Thursday, Oct. 16
The class did the "Staying Consistent with Person" test and we graded them in class.
Next we looked at some of the Division/Analysis papers on the doc cam.
The instructor checked in Langan workbooks toward the end of class.
Next week we will be working on comma rules. We will also figure out a midterm grade.
Do Chapters 13 & 14 in Langan. Chapters 11 & 12 were to have been done this week.
Review the comma rules in Hacker.
Read Aarton, Chapter 10, pages 230-39, Comparison & Contrast. Read McClain's "The Middle-Class Black's Burden." There may be a class exercise with this essay. Do the questions at the end on page 261-62. Have the "Meaning," "Purpose and Audience," and "Method and Structure" done by Tuesday. Have the "Language" section done by Thursday.
Tuesday, October 14:
Students turned in their Langan books for midterm credit.
We wrote the Division Analysis first draft in class. First the instructor explained the purpose of this rhetorical technique. She then showed an outline on the overhead projector.
After the students wrote their first drafts, we looked at drafts on the document camera.
While students were writing, the instructor checked in the Langan chapters and gave this effort a midterm grade. The "A" students voted on whether to allow their colleagues another shot at raising their grade if they completed the rest of the Langan chapters by this Thursday. In both classes, the "A" students voted to give their colleagues another shot, so the instructor will look at Langan again on Thursday. Students need to have everything through Chapter 10 completed, including the blue quizzes at the end.
Next class:
Turn in revised and typed division analysis paper. Document sources in the text. Finish Langan if you have not already done so.
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.
Writing 101 What Happened in Class
Thursday, Oct. 9
The instructor handed back the narratives and showed students how to do a corrections sheet based on the errors marked on their paper.
We focused first on comma splices. The instructor handed out a worksheet and first showed students three ways to correct the comma splice. Then the students did the worksheet, locating correct sentences and marking the ones that were comma splices. Finally, the students corrected the comma splices on the worksheet.
Next the instructor wrote up the format for a corrections sheet and showed it to students on the document camera. Students then did their own corrections sheet, documenting their corrections with the Hacker or Langan books.
For next class:
Do the next two chapters in Langan. Come to class with the research you did for the candidates. Students will be writing in class, so the research is essential to complete the work on Tuesday. The worksheet (Divison/Analysis) must be filled out. Also, bring your class notebook and the Langan book so the instruction can check them in.
The instructor handed back the narratives and showed students how to do a corrections sheet based on the errors marked on their paper.
We focused first on comma splices. The instructor handed out a worksheet and first showed students three ways to correct the comma splice. Then the students did the worksheet, locating correct sentences and marking the ones that were comma splices. Finally, the students corrected the comma splices on the worksheet.
Next the instructor wrote up the format for a corrections sheet and showed it to students on the document camera. Students then did their own corrections sheet, documenting their corrections with the Hacker or Langan books.
For next class:
Do the next two chapters in Langan. Come to class with the research you did for the candidates. Students will be writing in class, so the research is essential to complete the work on Tuesday. The worksheet (Divison/Analysis) must be filled out. Also, bring your class notebook and the Langan book so the instruction can check them in.
Wednesday, October 8, 2008
5016 What Happened in Class
Note: This is just a reminder that we dropped the one paper that was due at midterm. If you recall, we were asked to do a special project related to the school newspaper. That project will replace the midterm paper. No papers other than the answers to the questions from the text are due this week (see penultimate paragraph of this post).
Another note: NY Times article on John McCain's narrative.
We started class off by discussing the previous night's debates and in particular, we focused on what personality characteristics were displayed that served to promote or detract from the narrative for each candidate. An example cited was Obama's origins, where money and other resources were tight but where opportunity was not.
We did some followup with our previous week's exercise about the used and new car buying decision making and psychological steps. We came to the conclusion that the process was the same but the application a bit different. An example is the search for information. New car information acquisition on the internet is much more colorful than interesting than the used car, where one might be consulting state records on whether the car has ever been in a wreck. Another cited was the actual ads, where color, style, etc., might be limited to what is on the market at that particular time.
We discussed the questions from the text, with extensive exploration of the first one about the risks of celebrities.
The instructor handed out a Google adwords glossary and told students which words were the most important to know.
Next we had some agency reports, with students reporting on what agency they chose to study and why. We will continue with these reports next week.
Finally, the instructor returned the flyer assignment with feedback. There were no grades, however, as there is one final step to complete the flyers. We will go over them on the doc cam next week.
Janice told the class about the archetype profile. The link will be posted here later. She thought the profile to be quite accurate.
Next week marks the midterm, so bring the answers to each of the chapter's questions since we started doing them. Put the answers in a folder to turn in so the instructor can give you credit. It is not necessary to type them if you have previously handwritten them, but each one should be marked with the chapter and question number.
Next week:
Read chapter 8 and answer questions 5 and 10. More agency presentations.
Another note: NY Times article on John McCain's narrative.
We started class off by discussing the previous night's debates and in particular, we focused on what personality characteristics were displayed that served to promote or detract from the narrative for each candidate. An example cited was Obama's origins, where money and other resources were tight but where opportunity was not.
We did some followup with our previous week's exercise about the used and new car buying decision making and psychological steps. We came to the conclusion that the process was the same but the application a bit different. An example is the search for information. New car information acquisition on the internet is much more colorful than interesting than the used car, where one might be consulting state records on whether the car has ever been in a wreck. Another cited was the actual ads, where color, style, etc., might be limited to what is on the market at that particular time.
We discussed the questions from the text, with extensive exploration of the first one about the risks of celebrities.
The instructor handed out a Google adwords glossary and told students which words were the most important to know.
Next we had some agency reports, with students reporting on what agency they chose to study and why. We will continue with these reports next week.
Finally, the instructor returned the flyer assignment with feedback. There were no grades, however, as there is one final step to complete the flyers. We will go over them on the doc cam next week.
Janice told the class about the archetype profile. The link will be posted here later. She thought the profile to be quite accurate.
Next week marks the midterm, so bring the answers to each of the chapter's questions since we started doing them. Put the answers in a folder to turn in so the instructor can give you credit. It is not necessary to type them if you have previously handwritten them, but each one should be marked with the chapter and question number.
Next week:
Read chapter 8 and answer questions 5 and 10. More agency presentations.
1402 Mon-Wed What Happened in Class
Wednesday Oct.8
Today the instructor checked in notebooks while students recorded their presentations. Students were given a time sheet to record how long each speech and the intro/transitions/conclusion took.
The instructor only had time to check in the outlines. The notebooks will be checked next week. There were only a few notebooks that would get the three points, so students are advised to set up their notebooks exactly as the sheet specifies. The sections must be labeled. Envelopes are not suitable for this notebook. Get a 3-ring looseleaf notebook and make sections.
Checking in the outlines was a lengthy process due to the fact that the notebooks were not organized.
Next class: There may be a quiz on the role of emotions in communication. We will check in notebooks at the Wednesday class. There will be a handout that will help you cover the paper that is to be written after the second recording. Time permitting, we will do some worksheets on MLA and APA citation. Students will be given 10" at the beginning of class to finalize details regarding their next recording session.
Monday, Oct. 8
The instructor discussed the role of emotion in communication. The talk was accompanied by a Powerpoint. There might be a quiz.
We looked at the cameras in preparation for the recording session this coming Wednesday.
The instructor advised that students should proceed with their outlines even if they have not received feedback. The instructor's computer is undergoing a "full factory recovery" of Vista.
For next class: come with index cards and intros, conclusions, and transitions written. We will record one Wednesday.
Today the instructor checked in notebooks while students recorded their presentations. Students were given a time sheet to record how long each speech and the intro/transitions/conclusion took.
The instructor only had time to check in the outlines. The notebooks will be checked next week. There were only a few notebooks that would get the three points, so students are advised to set up their notebooks exactly as the sheet specifies. The sections must be labeled. Envelopes are not suitable for this notebook. Get a 3-ring looseleaf notebook and make sections.
Checking in the outlines was a lengthy process due to the fact that the notebooks were not organized.
Next class: There may be a quiz on the role of emotions in communication. We will check in notebooks at the Wednesday class. There will be a handout that will help you cover the paper that is to be written after the second recording. Time permitting, we will do some worksheets on MLA and APA citation. Students will be given 10" at the beginning of class to finalize details regarding their next recording session.
Monday, Oct. 8
The instructor discussed the role of emotion in communication. The talk was accompanied by a Powerpoint. There might be a quiz.
We looked at the cameras in preparation for the recording session this coming Wednesday.
The instructor advised that students should proceed with their outlines even if they have not received feedback. The instructor's computer is undergoing a "full factory recovery" of Vista.
For next class: come with index cards and intros, conclusions, and transitions written. We will record one Wednesday.
Wednesday, October 1, 2008
5016 What Happened in Class
We went through the consumer buying steps. The instructor provided a worksheet which students who had purchased a car--new or used--filled out. The instructor first told what the steps were and then the students went through the steps, recalling their car-buying experience.
Next we turned in the flyers. At a future class, we will be learning how Google words work. The instructor will grade the flyers and we will look at a sample of them next week.
We discussed the answers provided to the questions from the text.
We watched a video of Joseph Campbell, who was delivering a lecture on birth, growing up, and rites of passage. The instructor then showed how ads are written that touch up on these points of the human experience.
We didn't get to the presentations about the agencies, so we will do that at the next class.
The next advertising assignment will be about buying Google Adwords.
For next week: Read chapters 6 & 7. For Ch. 6, do questions 6 & 10. For 7, 3 & 4.
Regarding predictive linguistics:
I checked youtube for the video we were searching for last night but it is no longer coming up in the search engine. There is, however, a very good program there that talks about the archetypes. It is the program that is in 12 parts (search term web bot oct 7 or click the preceding link). It is not video, but it is a posting of a Sept. 21 radio interview with the two men who run the web bot project. Also, the people who posted this recording at youtube are not the same people who run the web bots. Because the 12-part video that is posted there is of a program that people normally have to pay for, I am thinking it might not stay up there very long. You might want to save it to listen to when you have time.
This program does discuss the archetypes, so pay particular attention to those areas.
Also, here are two links that are referred to in the program. The second link is the site of one of the two web bot computer men who are interviewed at the programs mentioned above:
http://www.arlingtoninstitute.org/
and
http://www.urbansurvival.com/week.htm
The second link has an extensive entry about whether this "big event" is a global market collapse.
Added Saturday, Oct. 4:
This is a similar project to the above. The research is performed at Princeton University:
http://noosphere.princeton.edu/
Next we turned in the flyers. At a future class, we will be learning how Google words work. The instructor will grade the flyers and we will look at a sample of them next week.
We discussed the answers provided to the questions from the text.
We watched a video of Joseph Campbell, who was delivering a lecture on birth, growing up, and rites of passage. The instructor then showed how ads are written that touch up on these points of the human experience.
We didn't get to the presentations about the agencies, so we will do that at the next class.
The next advertising assignment will be about buying Google Adwords.
For next week: Read chapters 6 & 7. For Ch. 6, do questions 6 & 10. For 7, 3 & 4.
Regarding predictive linguistics:
I checked youtube for the video we were searching for last night but it is no longer coming up in the search engine. There is, however, a very good program there that talks about the archetypes. It is the program that is in 12 parts (search term web bot oct 7 or click the preceding link). It is not video, but it is a posting of a Sept. 21 radio interview with the two men who run the web bot project. Also, the people who posted this recording at youtube are not the same people who run the web bots. Because the 12-part video that is posted there is of a program that people normally have to pay for, I am thinking it might not stay up there very long. You might want to save it to listen to when you have time.
This program does discuss the archetypes, so pay particular attention to those areas.
Also, here are two links that are referred to in the program. The second link is the site of one of the two web bot computer men who are interviewed at the programs mentioned above:
http://www.arlingtoninstitute.org/
and
http://www.urbansurvival.com/week.htm
The second link has an extensive entry about whether this "big event" is a global market collapse.
Added Saturday, Oct. 4:
This is a similar project to the above. The research is performed at Princeton University:
http://noosphere.princeton.edu/
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