the example the instructor did in class. (Unfortunately the yellow highlighting did not show up when cut and pasted.)
In addition, the other information in the presentation is pasted below.
The poetry presentations start next Thursday. Next Tuesday in class, we will do the transitions for the research paper, so be sure to have the three points with you.
(required)
Genre: Show it visually
Explain genre: what the requirements are
When it originated
Some of the major poets from the genre
Tell about yours and why you chose this particular poet
Poet’s background (or bio): should tie in with the poet’s work
Also want to show a picture of the poet
PoemDo a reading of the poem (speaker) or mp3 on Words must be on screen
Tell us what the poem means:
(refer to explication) and decide how to arrange information in the most meaningful way for your audience
DO NOT READ TO THE AUDIENCE
YOU WILL GET AN F IF YOU DO!!!
Key words: words selected from a written ms that remind the speaker of where to go with the speech
Noun verb
30-50 written words on an index card
Here is the example the instructor did in class on Adriana's poem:
Sadness: about an emotion. It’s an ideal poem for someone to read when they are sad so they know they’re not the only person with this feeling.
We don’t think much sadness. It’s not something we talk about. Almost a social taboo.
When emotions are repressed, there are difficulties—stressful, act out
It’s a good thing to discuss this
II.
(Item 2) What happened in the poem: story line or a narrative of what I saw happening. The author is talking about how great his grief is and in every other line, he lets the reader know the why of his grief
Connect the poem to my biography: Poet was married and his wife passed away. She was estranged before that. There regret for losing her. Possibly died of syphyllis.
Summarize:
Today I talked about a poem that had to do with the mega-emotion of grief
I showed you how the poet’s own actions led to his writing of these feelings
This is a story about personal responsibility and how a person undergoes “hell” because of one’s own actions.
To do for next class:
Have three points with you. The instructor will provide a handout with transitions. In addition, we will refer to transitions in Hacker.
-----------------------------------
November 4:
Point 3 of the research paper was returned to students, who are to go through and make corrections and revise. On Thursday, Nov. 6, the instructor will discuss transitions and students will knit together the three points using transitions. This must be done by Nov. 11, and students should bring their work to class where the class will do peer readings. Important: bring a highlighter on November 11 to do this work. If time permits, we will also go over introductions. There will be a handout for introductions.
For this coming class on Nov. 6th, students should have their poet's biographical material and do the explication of the poem. The instructor will show how to transfer the material to a key word outline.
In class, the instructor showed how to use Powerpoint. Dario alerted the class to openoffice.org's program, Impress, which does the same function as Powerpoint.
The instructor discussed semicolon use and showed how Lukeman suggests using them. During the .ppt we did exercises in class and looked at student work on the document cam.
Note: students who had to leave early to vote should go through this presentation and bring their sentence examples to show the instructor.
Tuesday, October 28, 2008
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.
Tuesday, October 21, 2008
Writing 102 What Happened in Class
October 23
We turned in Point 2 of the research paper. In addition, today was the due date for the drama paper. In class students highlighted the glossary terms they used in their paper.
The instructor handed out the poetry assignment sheet and we decided on dates we would deliver the presentations:
November 13 & 18:
Last name ending A-K
November 20:
Last name ending L-Z
Other dates and assignments:
From now through October 30, be reading various poets in your genre. Check the literary databases online at the UCC library.
October 28: instructor will show how to explicate a poem. There is a printed out handout for this class but if you wish to see it in advance, see the links at left, "explication."
October 30: explicaton of Dylan Thomas "Do Not Go Gentle." There will be a one-two page paper for this poem. At the next class, the instructor will ask you to name your poet and show three of his/her poems you have examined.
November 4: instructor will show how to convert written paper to key word outline form.
Be prepared to show three printed out poems from your poet.
November 6: practice date for presentations. All students must have key word outline on an index card.
Other reading: Lester, read Chapter 6. Page through Chapter 7.
October 21 class:
The instructor returned the drama exams for students to put in the test/quiz section of their notebooks. She also returned Point 1 of the research paper. Students who have not yet turned in Point 1 and turn it in with Point 2 on Thursday.
We went over scores for midterm grades and each student now has an approximation of what the grade is to date.
Next we discussed the poetry assignment. The assignment sheet was put on the overhead document cam and we read through it. It will be posted later at this blog. Then we went to poets.org and examined various poetry genres. Each student chose a genre, which is listed on a table.
Please note that on the table, there are a few "?." We will go over this at the next class and fill in the blanks.
For next class: Drama paper and Point 2 of research paper is due.
------------------------
This link is for Jodi-Ann. Jodi-Ann, please note the search terms this article provides in the middle. Also, the content of the article is quite relevant to your topic.
We turned in Point 2 of the research paper. In addition, today was the due date for the drama paper. In class students highlighted the glossary terms they used in their paper.
The instructor handed out the poetry assignment sheet and we decided on dates we would deliver the presentations:
November 13 & 18:
Last name ending A-K
November 20:
Last name ending L-Z
Other dates and assignments:
From now through October 30, be reading various poets in your genre. Check the literary databases online at the UCC library.
October 28: instructor will show how to explicate a poem. There is a printed out handout for this class but if you wish to see it in advance, see the links at left, "explication."
October 30: explicaton of Dylan Thomas "Do Not Go Gentle." There will be a one-two page paper for this poem. At the next class, the instructor will ask you to name your poet and show three of his/her poems you have examined.
November 4: instructor will show how to convert written paper to key word outline form.
Be prepared to show three printed out poems from your poet.
November 6: practice date for presentations. All students must have key word outline on an index card.
Other reading: Lester, read Chapter 6. Page through Chapter 7.
October 21 class:
The instructor returned the drama exams for students to put in the test/quiz section of their notebooks. She also returned Point 1 of the research paper. Students who have not yet turned in Point 1 and turn it in with Point 2 on Thursday.
We went over scores for midterm grades and each student now has an approximation of what the grade is to date.
Next we discussed the poetry assignment. The assignment sheet was put on the overhead document cam and we read through it. It will be posted later at this blog. Then we went to poets.org and examined various poetry genres. Each student chose a genre, which is listed on a table.
Please note that on the table, there are a few "?." We will go over this at the next class and fill in the blanks.
For next class: Drama paper and Point 2 of research paper is due.
------------------------
This link is for Jodi-Ann. Jodi-Ann, please note the search terms this article provides in the middle. Also, the content of the article is quite relevant to your topic.
Tuesday, October 14, 2008
Writing 102 What Happened in Class
Thursday, October 16
The class took a drama exam which we graded in class.
After the drama exam, students turned in their Google personalized web page keywords and their first page of Point One of the research paper
Next week we will start on poetry. The first assignment, which will be done in a group, will be given out next Tuesday. In addition, on Monday we will work on commas. This is a review of the rules of commas and has a three-page worksheet to accompany it. Students were previously asked to read the Lukeman chapter on commas, and we will continue to work on commas the following Thursday from the Lukeman standpoint.
Next Thursday, two papers will be due. One is the drama paper and the other is two pages of Point Two of the research paper.
Readings: Skim over Chapter 4 of Lester and read Chapter 5 thoroughly ("Recognizing Ideas and Setting Goals").
Tuesday, October 14
The instructor reminded the class of the drama test on Thursday and gave the students pointers on what areas to study. The exams will be corrected in class on Thursday. Bonus 10 points: bring one page of your Medea printout with it annotated.
At the next class, students should turn in a printout of their personalized news page (print out only the first page). This will be worth three points.
We went outside to the gazebo for the rest of the class. Unfortunately we were plagued with leaf blowers. Nevertheless, students wrote out a working thesis and three major points that would be made to support their thesis.
Students are to turn in one page of Point One of the research paper at the next class.
The instructor reminded students that they should be putting their sources in as they write. Toward that end, she passed out a handout on how to cite sources within the text. We went over each of the different ways to note the source in the text.
Next class: Write one page of Point One of the research paper to hand in to the instructor.
Study for the drama exam.
Readings: Lukeman, comma.
At an upcoming class, we will be working comma rules.
-----------------
Kyle Switek: see these links re your research paper:
http://www.nytimes.com/2008/10/12/magazine/12policy-t.html
http://community.nytimes.com/article/comments/2008/10/12/magazine/12policy-t.html?s=5
The class took a drama exam which we graded in class.
After the drama exam, students turned in their Google personalized web page keywords and their first page of Point One of the research paper
Next week we will start on poetry. The first assignment, which will be done in a group, will be given out next Tuesday. In addition, on Monday we will work on commas. This is a review of the rules of commas and has a three-page worksheet to accompany it. Students were previously asked to read the Lukeman chapter on commas, and we will continue to work on commas the following Thursday from the Lukeman standpoint.
Next Thursday, two papers will be due. One is the drama paper and the other is two pages of Point Two of the research paper.
Readings: Skim over Chapter 4 of Lester and read Chapter 5 thoroughly ("Recognizing Ideas and Setting Goals").
Tuesday, October 14
The instructor reminded the class of the drama test on Thursday and gave the students pointers on what areas to study. The exams will be corrected in class on Thursday. Bonus 10 points: bring one page of your Medea printout with it annotated.
At the next class, students should turn in a printout of their personalized news page (print out only the first page). This will be worth three points.
We went outside to the gazebo for the rest of the class. Unfortunately we were plagued with leaf blowers. Nevertheless, students wrote out a working thesis and three major points that would be made to support their thesis.
Students are to turn in one page of Point One of the research paper at the next class.
The instructor reminded students that they should be putting their sources in as they write. Toward that end, she passed out a handout on how to cite sources within the text. We went over each of the different ways to note the source in the text.
Next class: Write one page of Point One of the research paper to hand in to the instructor.
Study for the drama exam.
Readings: Lukeman, comma.
At an upcoming class, we will be working comma rules.
-----------------
Kyle Switek: see these links re your research paper:
http://www.nytimes.com/2008/10/12/magazine/12policy-t.html
http://community.nytimes.com/article/comments/2008/10/12/magazine/12policy-t.html?s=5
Thursday, October 9, 2008
Writing 102 What Happened in Class
Today we learned how to set up a personalized news page for the research paper. The instructor showed students how to set up the page using Google: personalized news page, RSS (really simple syndication) using a feeder, and via "news alerts" to an e-mail box. The instructor recommended the news page as the best way to have the news agent gather information.
Students then wrote their search terms on the bottom of their research page assignment sheet. The instructor reviewed the research paper search terms with each student. Then the students set up their own pages.
In some cases, the instructor worked with students to develop outlines. In a few cases, students had made an inappropriate research paper choice and a new topic had to be developed.
For next class: to be posted later. Check back on Friday.
Students then wrote their search terms on the bottom of their research page assignment sheet. The instructor reviewed the research paper search terms with each student. Then the students set up their own pages.
In some cases, the instructor worked with students to develop outlines. In a few cases, students had made an inappropriate research paper choice and a new topic had to be developed.
For next class: to be posted later. Check back on Friday.
Tuesday, September 30, 2008
Writing 102 What Happened in Class
Thursday, Oct. 2
We entered student research paper topics on the spreadsheet. Link is at left.
We finished the Ancient Greek Theater portion of the drama unit. This covered the Greek gods. The instructor also talked about Carl Jung and archetypes. These two questions are on the midterm exam about drama.
For next class (Oct. 9):
Meet at the lab. Read Lester, Ch. 6. Read Lukeman, Ch. 2, "Commas."
Find sources for your research paper topic. By October 14, you should have at least five sources to work with in class. The instructor will show how to make a bibliography page of the sources.
If you have not yet read Medea, do so. Link to the database where you can read it is below in this post.
Tuesday, Sept. 30
We worked with Lukeman in writing long sentences. The instructor showed ways to write a grammatically correct long sentence using semicolon, dash, parentheses, commas, and other punctuation marks.
We viewed a few student paragraphs on the overhead.
Next the instructor talked about ancient Greek theater.
Next class: Notebook check-in. Read Medea, found at the Lion literary database at the UCC library. Have your long paragraph with you at the next class. Instructor will record research paper topics at the Thursday class.
------------------
Students:
Ana Simon, please see: http://www.medicalgeek.com/articles-news/13023-study-traces-aids-virus-origin-100-years.html
We entered student research paper topics on the spreadsheet. Link is at left.
We finished the Ancient Greek Theater portion of the drama unit. This covered the Greek gods. The instructor also talked about Carl Jung and archetypes. These two questions are on the midterm exam about drama.
For next class (Oct. 9):
Meet at the lab. Read Lester, Ch. 6. Read Lukeman, Ch. 2, "Commas."
Find sources for your research paper topic. By October 14, you should have at least five sources to work with in class. The instructor will show how to make a bibliography page of the sources.
If you have not yet read Medea, do so. Link to the database where you can read it is below in this post.
Tuesday, Sept. 30
We worked with Lukeman in writing long sentences. The instructor showed ways to write a grammatically correct long sentence using semicolon, dash, parentheses, commas, and other punctuation marks.
We viewed a few student paragraphs on the overhead.
Next the instructor talked about ancient Greek theater.
Next class: Notebook check-in. Read Medea, found at the Lion literary database at the UCC library. Have your long paragraph with you at the next class. Instructor will record research paper topics at the Thursday class.
------------------
Students:
Ana Simon, please see: http://www.medicalgeek.com/articles-news/13023-study-traces-aids-virus-origin-100-years.html
Tuesday, September 23, 2008
Writing 102 What Happened in Class
Thursday Sept. 25:
The instructor showed Lukeman punctuation metaphors as visuals and went through each one, e.g., comma=speed bump.
The instructor then discussed how to use short sentences to create certain types of effects. Students then did a short-sentence writing exercise and we looked at the results on the doc cam.
In a future session, we will work with long sentences.
We then discussed the drama paper and the instructor showed an example of a paper submitted by a student. This gave students an idea of how the paper might be constructed. Please note that the drama link to the glossary is at left.
Next we turned to the reading in Lester, Chapter 2 (about library sources) and the instuctor put the library's catalogs page up on the overhead screen. She showed the book catalog and how it worked. She showed the databases page and pointed out the trial databases and encouraged students to use them and give feedback to the librarians.
Tues., Sept. 23:
The instructor reviewed what we did in the last two classes.
She asked students for their person consistency worksheet. The worksheets were redistributed and students evaluated the work done by their colleagues. The instructor gathered the papers and will record points for each person who completed the assignment.
Next we discussed the drama assignment. The instructor will be distributing the written assignment at the next class. Today she discussed the role of stage directions in both producing a play but also in the reading of a play as literature. In addition, the instructor will put up the link for the drama glossary.
The example used was "Death of a Salesman" by Arthur Miller. We looked at pictures of stages that have been constructed for this play. Some are representational and others are abstract, the set being more suggestive.
The instructor will also post the reading schedule and distribute a copy in class.
The instructor distributed the notebook categories and a date of Oct. 2 was set for getting the notebook completed: categories and papers organized behind the categories. If this is complete, students will get three of the ten points allocated for the class participation section of the class.
For next class:
Two sentence-writing exercises from Lukeman, Chapter 1. Work on notebook. Continue to work on deciding research paper project. Obtain sources. Read Chapter 2 in Lester. Go to the drama glossary link and begin working with the terms. Research a play or attend the one starting on 9/25 at UCC.
The instructor showed Lukeman punctuation metaphors as visuals and went through each one, e.g., comma=speed bump.
The instructor then discussed how to use short sentences to create certain types of effects. Students then did a short-sentence writing exercise and we looked at the results on the doc cam.
In a future session, we will work with long sentences.
We then discussed the drama paper and the instructor showed an example of a paper submitted by a student. This gave students an idea of how the paper might be constructed. Please note that the drama link to the glossary is at left.
Next we turned to the reading in Lester, Chapter 2 (about library sources) and the instuctor put the library's catalogs page up on the overhead screen. She showed the book catalog and how it worked. She showed the databases page and pointed out the trial databases and encouraged students to use them and give feedback to the librarians.
Tues., Sept. 23:
The instructor reviewed what we did in the last two classes.
She asked students for their person consistency worksheet. The worksheets were redistributed and students evaluated the work done by their colleagues. The instructor gathered the papers and will record points for each person who completed the assignment.
Next we discussed the drama assignment. The instructor will be distributing the written assignment at the next class. Today she discussed the role of stage directions in both producing a play but also in the reading of a play as literature. In addition, the instructor will put up the link for the drama glossary.
The example used was "Death of a Salesman" by Arthur Miller. We looked at pictures of stages that have been constructed for this play. Some are representational and others are abstract, the set being more suggestive.
The instructor will also post the reading schedule and distribute a copy in class.
The instructor distributed the notebook categories and a date of Oct. 2 was set for getting the notebook completed: categories and papers organized behind the categories. If this is complete, students will get three of the ten points allocated for the class participation section of the class.
For next class:
Two sentence-writing exercises from Lukeman, Chapter 1. Work on notebook. Continue to work on deciding research paper project. Obtain sources. Read Chapter 2 in Lester. Go to the drama glossary link and begin working with the terms. Research a play or attend the one starting on 9/25 at UCC.
Tuesday, September 16, 2008
Writing 102 What Happened in Class
Thursday
The instructor handed out a worksheet on person consistency and also one on drama.
We discussed use of the style guide. We talked about how to use the index and the table of contents to find the rule.
Using the worksheet, we reviewed person: first, second, and third. Then we practiced on a worksheet that had paragraphs with examples of person inconsistency. We re-wrote the paragraphs to be consistent with person.
In some cases, we edited to make the paragraph read smoothly.
Class members showed examples of their revisions on the document camera.
Next class:
Students are to finish the rest of the worksheet and we will look at samples of student revisions at at future class.
In addition, they are to read the drama handout.
Continue working on research paper topic selection and sources.
Tuesday
Today we reviewed topics that the instructor thinks have
potential for research paper inquiries. Students do not have to
choose from this list but they must have their topic approved
by the instructor.
We went through Lester's Chapter 1, starting with the research
plan at the end. The instructor reviewed the plan and told
students which steps she thought were important.
We then discussed whether the student would have a thesis,
enthymeme, or hypothesis. The instructor explained that
original research work has a hypothesis.
The instructor showed students the academic databases from the
library. We will work with them more at upcoming classes.
The instructor also distributed a Grade Tracking Sheet.
Assignments: Read Lukeman, Chapter 1. At the next class, a
drama reading will be distributed and also the class notebook
breakdown.
The instructor handed out a worksheet on person consistency and also one on drama.
We discussed use of the style guide. We talked about how to use the index and the table of contents to find the rule.
Using the worksheet, we reviewed person: first, second, and third. Then we practiced on a worksheet that had paragraphs with examples of person inconsistency. We re-wrote the paragraphs to be consistent with person.
In some cases, we edited to make the paragraph read smoothly.
Class members showed examples of their revisions on the document camera.
Next class:
Students are to finish the rest of the worksheet and we will look at samples of student revisions at at future class.
In addition, they are to read the drama handout.
Continue working on research paper topic selection and sources.
Tuesday
Today we reviewed topics that the instructor thinks have
potential for research paper inquiries. Students do not have to
choose from this list but they must have their topic approved
by the instructor.
We went through Lester's Chapter 1, starting with the research
plan at the end. The instructor reviewed the plan and told
students which steps she thought were important.
We then discussed whether the student would have a thesis,
enthymeme, or hypothesis. The instructor explained that
original research work has a hypothesis.
The instructor showed students the academic databases from the
library. We will work with them more at upcoming classes.
The instructor also distributed a Grade Tracking Sheet.
Assignments: Read Lukeman, Chapter 1. At the next class, a
drama reading will be distributed and also the class notebook
breakdown.
Tuesday, September 9, 2008
Syllabus & Writing 102 Research Paper Timetable
Syllabus. You will receive a hard copy of this document.
__________________
You will receive a hard copy of this schedule.
Timetable for research paper:
Topic selection is through Sept. 25
Gather research and learn source documentationfrom Sept. 25-Oct. 2.
October 2-9 is to formulate a working thesis (you will have already done so as you acquired research, however, at this time the WT (working thesis) must be formulated and turned in.
October 9 write Point 1
October 16 Point 1 returned
October 16 write Point 2, revise Point 1
October 23 write Point 3, Point 2 returned, revise Point 2
October 30, Point 3 is returned. Revise Point 3
November 4, transitions
November 11, write introduction
November 18, write conclusion
November 20, turn in the completed paper as an RD (rough draft) for an instructor reading
December 2 RD returned, do final revisions
December 11 Final paper and grade returned
__________________
You will receive a hard copy of this schedule.
Timetable for research paper:
Topic selection is through Sept. 25
Gather research and learn source documentationfrom Sept. 25-Oct. 2.
October 2-9 is to formulate a working thesis (you will have already done so as you acquired research, however, at this time the WT (working thesis) must be formulated and turned in.
October 9 write Point 1
October 16 Point 1 returned
October 16 write Point 2, revise Point 1
October 23 write Point 3, Point 2 returned, revise Point 2
October 30, Point 3 is returned. Revise Point 3
November 4, transitions
November 11, write introduction
November 18, write conclusion
November 20, turn in the completed paper as an RD (rough draft) for an instructor reading
December 2 RD returned, do final revisions
December 11 Final paper and grade returned
Writing 102 What Happened in Class, 9/9 & 11
Thursday:
The class read the syllabus. We went through research project dates. Based on the research project dates, students are now in the topic selection phase of the research paper. Students have until the 25th to choose a topic. The instructor will present topics at the next class. In addition, students can work with their own choice of topic but it must be approved by the instructor. Chapter 2 of Lester helps students decide if their topic choice is likely to make for a successful research paper project.
The instructor also said that drama will be the first literary form with which we will work in class. The play is "Defying Gravity." Students may also choose another play--off-Broadways, Broadway, or other plays being presented in NJ.
In addition to going over topics at the next class, we will also exchange names and phone numbers in case another student needs to be contacted for information on the class.
Numerous students asked about their topic and the instructor advised on whether it would be a topic with potential or whether the student needed to develop a certain portion of the topic.
What to do for the next class: read Lester, Chapter 1, "Finding a Scholarly Topic."
Read, read, and read for a topic for the paper.
Tuesday
The instructor reviewed a second book for use in the class but the class decided they wanted to stick with Lukeman. She also reviewed what was to be done for classes this week.
Because students were to think of ideas for their research paper, the instructor assigned Lester, Chapter 1, which has to do with scholarly topics. Students are to read the chapter and use the information to help determine whether their choice of topic is appropriate.
If a student does not have a topic, the instructor will supply a list of topics from which to choose.
The instructor handed out a writing sample and gave the students approximately one hour to write an essay on their choice of the three topics. The writing samples will not be returned but the instructor will apprise the class of what she found in the samples. The samples serve as a "benchmark" for the instructor to measure the progress of students throughout the semester.
Students should refer to this post later for their copy of the syllabus. A hard copy will be distributed. In addition, students should begin reading Lester, Chapter 1. At the next class, students will review the syllabus and do paired introductions.
The class read the syllabus. We went through research project dates. Based on the research project dates, students are now in the topic selection phase of the research paper. Students have until the 25th to choose a topic. The instructor will present topics at the next class. In addition, students can work with their own choice of topic but it must be approved by the instructor. Chapter 2 of Lester helps students decide if their topic choice is likely to make for a successful research paper project.
The instructor also said that drama will be the first literary form with which we will work in class. The play is "Defying Gravity." Students may also choose another play--off-Broadways, Broadway, or other plays being presented in NJ.
In addition to going over topics at the next class, we will also exchange names and phone numbers in case another student needs to be contacted for information on the class.
Numerous students asked about their topic and the instructor advised on whether it would be a topic with potential or whether the student needed to develop a certain portion of the topic.
What to do for the next class: read Lester, Chapter 1, "Finding a Scholarly Topic."
Read, read, and read for a topic for the paper.
Tuesday
The instructor reviewed a second book for use in the class but the class decided they wanted to stick with Lukeman. She also reviewed what was to be done for classes this week.
Because students were to think of ideas for their research paper, the instructor assigned Lester, Chapter 1, which has to do with scholarly topics. Students are to read the chapter and use the information to help determine whether their choice of topic is appropriate.
If a student does not have a topic, the instructor will supply a list of topics from which to choose.
The instructor handed out a writing sample and gave the students approximately one hour to write an essay on their choice of the three topics. The writing samples will not be returned but the instructor will apprise the class of what she found in the samples. The samples serve as a "benchmark" for the instructor to measure the progress of students throughout the semester.
Students should refer to this post later for their copy of the syllabus. A hard copy will be distributed. In addition, students should begin reading Lester, Chapter 1. At the next class, students will review the syllabus and do paired introductions.
Thursday, September 4, 2008
Writing102 What We Did in Class
To do for next class:
Lester: 032142610X Principles of Writing Research Papers 2nd ed
Lukeman: 9780393060874 and 039306087X A Dash of Style
Hacker: 0312406843
- go to bookstore or purchase books online. ISBNs you will need were given in class but reproduced here:
Lester: 032142610X Principles of Writing Research Papers 2nd ed
Lukeman: 9780393060874 and 039306087X A Dash of Style
Hacker: 0312406843
- think about research paper topic
- open a UCC library account and be able to access online databases and check out books
- purchase a 3-ring looseleaf notebook with dividers
- make a bookmarks file on your computer and bookmark this blog
----------------
The instructor introduced herself and told about her background with the English language. For those of you who missed this part, see the background provided at this site.
We went over what the course is about. It is about taking a position and being able to document it in writing. We also discuss literature, particularly poetry and drama. Students were shown a Grade Tracking Sheet (link to document to appear here after 6 p.m. this evening) and this outlines the projects for the class.
We will go over the syllabus at an upcoming class. If you want to read the syllabus in advance, here it is: (link after 6 p.m.)
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