Today was your last "official" day of class. I will be in my office on Thursday if you have questions - and the lab will be available for you to work on your portfolios. You have been a great class and I thoroughly enjoyed working with you this term. I wish each of you the best in your work at Kean University, and if you run into a writing project where you could use some ideas - hopefully you can come see me at the Kean University Writing Center (in CAS).
Turning in your work:
Portfolios are due no later than Thursday at 12:15. If you finish early, I'd appreciate it if you send me an email so I can get started on grading the work from your class. Be sure you have sent me the links to both portfolios: the portfolio for the Director of Composition; and the portfolio for your grade for this class.
In class today, rather than having you do additional reflective writing, I suggested that you paste the introduction from the College Composition Portfolio into the tab for the "Reflective writing on overall portfolio." This should be an essay - and it is worth 50 points. Also - for the Evidence of Progress folder - post your ungraded final exam. I will return your final exam with the grade sheet that provides comments & your final grade for the course.
Use the guide sheets; make sure you have set up your portfolio correctly, and that you have included all the required work. There will be no revisions once I start to read for the final grade.
Posting grades:
I will read through your portfolios and send your grades to you via your email account - hopefully by Sunday. Look over your grade - and if you have questions or if I have made a mistake, send me an email ASAP. If I don't hear from you, I will assume the grade makes sense to you, and I will post your grade on Keanwise.
Tuesday, December 15, 2009
Friday, December 11, 2009
December 10
In class today you created the portfolio site to share with the college composition director (collcom@kean.edu) - and me, of course.
You titled this site with your last name and the course number and section, and you set it up in a way quite similar to the site you have been working on throughout the semester.
You included the following pages:
Home page (with the introductory reflective writing where you discussed what you learned in the course, and used examples from your writing to show what you learned).
1. Analytic essay to include:
Planning work
At least one draft with instructor comments
Final draft (unmarked)
2. Persuasive essay to include:
Planning work
At least one draft with instructor comments
Final draft (unmarked)
3. A response essay (unmarked)
4. Your in-class final exam (unmarked)
In class Tuesday you will do some reflective writing to evaluate the course - and you will work on completing your portfolios. I will also be in the classroom to talk over revisions for the essay/work of your choice.
You titled this site with your last name and the course number and section, and you set it up in a way quite similar to the site you have been working on throughout the semester.
You included the following pages:
Home page (with the introductory reflective writing where you discussed what you learned in the course, and used examples from your writing to show what you learned).
1. Analytic essay to include:
Planning work
At least one draft with instructor comments
Final draft (unmarked)
2. Persuasive essay to include:
Planning work
At least one draft with instructor comments
Final draft (unmarked)
3. A response essay (unmarked)
4. Your in-class final exam (unmarked)
In class Tuesday you will do some reflective writing to evaluate the course - and you will work on completing your portfolios. I will also be in the classroom to talk over revisions for the essay/work of your choice.
Tuesday, December 8, 2009
December 8
You wrote your final exams this morning and emailed them to me as attachments.
I will have comments for Revised Project 2 to everyone by tomorrow AM (I have sent comments to everyone except for three of you and just didn't get finished tonight-sorry).
On Thursday you will work on your portfolios - or on your revisions to Project 2, as you choose. We will meet in CAS 304 for the first class & in CAS 303 for the second class - so we will have computers available for both classes.
See you Thursday!
I will have comments for Revised Project 2 to everyone by tomorrow AM (I have sent comments to everyone except for three of you and just didn't get finished tonight-sorry).
On Thursday you will work on your portfolios - or on your revisions to Project 2, as you choose. We will meet in CAS 304 for the first class & in CAS 303 for the second class - so we will have computers available for both classes.
See you Thursday!
Thursday, December 3, 2009
December 3
Today we did a rhetorical analysis (consideration of audience, purpose, & form) to think about how to create the letter for the Project 2 assignment. You decided who you were writing to & the purpose of your letter - and then used a writing handbook to see what you could find out about the form such letters are supposed to take. Thanks for your help in reviewing + evaluating the handbooks!
In the computer classroom we checked out sites to help you find your state and federal representatives, and looked at some more sites that gave sample formats for letters. You spend most of the class composing your letter. The final letter is due with your portfolio on the last day of class.
I will review your drafts for Project 2 over the weekend - and provide you with some written feedback by Tuesday. I am going to look at your plan for revising your essay (the work you turned in during class Tuesday - and see if you followed through.
For the 9:30 class on Tuesday, I will be available in CAS 340 for conferences - or to talk through how to write an inclass essay. We will talk about how to plan + organize an effective in-class exam.
During the second half of class - you will write your exam.
Have a good weekend and see you on Tuesday.
In the computer classroom we checked out sites to help you find your state and federal representatives, and looked at some more sites that gave sample formats for letters. You spend most of the class composing your letter. The final letter is due with your portfolio on the last day of class.
I will review your drafts for Project 2 over the weekend - and provide you with some written feedback by Tuesday. I am going to look at your plan for revising your essay (the work you turned in during class Tuesday - and see if you followed through.
For the 9:30 class on Tuesday, I will be available in CAS 340 for conferences - or to talk through how to write an inclass essay. We will talk about how to plan + organize an effective in-class exam.
During the second half of class - you will write your exam.
Have a good weekend and see you on Tuesday.
Tuesday, December 1, 2009
Calendar for the remainder of the term
T Dec 1 Due: Draft Project 2
Workshop: plagiarism check + revising for focus, organization + development
Reflective writing for your portfolio: plan for revising Draft Project 2
Integrating quotation + paraphrase into your essay
Write: Revise Project 2
Th Dec 3 Due: Revised Project 2
In-class work on letter / opinion piece for Project 2
Write: Keep working on finishing Project 2 + your letter
T Dec 8 Returned: Revised Project 2
9:30 Conferences drop by my office or schedule an appointment (NO CLASS in the CLASSROOM)
Final exam in computer classroom
Write: Final draft Project 2 + letter
Th Dec 10 Due: Final Project 2 + letter; Returned: Final exams
Reflective writing + portfolio analysis
In-class work on essay of your choice + finish portfolio
Write: Finish your portfolio
T Dec 15
How would you change this course? Revising ENG 1031-1032
In-class worhshop - finish portfolio
Th Dec 17
Turn in your portfolio
Congratulations!
Workshop: plagiarism check + revising for focus, organization + development
Reflective writing for your portfolio: plan for revising Draft Project 2
Integrating quotation + paraphrase into your essay
Write: Revise Project 2
Th Dec 3 Due: Revised Project 2
In-class work on letter / opinion piece for Project 2
Write: Keep working on finishing Project 2 + your letter
T Dec 8 Returned: Revised Project 2
9:30 Conferences drop by my office or schedule an appointment (NO CLASS in the CLASSROOM)
Final exam in computer classroom
Write: Final draft Project 2 + letter
Th Dec 10 Due: Final Project 2 + letter; Returned: Final exams
Reflective writing + portfolio analysis
In-class work on essay of your choice + finish portfolio
Write: Finish your portfolio
T Dec 15
How would you change this course? Revising ENG 1031-1032
In-class worhshop - finish portfolio
Th Dec 17
Turn in your portfolio
Congratulations!
December 1
Workshop:
State the focus of the essay
Who is the audience?
Does this essay acknowledge the assumptions/beliefs held by the audience?
Does the introduction do a good job setting up the focus for the chosen audience? Any suggestions?
Organization: state the point of each paragraph and how it connects to /develops the focus
does the writer identify the position they will argue against –BEFORE – s/he begins her/his discussion/argument?
does the writer provide necessary background information BEFORE beginning the discussion?
Development: need any more information? any material that is unnecessary?
Does the conclusion draw the essay to a close?
Plan for for revision: what do you need to work on to strengthen your essay?
What do you need to change/re-word/substitute?
What do you need to add?
What do you need to delete?
What do you need to re-organize?
State the focus of the essay
Who is the audience?
Does this essay acknowledge the assumptions/beliefs held by the audience?
Does the introduction do a good job setting up the focus for the chosen audience? Any suggestions?
Organization: state the point of each paragraph and how it connects to /develops the focus
does the writer identify the position they will argue against –BEFORE – s/he begins her/his discussion/argument?
does the writer provide necessary background information BEFORE beginning the discussion?
Development: need any more information? any material that is unnecessary?
Does the conclusion draw the essay to a close?
Plan for for revision: what do you need to work on to strengthen your essay?
What do you need to change/re-word/substitute?
What do you need to add?
What do you need to delete?
What do you need to re-organize?
Wednesday, November 25, 2009
November 23
In class today we talked over introductions and conclusions - and the difference between writing to a "formula" (5-paragraph essays, 7 sentences in a paragraph, etc) and writing for a purpose and for a particular audience. We used this discussion to think about the audiences for your essays (me + people who endorse the perspective you are writing against)and your purposes for writing to those two audiences. We listed your purposes as meeting the criteria for the assignment (for me); demonstrating that you have learned the important concepts covered in class (for me); and persuading the "other side" of the validity of your view (for people who endorse the perspective you are writing against). I emphasized that for writing for school, the first two purposes are always there - and that the second purpose is often unstated but is almost always central in teachers minds as they grade.
We then listed on the board what you will want to do in the introduction to a persuasive essay where you are persuading people who disagree with you. We looked at the sample essays that argued issues in your text book, and noticed how these authors set up their arguments. We noted that when arguing "against" a perspective - most authors: 1) set up their position indirectly + after acknowledging the "other side" (as in the piece against legalizing marijuana), establishing their own authority (through citing facts, establishing group membership, or etc), or making a move to connect to the "emotions" surrounding the issue (like McKibben). In fact the introduction usually was organized so that writers used several paragraphs to set up the issues before identifying their position + the points they would argue.
We then looked at some sites on the Purdue OWL that dealt with how to build paragraphs, and how to use quotation, paraphrase, and summary. Paraphrasing and quotation are particularly important for this assignment since you need to refer to "facts" and the position of "the other side" in this essay. We reviewed how to introduce quotations + paraphrases, and discussed when to paraphrase + when to use quotations. You will probably want to quote the position you are arguing against - to ensure that you accurately report the points for their beliefs.
For Monday, November 30: turn in the completed draft for Project 2 as an attachment.
Have a great Thanksgiving and see you after break.
We then listed on the board what you will want to do in the introduction to a persuasive essay where you are persuading people who disagree with you. We looked at the sample essays that argued issues in your text book, and noticed how these authors set up their arguments. We noted that when arguing "against" a perspective - most authors: 1) set up their position indirectly + after acknowledging the "other side" (as in the piece against legalizing marijuana), establishing their own authority (through citing facts, establishing group membership, or etc), or making a move to connect to the "emotions" surrounding the issue (like McKibben). In fact the introduction usually was organized so that writers used several paragraphs to set up the issues before identifying their position + the points they would argue.
We then looked at some sites on the Purdue OWL that dealt with how to build paragraphs, and how to use quotation, paraphrase, and summary. Paraphrasing and quotation are particularly important for this assignment since you need to refer to "facts" and the position of "the other side" in this essay. We reviewed how to introduce quotations + paraphrases, and discussed when to paraphrase + when to use quotations. You will probably want to quote the position you are arguing against - to ensure that you accurately report the points for their beliefs.
For Monday, November 30: turn in the completed draft for Project 2 as an attachment.
Have a great Thanksgiving and see you after break.
Tuesday, November 17, 2009
November 17
In class today you worked on making sure you had done the necessary pre-writing before beginning your essay.
You stated your position, identified the statement you would argue against, listed the points you would need to make to reply to the other side + develop your position, and identified the "facts" or supporting materials you would need to write your paper.
In the computer classroom we talked about how to find appropriate sites to support your position. For academic writing, you will want to use google scholar, or conduct searches of domains appropriate to your topic (eg .edu, .gov etc). We looked at how to conduct advanced searches that would help you find the kinds of references you needed.
For in-class work, you wrote a list of 3 sites you would use to provide supporting material (your works cited list), and developed some of the language - quotations or paraphrases - that you can use in yoru essay to state the other side's position, and support your position. This writing was due at the end of class.
For homework:
Begin writing sections of your essay. Write the sections where you sum up the arguments of the other side, as well as paragraphs that reply to several of the other side's points. Include the "facts" & support you found on the web sites in class.
On Tuesday, Nov 24, we will review the overall organization of the essay, and work on writing introductions + conclusions. Your complete draft for Project 2 will be due on Tuesday, December 1.
No class on Thursday, and have a good weekend.
You stated your position, identified the statement you would argue against, listed the points you would need to make to reply to the other side + develop your position, and identified the "facts" or supporting materials you would need to write your paper.
In the computer classroom we talked about how to find appropriate sites to support your position. For academic writing, you will want to use google scholar, or conduct searches of domains appropriate to your topic (eg .edu, .gov etc). We looked at how to conduct advanced searches that would help you find the kinds of references you needed.
For in-class work, you wrote a list of 3 sites you would use to provide supporting material (your works cited list), and developed some of the language - quotations or paraphrases - that you can use in yoru essay to state the other side's position, and support your position. This writing was due at the end of class.
For homework:
Begin writing sections of your essay. Write the sections where you sum up the arguments of the other side, as well as paragraphs that reply to several of the other side's points. Include the "facts" & support you found on the web sites in class.
On Tuesday, Nov 24, we will review the overall organization of the essay, and work on writing introductions + conclusions. Your complete draft for Project 2 will be due on Tuesday, December 1.
No class on Thursday, and have a good weekend.
Thursday, November 12, 2009
Thursday, November 12
In class today you talked through what you will write about for your persuasive essay, and we looked at a sample persuasive essay to get an idea for the overall organization.
I've looked through the pre-writing assignment you did for homework, and many of you have not yet identified the particular statement you will argue against. As illustrated in the sample essays => the position you will argue against determines the points you will discuss in your paper.
Do some more pre-writing for your essay - only this time make it more specific. Develop a document where you:
1. state your position; include both your assumptions and your reasons (for example, to argue that the owners of teams + facilities, along with the sponsors in national organizations are responsible for stopping racism in soccer - you might need to assume that the people who run the games + receive financial benefit from them are responsible for respecting the players and the "values" that are enacted on the field and in the stadium . . . what else do you need to assume?)
2. quote the statement that you will argue against
3. identify the values that underly the position you are arguing against (do some writing to figure out why the other side holds the position it does)
4. list the points you will have to acknowledge to keep from alienating you readers
5. map out the organization for your essay
Bring a print copy of this writing to class.
In the first part of class you will workshop your pre-writing with classmates to make sure you have a solid organization to start your essay. You will also identify places where you will need to support / develop your argument with evidence. You will then work with classmates to develop a list of the kinds of sources that you will need (scientific facts, personal testimony, experience, testimony by expert witnesses etc.)
In the second part of class you will work on gathering some of the sources you will use as references, and on the proper patterns for quoting your sources.
For Tuesday:
Finish your portfolios.
Complete the assigned pre-writing & bring a written copy to class.
Have a good weekend.
I've looked through the pre-writing assignment you did for homework, and many of you have not yet identified the particular statement you will argue against. As illustrated in the sample essays => the position you will argue against determines the points you will discuss in your paper.
Do some more pre-writing for your essay - only this time make it more specific. Develop a document where you:
1. state your position; include both your assumptions and your reasons (for example, to argue that the owners of teams + facilities, along with the sponsors in national organizations are responsible for stopping racism in soccer - you might need to assume that the people who run the games + receive financial benefit from them are responsible for respecting the players and the "values" that are enacted on the field and in the stadium . . . what else do you need to assume?)
2. quote the statement that you will argue against
3. identify the values that underly the position you are arguing against (do some writing to figure out why the other side holds the position it does)
4. list the points you will have to acknowledge to keep from alienating you readers
5. map out the organization for your essay
Bring a print copy of this writing to class.
In the first part of class you will workshop your pre-writing with classmates to make sure you have a solid organization to start your essay. You will also identify places where you will need to support / develop your argument with evidence. You will then work with classmates to develop a list of the kinds of sources that you will need (scientific facts, personal testimony, experience, testimony by expert witnesses etc.)
In the second part of class you will work on gathering some of the sources you will use as references, and on the proper patterns for quoting your sources.
For Tuesday:
Finish your portfolios.
Complete the assigned pre-writing & bring a written copy to class.
Have a good weekend.
Tuesday, November 10, 2009
Tuesday, November 10
In class today you focused on thinking about how you will write your persuasive essay. We analyzed the writing by McKibben + Bragg, and you spent some time in the computer lab thinking about your topic and looking for a position statement that you will argue for or against.
In general, you will want to find activist groups who oppose your position. Newspaper articles are supposed to be "unbaised" so in many cases they will point you to groups on both sides; you can then look up the "positions" of both groups.
For Thursday (homework), finish brainstorming you started in class (turn in everything you wrote). It should include:
1. your topic
2. a link to the statement you will argue against
3. the values that underly the position you are arguing against
4. the points you will make in support of your position
In the first half of class Thursday you will look at assignment sheet and do some writing to answer the following questions.
who is your audience?
what are their assumptions?
why do they oppose your position?
what moves will you need to make to convince them?
what logical points will you make?
what support will you need ?
describe the best way to organize your essay.
This writing is to prepare for the short presentations on your topic that each of you will give on Tuesday, Nov 17.
During the second half of class your will work on the reflective writing for your Project 1, and on completing your portfolio.
Although I originally said in class that the entire porfolio was due at the end of class on Thursday, I am going to back off and change the due date to Tuesday, November 17.
So to sum up:
Due Thursday, Nov 12: lists with topic & statement you will argue against; reflective writing for Portfolio (by the end of class).
Tuesday, Nov 17: Portfolio due; student presentations on Project 2 (you will work in class to map out the organization for your essay)
Thursday, Nov 19: no class
In general, you will want to find activist groups who oppose your position. Newspaper articles are supposed to be "unbaised" so in many cases they will point you to groups on both sides; you can then look up the "positions" of both groups.
For Thursday (homework), finish brainstorming you started in class (turn in everything you wrote). It should include:
1. your topic
2. a link to the statement you will argue against
3. the values that underly the position you are arguing against
4. the points you will make in support of your position
In the first half of class Thursday you will look at assignment sheet and do some writing to answer the following questions.
who is your audience?
what are their assumptions?
why do they oppose your position?
what moves will you need to make to convince them?
what logical points will you make?
what support will you need ?
describe the best way to organize your essay.
This writing is to prepare for the short presentations on your topic that each of you will give on Tuesday, Nov 17.
During the second half of class your will work on the reflective writing for your Project 1, and on completing your portfolio.
Although I originally said in class that the entire porfolio was due at the end of class on Thursday, I am going to back off and change the due date to Tuesday, November 17.
So to sum up:
Due Thursday, Nov 12: lists with topic & statement you will argue against; reflective writing for Portfolio (by the end of class).
Tuesday, Nov 17: Portfolio due; student presentations on Project 2 (you will work in class to map out the organization for your essay)
Thursday, Nov 19: no class
Thursday, November 5, 2009
Coaching for writing
Monday: Monday 2-4 (Sam) 7-9 pm (Daria)
Tuesday: 10-11; 12-1:00; & 1:30 -4:00 (Laura, Tim, Taliesha + Danny)
Wednesday: 2- 4:30 (Daniella + Robin)
Thursday: 9:30 - 10:30 (Talisha)
Friday: 4-5:00 (Daria)
Saturday: (beginning Oct 31) 9:30 - 11:30 (Musheerah + Kenneischa)
Tuesday: 10-11; 12-1:00; & 1:30 -4:00 (Laura, Tim, Taliesha + Danny)
Wednesday: 2- 4:30 (Daniella + Robin)
Thursday: 9:30 - 10:30 (Talisha)
Friday: 4-5:00 (Daria)
Saturday: (beginning Oct 31) 9:30 - 11:30 (Musheerah + Kenneischa)
Thursday, October 29, 2009
October 29
We worked on a rhetorical analysis of Dr. King's "Letter from Birmingham Jail." We looked at the order of his points, his rhetorical moves (where & why he used ethos, pathos & logos in his argument), and how he made transitions from responding to the Clergy's arguments and setting forward his own ponits.
In the writing lab, we read through the assignment sheet for PRoject 2 (posted on this Blog). We brainstormed some topics, and talked about the fact that you couldn't just argue your point of view => you have to argues AGAINST a particular statement or position relevant to your topic. As we work more on this project, we will work together to find the particular arguments you want to reply to. In class, you did some freewriting on the points you want to support for your topic (to give you an idea about who you might argue "against").
For Thursday:
1. Do some more writing/thinking/reading about possible topics.
2. Read the two articles on SUVs in Banks (your textbook); one by Mckibben, and the other by Bragg. Notice the points each author makes, and observe how they use ethos, pathos, and logos.
I will read through Project 1, and return your graded drafts on Thursday.
See you in class.
In the writing lab, we read through the assignment sheet for PRoject 2 (posted on this Blog). We brainstormed some topics, and talked about the fact that you couldn't just argue your point of view => you have to argues AGAINST a particular statement or position relevant to your topic. As we work more on this project, we will work together to find the particular arguments you want to reply to. In class, you did some freewriting on the points you want to support for your topic (to give you an idea about who you might argue "against").
For Thursday:
1. Do some more writing/thinking/reading about possible topics.
2. Read the two articles on SUVs in Banks (your textbook); one by Mckibben, and the other by Bragg. Notice the points each author makes, and observe how they use ethos, pathos, and logos.
I will read through Project 1, and return your graded drafts on Thursday.
See you in class.
Tuesday, October 27, 2009
October 27
Today we looked at the Clergymen's Statement and listed the points they made about the unrest in Birmingham in 1963. We then looked at King's reply and noticed the order in which he replied to the clergymen's points. The Clergy's points were that:
-Laws should not be broken
-Civil rights issues should be resolved through negotiation in the course
-Circumstances in Birmingham are improving; now is NOT the time for action
-Outsiders should not be involved
-Nonviolent measures are in fact violent, are not working, and should not be used.
In our discussion of King we observed that his first extended argument was to establish his right to speak. In rhetoric - this is an ethos appeal - a move to establish speaker's authority. We talked in some detail about why and how King chose to make an ethos move first. We also discussed the different kinds of ethos moves he made: he established his identity as a leader of the SCLC and their connections to Birmingham, as well as his connection by virtue of being a human being and a citizen of the United States. He also established his authority by connecting to other texts and the actions of earlier leaders as described in those texts.
We then talked about how these two different ways to establish authority are used in different kinds of texts - in letters, and in academic writing. In letters ethos is established through personal identity and experience; in academic writing it is established through references to other writing, and to "experts."
During the second part of class you workshopped your essays. The product of your conference was an email where you:
- Named the three texts you were analyzing
1. Stated your focus.
2. described the life circumstances, concerns, identity of your audience
3. summarized your texts with respect to the focus (identified the common features)
4. short discussioin of what your analysis shows: similarities + differences + what they mean
5. describe your essay's organization + transitions.
For homework:
Re-red King. Number the paragraphs and send me an email with a list of the paragraphs where he makes each of the following points in reply to the Clergyman's statement.
- we need to break the law
- we can't negotiate
- NOW is the time
- non-violent means are necessary
Your revised draft for Project 1 is due Thursday, October 29.
NOTE: You will not have class on November 3, or on November 19. You will have one-on0one conferences (optional) where you can work on the essay of your choice.
-Laws should not be broken
-Civil rights issues should be resolved through negotiation in the course
-Circumstances in Birmingham are improving; now is NOT the time for action
-Outsiders should not be involved
-Nonviolent measures are in fact violent, are not working, and should not be used.
In our discussion of King we observed that his first extended argument was to establish his right to speak. In rhetoric - this is an ethos appeal - a move to establish speaker's authority. We talked in some detail about why and how King chose to make an ethos move first. We also discussed the different kinds of ethos moves he made: he established his identity as a leader of the SCLC and their connections to Birmingham, as well as his connection by virtue of being a human being and a citizen of the United States. He also established his authority by connecting to other texts and the actions of earlier leaders as described in those texts.
We then talked about how these two different ways to establish authority are used in different kinds of texts - in letters, and in academic writing. In letters ethos is established through personal identity and experience; in academic writing it is established through references to other writing, and to "experts."
During the second part of class you workshopped your essays. The product of your conference was an email where you:
- Named the three texts you were analyzing
1. Stated your focus.
2. described the life circumstances, concerns, identity of your audience
3. summarized your texts with respect to the focus (identified the common features)
4. short discussioin of what your analysis shows: similarities + differences + what they mean
5. describe your essay's organization + transitions.
For homework:
Re-red King. Number the paragraphs and send me an email with a list of the paragraphs where he makes each of the following points in reply to the Clergyman's statement.
- we need to break the law
- we can't negotiate
- NOW is the time
- non-violent means are necessary
Your revised draft for Project 1 is due Thursday, October 29.
NOTE: You will not have class on November 3, or on November 19. You will have one-on0one conferences (optional) where you can work on the essay of your choice.
Thursday, October 22, 2009
October 22
Today's class was focused on workshopping your essays. You worked with classmates to identify and deepen your focus, think about organization, and develop your analysis. In the computer classroom you spent some time writing.
Your draft for Project 1 is due in my emailbox before class on Tuesday.
For class Tuesday, read the Clergyman's statement. Identify the points they raise - the arguments they make - for why King's activity in Birmingham is wrong. Write a list of these points - and send it to me as an email.
Also - scan the "Letter from Birmingham Jail" (page 593 in your textbook). In your quick read - mark or note where + how King answers each of the arguments raised by the clergymen.
Have a good weekend - and see you in class on Tuesday.
Your draft for Project 1 is due in my emailbox before class on Tuesday.
For class Tuesday, read the Clergyman's statement. Identify the points they raise - the arguments they make - for why King's activity in Birmingham is wrong. Write a list of these points - and send it to me as an email.
Also - scan the "Letter from Birmingham Jail" (page 593 in your textbook). In your quick read - mark or note where + how King answers each of the arguments raised by the clergymen.
Have a good weekend - and see you in class on Tuesday.
Tuesday, October 20, 2009
October 20
In the classroom you talked a little about the three texts you have chosen to analyze, and we discussed strategies for identifying the common features & their symbolic values. We also looked at a sample analytic essay. We noticed that the author identified his focus in the introduction, gave background information (for your assignment this will be a discussion of the audience) and then proceeded to describe and analyze each of the texts. In each description the author identified the same features in the same order - and he ALWAYS made a specific connection between those features and his focus. The conclusion developed a more specific discussion of how the texts "worked" (his focus) and how they connected to the audience. This is a strong general pattern for developing an analysis.
If you missed class and would like a copy of the sample essay - copies are in my mailbox next to the English Department Office.
In the computer classroom you continued to work on pre-writing for Project 1 - the analytic essay. You turned in your pre-writing at the end of class.
For homework: Continue to work on your pre-writing if you are still uncertain of your focus. If you are ready - you can begin writing your essay. You do NOT need to begin writing at the beginning: it is often easier to write the section you are best prepared to write. For this essay, it will probably be easiest to characterize the audience & to describe the three texts in terms of the common features. See how far you can get.
Bring a print copy of your pre-draft or draft essay to class (however far you get). You will workshop your essays in class. See you Thursday.
If you missed class and would like a copy of the sample essay - copies are in my mailbox next to the English Department Office.
In the computer classroom you continued to work on pre-writing for Project 1 - the analytic essay. You turned in your pre-writing at the end of class.
For homework: Continue to work on your pre-writing if you are still uncertain of your focus. If you are ready - you can begin writing your essay. You do NOT need to begin writing at the beginning: it is often easier to write the section you are best prepared to write. For this essay, it will probably be easiest to characterize the audience & to describe the three texts in terms of the common features. See how far you can get.
Bring a print copy of your pre-draft or draft essay to class (however far you get). You will workshop your essays in class. See you Thursday.
Thursday, October 15, 2009
October 15
I will be reading your portfolios over the weekend and will send your grades to you by Tuesday. On Tuesday we will begin class by talkig over how your are doing and what is expected for the rest of the term.
In class today you gave your presentations on urban legends - and they were awesome. Good work. You are definitely getting the idea of how to dig into the deeper meanings in a text.
In the computer lab you got started on the pre-writing for your analytic essay. I handed out a copy of the assignment sheet. For anyone who wasn't in class, a copy in in my mailbox beside the English Department office (301).
You did some writing/listing identify a cultural text (movie, video game, tv show, etc) that has at least 3 variations, and then did some more writing about the the main features of the texts, the audience (who they are, what their concerns are, how their lives might connect to the text), and the common features in your three versions.
In class Tuesday you will look at some sample essays and see how other students have set up their drafts. Then we will talk about what points you will need to make to meet the criteria for the assignment & how to organize your essay.
In the computuer lab you will have time to work on your draft.
HOMEWORK: Do some more work on your pre-writing. List + freewrite. Make sure you have identified 3 texts that have enough in common to make them essentially three variations of the same or extremely similar story-lines, formats & functions. Note any differences. Do some more in-depth writing about why the audience might connect to the storyline (you can identify the audience using the principle Brunvand identified= the characters will be similar to the audience). Turn in your pre-writing as a draft before class on Tuesday.
Have a good weekend and see you Tuesday.
In class today you gave your presentations on urban legends - and they were awesome. Good work. You are definitely getting the idea of how to dig into the deeper meanings in a text.
In the computer lab you got started on the pre-writing for your analytic essay. I handed out a copy of the assignment sheet. For anyone who wasn't in class, a copy in in my mailbox beside the English Department office (301).
You did some writing/listing identify a cultural text (movie, video game, tv show, etc) that has at least 3 variations, and then did some more writing about the the main features of the texts, the audience (who they are, what their concerns are, how their lives might connect to the text), and the common features in your three versions.
In class Tuesday you will look at some sample essays and see how other students have set up their drafts. Then we will talk about what points you will need to make to meet the criteria for the assignment & how to organize your essay.
In the computuer lab you will have time to work on your draft.
HOMEWORK: Do some more work on your pre-writing. List + freewrite. Make sure you have identified 3 texts that have enough in common to make them essentially three variations of the same or extremely similar story-lines, formats & functions. Note any differences. Do some more in-depth writing about why the audience might connect to the storyline (you can identify the audience using the principle Brunvand identified= the characters will be similar to the audience). Turn in your pre-writing as a draft before class on Tuesday.
Have a good weekend and see you Tuesday.
Tuesday, October 13, 2009
October 13
Today we worked on how to analyze texts, both in the classroom + in the computer lab. In class, we looked at the assignment sheet for group analysis of an urban legend - and analyzed two sample urban legends using the approach described in by Brunvand. We made a list on the board of each point you will need to include in your group presentation:
- a discussion of the group who circulates the story + the life issues & circumstances that might that might cause them to be interested in the subject material of the legend
- the variations of the story - how the different versions were different (for example, in the UK version of the "secret sauce" the concern was with "Turks" - while the U.S. version that was circulated locally was concerned with cooks at the "Olive Garden")
- stable elements: for each story we looked at the actors (the main characters); actions (what happened); setting or surrounding circumstances; & consequences (what happened)
- relationships between the identity of the group that tells the story & possible symbollic meanings (for example, for "Brown Betty" we considered how / why young women might connect to a story about risking health for beauty)
- what the urban legend shows about the cultural values of the group that tells it, and how these values connect to the culture at large => the symbollic meaning of the story.
In the computer lab, you worked in groups to identify an urban legend - and to develop a presentation on your analysis of that legend. Use the handout (distributed in class) as a guide for your presentation. As part of your presentation, you need to prepare an electronic "handout" that identifies your legend; has a link to at least 3 versions of your urban legend (or a text copy): and develops a discussion of each of the 5 points (listed above + on the handout).
In class on Thursday - you will have about 10 minutes at the beginning of class to set up your presentation + go over how you will organize your presentation (who will say what, etc). The rest of the class will be devoted to your presentations.
In the computer lab, you will get started on your analytic essay.
Groups for presentations:
Jonathan
Lindsay
Raul
Norelia
Anna
Michelle
Cory
Kurt
Victor
Krishna
Brian
Lionel
Shannon
Ian
Danielle
Ashley
Fredy
Sam
Pete
Ian
See you Thursday.
- a discussion of the group who circulates the story + the life issues & circumstances that might that might cause them to be interested in the subject material of the legend
- the variations of the story - how the different versions were different (for example, in the UK version of the "secret sauce" the concern was with "Turks" - while the U.S. version that was circulated locally was concerned with cooks at the "Olive Garden")
- stable elements: for each story we looked at the actors (the main characters); actions (what happened); setting or surrounding circumstances; & consequences (what happened)
- relationships between the identity of the group that tells the story & possible symbollic meanings (for example, for "Brown Betty" we considered how / why young women might connect to a story about risking health for beauty)
- what the urban legend shows about the cultural values of the group that tells it, and how these values connect to the culture at large => the symbollic meaning of the story.
In the computer lab, you worked in groups to identify an urban legend - and to develop a presentation on your analysis of that legend. Use the handout (distributed in class) as a guide for your presentation. As part of your presentation, you need to prepare an electronic "handout" that identifies your legend; has a link to at least 3 versions of your urban legend (or a text copy): and develops a discussion of each of the 5 points (listed above + on the handout).
In class on Thursday - you will have about 10 minutes at the beginning of class to set up your presentation + go over how you will organize your presentation (who will say what, etc). The rest of the class will be devoted to your presentations.
In the computer lab, you will get started on your analytic essay.
Groups for presentations:
Jonathan
Lindsay
Raul
Norelia
Anna
Michelle
Cory
Kurt
Victor
Krishna
Brian
Lionel
Shannon
Ian
Danielle
Ashley
Fredy
Sam
Pete
Ian
See you Thursday.
Friday, October 9, 2009
October 8
We talked about Jan Harold Brunvand's essay: "The Boyfriend's Death" - and discussed the features of folklore and urban legends. We identified folklore as a story, custom, or ways of doing things surrounding a material creation (like a quilt or a garden) that are traditional in that:
- they are passed from generation to generation by word of mouth
- they exist in different versions or variants
- they are associated with different folk groups or identity groups
Urban legends are a particular kind of folk story; they are:
- believed to be true - but false
- set in the recent past
- told in terms of a set of recurring features - but with variations
- about regular people (rather than mythological beasts or gods)
- often told to teach a lesson or confirm a set of beliefs about the way the world is
- told by groups who often are similar or connected to the characters in the story in terms of life situation and beliefs
We looked at several versions of "The Boyfriend's Death" and then made a list of all the features that were (mostly) the same in all the versions. We then used this list to speculate about the story's themes - or the assumptions or values connected to its symbollic message. While "The Boyfriend's Death" seems a "horror" story about the weird murder of a boyfriend and the rescue of the girlfriend - folklorists analyses of this text suggest that it is about the dangers of adolescent sexuality with an accompanying message about appropriate behavior for males and females.
We then looked at the "Lights Out" urban legend about gang initiations and the warning not to blink your lights at cars with their lights turned off. It seems this story originated much earlier - and was about Hell's Angels - before it took the current form about the Bloods. Also - it seems that the story wasn't told about the Bloods until after the group gained national attention at the time surrounding the Los Angeles riots. So you might as your selves - which features of the story were "conserved" => kept in all versions of the story? What purpose of function do these features serve with respect to the story's message? And then - what IS this story's symbollic message about the way the world is, and how to behave to protect yourself?
Portfolio. In the computer lab you worked on your portfolios. You are expected to post what we have done so far: the baseline essay; any homework you want me to look at; the required writing for the summaries; and the required work for the response essays. After Tuesday I will grade your portfolios + add up your attendance/participation grades & give you a "grade so far" for the course. You will have an opportunity to revise writing in your portfolio for a different grade at the next portfolio check (listed on calendar).
For Tuesday:
1. Finish your portfolio.
2. In class, you will begin work on a group presentation on an urban legend (the assignment sheet for the presentation is posted under course documents).
Look over the urban legend links listed below (and check out snopes) Your assignment is to pick one or two urban legends you would be interested in analyzing.
Urban legends you may have heard of:
Snakes in ball pits(check out the links to other stories re Ball pits)
Virginia Tech Murders
Bad news brings more tragedy
Lights Out! - we did this one in class - but you might want to take a closer look.
Bloody Mary
(Dead) loved ones come to the rescue
Surprise identity for a sexual partner (check out related stories)
- they are passed from generation to generation by word of mouth
- they exist in different versions or variants
- they are associated with different folk groups or identity groups
Urban legends are a particular kind of folk story; they are:
- believed to be true - but false
- set in the recent past
- told in terms of a set of recurring features - but with variations
- about regular people (rather than mythological beasts or gods)
- often told to teach a lesson or confirm a set of beliefs about the way the world is
- told by groups who often are similar or connected to the characters in the story in terms of life situation and beliefs
We looked at several versions of "The Boyfriend's Death" and then made a list of all the features that were (mostly) the same in all the versions. We then used this list to speculate about the story's themes - or the assumptions or values connected to its symbollic message. While "The Boyfriend's Death" seems a "horror" story about the weird murder of a boyfriend and the rescue of the girlfriend - folklorists analyses of this text suggest that it is about the dangers of adolescent sexuality with an accompanying message about appropriate behavior for males and females.
We then looked at the "Lights Out" urban legend about gang initiations and the warning not to blink your lights at cars with their lights turned off. It seems this story originated much earlier - and was about Hell's Angels - before it took the current form about the Bloods. Also - it seems that the story wasn't told about the Bloods until after the group gained national attention at the time surrounding the Los Angeles riots. So you might as your selves - which features of the story were "conserved" => kept in all versions of the story? What purpose of function do these features serve with respect to the story's message? And then - what IS this story's symbollic message about the way the world is, and how to behave to protect yourself?
Portfolio. In the computer lab you worked on your portfolios. You are expected to post what we have done so far: the baseline essay; any homework you want me to look at; the required writing for the summaries; and the required work for the response essays. After Tuesday I will grade your portfolios + add up your attendance/participation grades & give you a "grade so far" for the course. You will have an opportunity to revise writing in your portfolio for a different grade at the next portfolio check (listed on calendar).
For Tuesday:
1. Finish your portfolio.
2. In class, you will begin work on a group presentation on an urban legend (the assignment sheet for the presentation is posted under course documents).
Look over the urban legend links listed below (and check out snopes) Your assignment is to pick one or two urban legends you would be interested in analyzing.
Urban legends you may have heard of:
Snakes in ball pits(check out the links to other stories re Ball pits)
Virginia Tech Murders
Bad news brings more tragedy
Lights Out! - we did this one in class - but you might want to take a closer look.
Bloody Mary
(Dead) loved ones come to the rescue
Surprise identity for a sexual partner (check out related stories)
Tuesday, October 6, 2009
October 6
In class today you worked on your reflective writing for your response essays, and you got started on your portfolios.
Make sure that you have invited me to view your portfolio so I can read + give a grade to your "best" response essay. Be sure that your reflective writing stated the grade you would give to your essay. If I give the same grade to your essay - you get an extra 5 points.
For Thursday:
Read: Brunvand, "Urban Legends: 'The Boyfriend's Death'" page 128 in your text book. As you read this essay - think about the following questions: what is folklore? What are urban legends? What do urban legends 'do'? How can you identify urban legends (what are their features or characteristics)?
Write: work on your portfolio. Your complete portfolio will be due Tuesday, October 13. For Thursday - just make sure that you have posted both response essays, your "best" response essay (choose the one for me to grade) and your reflective writing about what you have learned and how you would evaluate the essays you have turned in.
In class Thursday we will spend the first half talking about urban legends - and the second half you will have some more time to work on your portfolio or revising the essay of your choice.
See you Thursday.
Make sure that you have invited me to view your portfolio so I can read + give a grade to your "best" response essay. Be sure that your reflective writing stated the grade you would give to your essay. If I give the same grade to your essay - you get an extra 5 points.
For Thursday:
Read: Brunvand, "Urban Legends: 'The Boyfriend's Death'" page 128 in your text book. As you read this essay - think about the following questions: what is folklore? What are urban legends? What do urban legends 'do'? How can you identify urban legends (what are their features or characteristics)?
Write: work on your portfolio. Your complete portfolio will be due Tuesday, October 13. For Thursday - just make sure that you have posted both response essays, your "best" response essay (choose the one for me to grade) and your reflective writing about what you have learned and how you would evaluate the essays you have turned in.
In class Thursday we will spend the first half talking about urban legends - and the second half you will have some more time to work on your portfolio or revising the essay of your choice.
See you Thursday.
Thursday, October 1, 2009
October 1
You worked on writing a response essay to Amy tan's "Mother Tongue."
In the classroom we discussed the points Tan made in her essay, and you did a short workshop. In the computer lab you got started on your essays. You turned in your classwork at the end of class.
For Tuesday October 6:
Finish your response to Tan and turn it in before class. Your revised Rau response is also due at the beginning of class.
In class on Tuesday you will do some reflective writing on your response essay - in the lab you will work on setting up your portfolio.
Have a great weekend.
In the classroom we discussed the points Tan made in her essay, and you did a short workshop. In the computer lab you got started on your essays. You turned in your classwork at the end of class.
For Tuesday October 6:
Finish your response to Tan and turn it in before class. Your revised Rau response is also due at the beginning of class.
In class on Tuesday you will do some reflective writing on your response essay - in the lab you will work on setting up your portfolio.
Have a great weekend.
Tuesday, September 29, 2009
September 29
You looked at some sample response essays for Rau, and we talked about what the author would need to do to revise the essay so that it met the criteria for the assignment.
We looked at the essays in terms of:
focus - the focus for the summary of Rau + your discussion needed to be the same;
development - the response needed to bring in OUTSIDE information to develop a discussion of the points raise by Rau;
organization - the essay needed to introduce all the points from Rau that you responded to;
language - the essay needed to use the language expected for summaries).
In the computer lab, you had a workshop with a classmate to figure out what you needed to do to revise your own essay. You then spent some time working on revising your essay.
Homework:
Read: Amy Tan "Mother Tongue" on Banks
Write: Do the pre-writing to develop a response essay for Tan; print your pre-writing & bring it to class on Thursday.
Write: (for October 6) finish revising your response to Rau.
I read through your feedback on class so far - thanks for the good suggestions. I will go over the most commented on points & discuss some of the observations/requests you raised on Thursday.
We looked at the essays in terms of:
focus - the focus for the summary of Rau + your discussion needed to be the same;
development - the response needed to bring in OUTSIDE information to develop a discussion of the points raise by Rau;
organization - the essay needed to introduce all the points from Rau that you responded to;
language - the essay needed to use the language expected for summaries).
In the computer lab, you had a workshop with a classmate to figure out what you needed to do to revise your own essay. You then spent some time working on revising your essay.
Homework:
Read: Amy Tan "Mother Tongue" on Banks
Write: Do the pre-writing to develop a response essay for Tan; print your pre-writing & bring it to class on Thursday.
Write: (for October 6) finish revising your response to Rau.
I read through your feedback on class so far - thanks for the good suggestions. I will go over the most commented on points & discuss some of the observations/requests you raised on Thursday.
Thursday, September 24, 2009
September 24
In class today you did some reflective writing on what you are learning about writing summaries. Hang on to that writing. You will refer to it to write a reflection that you will turn in along with your best summary.
We spent the rest of the class working on developing some pre-writing for a response essay for "By any other name." (The process for developing your writing is listed on the post for Tuesday's class.) You turned in your writing at the end of class.
For Tuesday, September 29:
Write a response to "By any other name." Be sure to read through the assignment sheet. Remember that the response should be longer than your "summary" of what the author said - and that you CAN'T cover everything in the essay. You will need to response to one particular idea that was raised by the author - rather than to ALL the ideas we discussed as related to her essay.
Have a great weekend, and see you Tuesday.
We spent the rest of the class working on developing some pre-writing for a response essay for "By any other name." (The process for developing your writing is listed on the post for Tuesday's class.) You turned in your writing at the end of class.
For Tuesday, September 29:
Write a response to "By any other name." Be sure to read through the assignment sheet. Remember that the response should be longer than your "summary" of what the author said - and that you CAN'T cover everything in the essay. You will need to response to one particular idea that was raised by the author - rather than to ALL the ideas we discussed as related to her essay.
Have a great weekend, and see you Tuesday.
Tuesday, September 22, 2009
September 21
In class today you worked through the process for writing a response essay. We did the following:
-re-read the essay in terms of what happened
- identified themes or important ideas the author addressed
- did some freewriting to open up any and all possibilities for what you might write about
- read through the freewriting and underlined any thoughts ideas that came up more than once or that you found interesting
- did some more freewriting to open up what you might say about the ideas you underlined
- worked on coming up with a focus for an essay
wrote a list that included the following:
- a statement of the focus for the essay
- points the author of the essay made about that focus
- points you might make with respect to that focus
- connections between your ideas and the authors
You then looked back at the focus - and revised that or changed it if you seemed to be going off subject, and went through the process again.
The point of this exercise to find your focus and think about what you were going to write BEFORE you started your essay.
We also looked at google.sites. You will use google. sites to turn in your portfolio. Feel free to explore + use it for your own purposes. We will get back to it when we work on putting together your portfolios.
For Thursday:
Read: By Any Other Name p. 262 in Banks
Write: Finish the pre-writing you did in class and turn it in as an attachment
I will look over your pre-writing, and give you some feedback as a class. In class on Thursday you will go through this process again (more on your own, with less direction from me).
Good work today - and see you on Thursday.
-re-read the essay in terms of what happened
- identified themes or important ideas the author addressed
- did some freewriting to open up any and all possibilities for what you might write about
- read through the freewriting and underlined any thoughts ideas that came up more than once or that you found interesting
- did some more freewriting to open up what you might say about the ideas you underlined
- worked on coming up with a focus for an essay
wrote a list that included the following:
- a statement of the focus for the essay
- points the author of the essay made about that focus
- points you might make with respect to that focus
- connections between your ideas and the authors
You then looked back at the focus - and revised that or changed it if you seemed to be going off subject, and went through the process again.
The point of this exercise to find your focus and think about what you were going to write BEFORE you started your essay.
We also looked at google.sites. You will use google. sites to turn in your portfolio. Feel free to explore + use it for your own purposes. We will get back to it when we work on putting together your portfolios.
For Thursday:
Read: By Any Other Name p. 262 in Banks
Write: Finish the pre-writing you did in class and turn it in as an attachment
I will look over your pre-writing, and give you some feedback as a class. In class on Thursday you will go through this process again (more on your own, with less direction from me).
Good work today - and see you on Thursday.
Thursday, September 17, 2009
What we did in class, September 17
You worked in groups to write descriptive "summaries" of photographs of buildings from Kean University, and then your classmates read your descriptions - and drew what they saw. You noticed that for readers to interpret the descriptions, they needed information about the viewer's perspective as well as an indication the relative importance or location of the main objects in the image before they could interpret/understand the details. It's the same with writing summaries of texts! You need to set up the focus - and use an organization that orients the reader to the importance and relationships of the ideas in the text. We then spent a little time thinking about what the images said about how the work done in the different buildings is valued.
You did a great job on this exercise.
In the computer lab, you looked at the feedback you got on the Elbow essay - and used that information to work on revising the Murray essays.
For Tuesday:
Read: Salvation, by Langston Hughes, p 591 in your text
Write: Revised Murray => use track changes + turn in your revised essay by email before class on Tuesday.
Have a great weekend.
You did a great job on this exercise.
In the computer lab, you looked at the feedback you got on the Elbow essay - and used that information to work on revising the Murray essays.
For Tuesday:
Read: Salvation, by Langston Hughes, p 591 in your text
Write: Revised Murray => use track changes + turn in your revised essay by email before class on Tuesday.
Have a great weekend.
Tuesday, September 15, 2009
Tuesday, Septermber 15
In class today you worked on your Murray summaries, and we went over your baseline essays.
In the discussion of Murray, we focused on thinking through a process for writing a summary.
Our brainstorm list of how to write a summary
Read the essay + re-read the essay, marking /highlighting important passages.
Look at the title, intro/conclusion, important terms and do some freewriting/associating to get some language to state the overall point
List the points made by each paragraph without looking at the book.
Go back to the reading & fill in any missed points for the list of points
Do some writing (more listing) for which points go together
Do some freewring/associating to get some language (doesn't have to be perfect) for what each point is about (keep thinking about how the point relates to the overall focus)
Check out your list again and start drafting your summary. Make sure each point you make has a connection to the main focus.
Revise. . . first for focus, then for organization, then for the level of detail.
You might go through some of the steps several times.
You turned in a copy of your pre-writing (all the writing you did before you sent the draft) at the end of class.
For Thursday:
1. Finish your summaries of Murray
Be sure to bring your books.
See you in class.
In the discussion of Murray, we focused on thinking through a process for writing a summary.
Our brainstorm list of how to write a summary
Read the essay + re-read the essay, marking /highlighting important passages.
Look at the title, intro/conclusion, important terms and do some freewriting/associating to get some language to state the overall point
List the points made by each paragraph without looking at the book.
Go back to the reading & fill in any missed points for the list of points
Do some writing (more listing) for which points go together
Do some freewring/associating to get some language (doesn't have to be perfect) for what each point is about (keep thinking about how the point relates to the overall focus)
Check out your list again and start drafting your summary. Make sure each point you make has a connection to the main focus.
Revise. . . first for focus, then for organization, then for the level of detail.
You might go through some of the steps several times.
You turned in a copy of your pre-writing (all the writing you did before you sent the draft) at the end of class.
For Thursday:
1. Finish your summaries of Murray
Be sure to bring your books.
See you in class.
Thursday, September 10, 2009
Class Thursday, September 10
In class today we did some more work on how to write summaries. We created a "rubric" - a standard list of features we could used to evaluate a summary. Our rubric evaluated summaries based on:
- whether they stated the focus of the piece they were summarizing;
- how well they were organized
- how well (and whether) they developed the focus;
- and the language choices the writer made.
You then worked in groups to assign grades to 4 sample summaries of "Freewriting." We talked about how grades have two functions. They need to tell the student how well s/he is doing; and they need to provide information about how the student can do better. When we discussed the grades your groups gave to the sample summaries - we spent some time thinking about what needed to be changed to make the summary better. The point of this work was to set you up to be able to evaluate YOUR summaries - and to know how to make them stronger. You did a good job on this exercise. Thanks.
In the computer lab, you learned how to organize your gmail so that your work for ENG1031 would be in a separate folder (under its own label so you can find your work easily) and you learned how to use track changes. You also made yourself a list of what you needed to work on to strengthen your summary - and then you got started on revising.
For Tuesday:
1. Revise your summaries and turn them in as LastName_Elbow_R
2. Read Donald Murray's "The Maker's Eye."
Have a good weekend and if you have any questions send me an email.
- whether they stated the focus of the piece they were summarizing;
- how well they were organized
- how well (and whether) they developed the focus;
- and the language choices the writer made.
You then worked in groups to assign grades to 4 sample summaries of "Freewriting." We talked about how grades have two functions. They need to tell the student how well s/he is doing; and they need to provide information about how the student can do better. When we discussed the grades your groups gave to the sample summaries - we spent some time thinking about what needed to be changed to make the summary better. The point of this work was to set you up to be able to evaluate YOUR summaries - and to know how to make them stronger. You did a good job on this exercise. Thanks.
In the computer lab, you learned how to organize your gmail so that your work for ENG1031 would be in a separate folder (under its own label so you can find your work easily) and you learned how to use track changes. You also made yourself a list of what you needed to work on to strengthen your summary - and then you got started on revising.
For Tuesday:
1. Revise your summaries and turn them in as LastName_Elbow_R
2. Read Donald Murray's "The Maker's Eye."
Have a good weekend and if you have any questions send me an email.
Link for essay by Donald Murray
The Maker's Eye: Revising Your Own Manuscripts is available at: http://robertnazar.pbworks.com/f/The+Maker's+Eye+-+Donald+Murray.pdf
Tuesday, September 8, 2009
Class September 8
I looked over all of your baseline essays - and they look very good. Each one of you is in a strong position to do well in this course. From a quick read - it looks like the main work for this course will be learning and using (and getting comfortable with) conventions for academic writing. I will give a careful read to the revised essays and we will talk about them in class on Tuesday.
In class today we talked about Peter Elbow's essay, "Freewriting". We discussed the min focus and the supporting points he made to develop that focus. We also talked about thinking about how essays are built as a way to help find their main ideas. Titles give important clues - as do introductions and conclusions, topic sentences, and terms that the author defines.
We then talked about academic summaries. In academic summaries the focus needs to be on the ideas = not on the "plot" or the examples; and the ideas need to be presented from the author's perspective. We talked about these features of the conventions for writing academic summaries in some detail - they are also listed on the handouts on summaries.
In the computer lab you looked at a sample paper for MLA format and made yourself a template. You then used the process listed on the Summaries handout to get started on your summary. You sent me a copy of the writing you developed so far before you left class.
For class Thursday:
Finish your summary of Elbow and turn it in as an attachment.
Bring your book to class.
Please complete the Pre-College Composition Survey at http://gelap.kean.edu/09faprecompsurvey.htm
This survey collects data about student attitudes toward writing so we can continue to improve our composition program.
In class today we talked about Peter Elbow's essay, "Freewriting". We discussed the min focus and the supporting points he made to develop that focus. We also talked about thinking about how essays are built as a way to help find their main ideas. Titles give important clues - as do introductions and conclusions, topic sentences, and terms that the author defines.
We then talked about academic summaries. In academic summaries the focus needs to be on the ideas = not on the "plot" or the examples; and the ideas need to be presented from the author's perspective. We talked about these features of the conventions for writing academic summaries in some detail - they are also listed on the handouts on summaries.
In the computer lab you looked at a sample paper for MLA format and made yourself a template. You then used the process listed on the Summaries handout to get started on your summary. You sent me a copy of the writing you developed so far before you left class.
For class Thursday:
Finish your summary of Elbow and turn it in as an attachment.
Bring your book to class.
Please complete the Pre-College Composition Survey at http://gelap.kean.edu/09faprecompsurvey.htm
This survey collects data about student attitudes toward writing so we can continue to improve our composition program.
Thursday, September 3, 2009
What we did in class Tuesday, September 3
We got off to a great start for this class. We got a start on learning everyone's name, we went through the syllabus and you wrote your baseline essay. Don't worry if it felt a little overwhelming - I know it is a lot of information all at once. We will work together and go over course policies and materials again and again - and again - so hang in there.
BOOKS:
I just got back from the bookstore and as reported in class, there are currently no copies of Comment and controversy. The Bookstore person said the books would be in "soon." For those of you who would rather take action, I checked amazon and there are 68 copies available through intependent sellers. The price you get from amazon will be MUCH better than you get at the bookstore (used at the bookstore is around 60? ) If you plan to order online - order asap.
For Tuesday, September 8:
Read: Peter Elbow's essay "Freewriting". I handed out copies in class. Be sure to bring your copy of the essay to class.
Write: Revise your baseline essay and turn it in to ENG1031@gmail.com before class on Tuesday. There may be some problems with the Kean email system's spam filter; if you have trouble sending your essay for any reason, bring it to class on your flash drive and I will make sure you get credit for doing your work on time.
Have a great weekend, and see you next week.
BOOKS:
I just got back from the bookstore and as reported in class, there are currently no copies of Comment and controversy. The Bookstore person said the books would be in "soon." For those of you who would rather take action, I checked amazon and there are 68 copies available through intependent sellers. The price you get from amazon will be MUCH better than you get at the bookstore (used at the bookstore is around 60? ) If you plan to order online - order asap.
For Tuesday, September 8:
Read: Peter Elbow's essay "Freewriting". I handed out copies in class. Be sure to bring your copy of the essay to class.
Write: Revise your baseline essay and turn it in to ENG1031@gmail.com before class on Tuesday. There may be some problems with the Kean email system's spam filter; if you have trouble sending your essay for any reason, bring it to class on your flash drive and I will make sure you get credit for doing your work on time.
Have a great weekend, and see you next week.
Welcome to English 1031-1032 Section 9
This is the home page for your course. This site will provide an overview of what we do in each class, links to important documents for the course including the course syllabus and the calendar and assignment sheets.
Infromation about H1N1 Flu
The CDC has reported it expects an increase in cases of H1N1 (flu) for this coming fall. While this may or may not happen, to be prepared and have minimal impact on your classroom studies, we are asking that if you have a fever over 100', a sore throat and cough at any time during the semester - PLEASE STAY HOME from class.
In order to avoid an academic penalty, you must alert this professor immediately before class of your absence and request any missed class materials and assignments. All assignments will only be obtained upon email request.
If you require medical attention see your primary care provider and/or Kean University Health Services located in Downs Hall.
Proactive things you can do to prevent you, your dorm-mates and/or your family from getting ill....
- Vaccination is the single best way to prevent flu
+ Get Vaccinated for Seasonal Flu
+ Get Vaccinated for H1N1 (series of two shots given within 3 weeks)
- Stay home when you are sick
- Wash your hands often with plain soap and water.
- When hand washing is not possible, use of a hand sanitizer gel with 60% alcohol is recommended
- If you have to use an alcohol sanitizing gel, wash your hands with soap and water as soon as practicable after using the hand sanitizer.
- Social distancing (where possible) of 6 feet or more
- DO NOT USE YOUR HANDS when sneezing or coughing. Cover the almost invisible droplets by coughing or sneezing into your elbow or arm
- Avoid touching your eyes, nose or mouth
- Limit use of over the counter disinfectants when cleaning...Use steam sanitizing where possible
* Because hand sanitizers are alcohol based, excessive use can dry out the skin and possibly contribute to dermatitis especially in the cold, dry months of the year.
Some hand sanitizers may contain pesticides. Read labels carefully.
In order to avoid an academic penalty, you must alert this professor immediately before class of your absence and request any missed class materials and assignments. All assignments will only be obtained upon email request.
If you require medical attention see your primary care provider and/or Kean University Health Services located in Downs Hall.
Proactive things you can do to prevent you, your dorm-mates and/or your family from getting ill....
- Vaccination is the single best way to prevent flu
+ Get Vaccinated for Seasonal Flu
+ Get Vaccinated for H1N1 (series of two shots given within 3 weeks)
- Stay home when you are sick
- Wash your hands often with plain soap and water.
- When hand washing is not possible, use of a hand sanitizer gel with 60% alcohol is recommended
- If you have to use an alcohol sanitizing gel, wash your hands with soap and water as soon as practicable after using the hand sanitizer.
- Social distancing (where possible) of 6 feet or more
- DO NOT USE YOUR HANDS when sneezing or coughing. Cover the almost invisible droplets by coughing or sneezing into your elbow or arm
- Avoid touching your eyes, nose or mouth
- Limit use of over the counter disinfectants when cleaning...Use steam sanitizing where possible
* Because hand sanitizers are alcohol based, excessive use can dry out the skin and possibly contribute to dermatitis especially in the cold, dry months of the year.
Some hand sanitizers may contain pesticides. Read labels carefully.
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