Survey Topic: Acceptance of Gay and Lesbian in society.
Group Members: Bettie Tannahill, Brittany Denney, Allyson Scrutchens, and Sara Smith.
Audience:18+; We are assuming that our audience is totally pro or con with the anticipation to find the correlation between generation and pro or con.
Purpose:The difference in what society thinks of the generation gap.
Anticipated Outcome:We would like to understand the views of people who are for and against gay and lesbian rights and their reasons for having these views.
Statement of Need:Our survey is important because it will show different views with different generation gaps.
Articles Read:"Confessions of a Heterosexual" and "Degrees of Discomfort"
Friday, March 21, 2008
Racism in Today's Society
Survey topic: "Racism in society today"
Names: Alex Densch-Giese, CJ Armstrong, Brandon Bone, Michael Fitts
Audience: Faculty in general
Purpose: To find out whether racism is in our society today and if we are still aware of it.
Anticipated outcome: We anticipate that 60% would have not experienced racism and 40% would have experienced racism.
Statement of need: After someone takes this essay he/she will be aware whether or not racism is still part of society.
Articles Read: Beige and the Black, Unequal Opportunity: Race and Education, Is Class an Identity, and The Recoloring of Campus Life
Names: Alex Densch-Giese, CJ Armstrong, Brandon Bone, Michael Fitts
Audience: Faculty in general
Purpose: To find out whether racism is in our society today and if we are still aware of it.
Anticipated outcome: We anticipate that 60% would have not experienced racism and 40% would have experienced racism.
Statement of need: After someone takes this essay he/she will be aware whether or not racism is still part of society.
Articles Read: Beige and the Black, Unequal Opportunity: Race and Education, Is Class an Identity, and The Recoloring of Campus Life
Feminism Survey
Survey Topic: "How men and women feel about feminism"
Group Members: Chelsea Burg, Ashley Johnson, Sara Reents, Lashawnda Thornton
Audience: 20 men and women age 25 and over
Purpose: We would like to know if men and women believe that women should be either independent, or the old-fashioned housewife type.
Anticipated Outcome: We believe that the younger men will say that women should be independent, while the men age 50 and over will say that women should be only housewives. We believe that most women will believe that other women should be independent.
Statement of Need: Our survey is important because it will show how men and women's opinions of feminism have changed throughout the generations. Maybe, because the men feel that women should be independent, the men should stay at home.
Articles Read:
"Reconstructive Feminism"
" A Day Without Feminism"
"Mission No Longer Impossible-Or Is It?"
"Women's Rights: As the World Turns"
"The Beauty Myth"
"Defining Feminism: A Comparative Historical Approach"
"Growing Up and Growing Older: Feminists as a Context For Women's Lives"
"We Know What Modern Feminists Look Like, but Do We Know What they Now Believe?"
"Feminism and Family Studies For a New Century"
Group Members: Chelsea Burg, Ashley Johnson, Sara Reents, Lashawnda Thornton
Audience: 20 men and women age 25 and over
Purpose: We would like to know if men and women believe that women should be either independent, or the old-fashioned housewife type.
Anticipated Outcome: We believe that the younger men will say that women should be independent, while the men age 50 and over will say that women should be only housewives. We believe that most women will believe that other women should be independent.
Statement of Need: Our survey is important because it will show how men and women's opinions of feminism have changed throughout the generations. Maybe, because the men feel that women should be independent, the men should stay at home.
Articles Read:
"Reconstructive Feminism"
" A Day Without Feminism"
"Mission No Longer Impossible-Or Is It?"
"Women's Rights: As the World Turns"
"The Beauty Myth"
"Defining Feminism: A Comparative Historical Approach"
"Growing Up and Growing Older: Feminists as a Context For Women's Lives"
"We Know What Modern Feminists Look Like, but Do We Know What they Now Believe?"
"Feminism and Family Studies For a New Century"
Race Issues in Todays Campus
Survey Topic: "Racism on Campus"
Group Members: Dephane Ernest, David Newton, Justin Kozak, Chris Muhammad
Audience: College Students from SIU
Purpose: To see the opinions of what college student think about race. Society has an impact on peoples minds.
Anticipated Outcome: We think that most college students here at SIU do not consider race to be a major roll on this campus.
Statement of Need: The reason this survey is needed is to find out what the students of today think about race, and to see if there was still problems with race on the college level today.
Articles Read: "Is Class an Identity?" "The Beige and the Black" "White Poverty: The Politics of Invisibility"
Group Members: Dephane Ernest, David Newton, Justin Kozak, Chris Muhammad
Audience: College Students from SIU
Purpose: To see the opinions of what college student think about race. Society has an impact on peoples minds.
Anticipated Outcome: We think that most college students here at SIU do not consider race to be a major roll on this campus.
Statement of Need: The reason this survey is needed is to find out what the students of today think about race, and to see if there was still problems with race on the college level today.
Articles Read: "Is Class an Identity?" "The Beige and the Black" "White Poverty: The Politics of Invisibility"
Genetics and Enhancement Survey
Survey Topic: Genetics and Enhancement
Group Members: Todd K, Patrick H, Joe L, Jerad R
Audience: college students who are participants of the Rec center under the age of 30.
Purpose: To find out if enhancing our genetics due to technological advances is positive or negative.
Anticipated Outcome: Majority of participants will say that enhancement is a negative term. Regarding steroid use, and cloning, we are convinced that more than half of the audience will see enhancement as more negative than positive.
Statement of Need: We feel that it is necessary to see if enhancement is seen as negative because the use of steroids is very dangerous.
Articles Read: "The Clone Wars"
"The Tyranny of Happiness"
"Stem Cell Stumping"
"Why Genetic Engineering Must Soldier On"
Group Members: Todd K, Patrick H, Joe L, Jerad R
Audience: college students who are participants of the Rec center under the age of 30.
Purpose: To find out if enhancing our genetics due to technological advances is positive or negative.
Anticipated Outcome: Majority of participants will say that enhancement is a negative term. Regarding steroid use, and cloning, we are convinced that more than half of the audience will see enhancement as more negative than positive.
Statement of Need: We feel that it is necessary to see if enhancement is seen as negative because the use of steroids is very dangerous.
Articles Read: "The Clone Wars"
"The Tyranny of Happiness"
"Stem Cell Stumping"
"Why Genetic Engineering Must Soldier On"
Thursday, March 20, 2008
In-Class, March 21st
HOMEWORK for next Monday, 24th, is what we didn't finish in this Wednesday's class:
2)
a)
Find three research essays dealing with your survey topic (one from JSTOR, one from ERIC, and one from Morris Library).
b) Write a Works Cited page for these three research essays in MLA style.
2) Find and type the passages out of these research essays that you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citations for your Works Cited page, so I know where your quotes come from!).
3) Also, type the two quotes from your two essays out of the blue textbook that you chose. AND add those two articles to your Works Cited page above.
Email the whole thing to me, or print it out and bring it to class on Monday.
IN-CLASS ACTIVITY, March 21st:
1) We are getting together in groups, according to the topics of the surveys you've chosen. Hopefully, we'll have groups covering all the different topics (feminism, homosexuality, race, education, genetics). There must be 2-4 people per group.
2) Each group will post the following table (INFORMATION SHEET) on the blog as a new thread:
Survey Topic:
Link to Survey:
Group Members:
Audience:
Purpose:
Anticipated Outcome:
Statement of Need:
Each group will fill in these pieces of information (except for the link to your survey; which, of course, doesn't exist yet!!) The reason why we publish the link to our group's survey later is that other groups will take your survey, in order to find out whether it is user-friendly and works well. I'll give you an example of a filled-in information sheet below:
EXAMPLE
Survey Topic: "Grammar Teaching in Foreign Language Classrooms"
Link to Survey:
Group Members: Mr. X, Ms. Y
Audience: 20 high school teachers of Spanish classes
Purpose: To find out what Spanish teachers in high school think about teaching grammar in their classes, and how much time they dedicate to grammar teaching.
Anticipated Outcome: Most will say that communicating and writing stories is more important than learning pure grammar rules. We anticipate that 70% of the Spanish high school teachers will say they focus on talking, learning vocabulary, and writing, and 30% will say they do a lot of grammar, tables, and rules. We guess that more than half of the teachers dedicate 5 minutes or less to teaching grammar in one lesson.
Statement of Need: Our survey is important, because it sheds light on how much grammar is actually taught in foreign language high school classes. Maybe, more grammar should be taught. Or maybe, the teachers should focus more on communicating, because their students can write, but don't know or don't dare to speak in Spanish.
Take about 15-20 minutes to fulfill this task (publish your blog thread).
NEXT TASK: (15 min.)
After that, each group will get a Surveymonkey.com account. ATTENTION: You have to "label" your account (ENGL102-27, Spring 2008) so that you can easily find it, as there are lots of surveys on Surveymonkey already!!!)
This is how you name your survey:
Last names comma topic survey
EXAMPLE:
Miller,Baker,Fisher, autism survey
2)
a)
Find three research essays dealing with your survey topic (one from JSTOR, one from ERIC, and one from Morris Library).
b) Write a Works Cited page for these three research essays in MLA style.
2) Find and type the passages out of these research essays that you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citations for your Works Cited page, so I know where your quotes come from!).
3) Also, type the two quotes from your two essays out of the blue textbook that you chose. AND add those two articles to your Works Cited page above.
Email the whole thing to me, or print it out and bring it to class on Monday.
IN-CLASS ACTIVITY, March 21st:
1) We are getting together in groups, according to the topics of the surveys you've chosen. Hopefully, we'll have groups covering all the different topics (feminism, homosexuality, race, education, genetics). There must be 2-4 people per group.
2) Each group will post the following table (INFORMATION SHEET) on the blog as a new thread:
Survey Topic:
Link to Survey:
Group Members:
Audience:
Purpose:
Anticipated Outcome:
Statement of Need:
Each group will fill in these pieces of information (except for the link to your survey; which, of course, doesn't exist yet!!) The reason why we publish the link to our group's survey later is that other groups will take your survey, in order to find out whether it is user-friendly and works well. I'll give you an example of a filled-in information sheet below:
EXAMPLE
Survey Topic: "Grammar Teaching in Foreign Language Classrooms"
Link to Survey:
Group Members: Mr. X, Ms. Y
Audience: 20 high school teachers of Spanish classes
Purpose: To find out what Spanish teachers in high school think about teaching grammar in their classes, and how much time they dedicate to grammar teaching.
Anticipated Outcome: Most will say that communicating and writing stories is more important than learning pure grammar rules. We anticipate that 70% of the Spanish high school teachers will say they focus on talking, learning vocabulary, and writing, and 30% will say they do a lot of grammar, tables, and rules. We guess that more than half of the teachers dedicate 5 minutes or less to teaching grammar in one lesson.
Statement of Need: Our survey is important, because it sheds light on how much grammar is actually taught in foreign language high school classes. Maybe, more grammar should be taught. Or maybe, the teachers should focus more on communicating, because their students can write, but don't know or don't dare to speak in Spanish.
Take about 15-20 minutes to fulfill this task (publish your blog thread).
NEXT TASK: (15 min.)
After that, each group will get a Surveymonkey.com account. ATTENTION: You have to "label" your account (ENGL102-27, Spring 2008) so that you can easily find it, as there are lots of surveys on Surveymonkey already!!!)
This is how you name your survey:
Last names comma topic survey
EXAMPLE:
Miller,Baker,Fisher, autism survey
Tuesday, March 18, 2008
In-Class, Wednesday, March 19th
Today, we will
- get our mid-term essays back
- finish Jason's survey about SynchronEyes
- find the peer editors of our own surveys: Pick three index cards, and write on them your name, email, and the topic of your survey. Give these cards to three different peers. They will actually TAKE your online survey, and let you know whether everything worked, what improvements of text/layout could be made, whether it is user-friendly, etc. (like peer editors).
Then, we'll do the following tasks:
1)
Pre-write about 10-20 questions that you would like to go in your survey. We'll review them later. Submit them in an email to me. (No layout options; just plain numbered questions.) The questions should reflect what you've read in the two articles in the blue textbook that deal with your topic; they shouldn't be too general.
2)
a)
Find three research essays dealing with your survey topic (one from JSTOR, one from ERIC, and one from Morris Library).
b) Write a Works Cited page for these three research essays in MLA style.
2) Find and type the passages out of these research essays that you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citations for your Works Cited page, so I know where your quotes come from!).
- get our mid-term essays back
- finish Jason's survey about SynchronEyes
- find the peer editors of our own surveys: Pick three index cards, and write on them your name, email, and the topic of your survey. Give these cards to three different peers. They will actually TAKE your online survey, and let you know whether everything worked, what improvements of text/layout could be made, whether it is user-friendly, etc. (like peer editors).
Then, we'll do the following tasks:
1)
Pre-write about 10-20 questions that you would like to go in your survey. We'll review them later. Submit them in an email to me. (No layout options; just plain numbered questions.) The questions should reflect what you've read in the two articles in the blue textbook that deal with your topic; they shouldn't be too general.
2)
a)
Find three research essays dealing with your survey topic (one from JSTOR, one from ERIC, and one from Morris Library).
b) Write a Works Cited page for these three research essays in MLA style.
2) Find and type the passages out of these research essays that you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citations for your Works Cited page, so I know where your quotes come from!).
Sunday, March 16, 2008
New Topic: Surveys
For those who missed our last class before Spring Break: we peer-edited our unit 2 essay, consisting of all three components (the pro-Bush text, the anti-Bush text, and the comparison).
Those who were here got full points for peer-editing.
If you’ve missed that session, you will have to find a peer editor on your own; preferably somebody who also missed class. If you take somebody who has already peer-edited an essay, let me know who it is, because this person gets extra credit! (S/he needs to show me the edited paper. It can be online, or a hard copy.) Show me your peer-edits either as a hard copy, or email them to me (only those who have missed class; the others who were here on March 7th are fine).
DUE DATE for ESSAY UNIT 2: Monday, March 23rd
Please submit ONLY HARD COPIES in class!
NEWS: I will exchange unit 3 and 4, because we need more time for the survey involved in unit 4, so we will start with this unit. Unit 3 deals with a movie of your choice, and will take less time; that’s why we’ll do this at the end of the semester (the fun comes last!!).
Today, we will introduce our Unit 4 topic: a research essay, involving a survey you create on your own.
This is the MOST IMPORTANT unit of our semester, for which you will get the most points. Look at our syllabus again: it is a Formal Research Paper including a SurveyMonkey.com survey as attachment, citations from 5 external research articles (two from your textbook, one from Morris Library, one from ERIC, and one from JSTOR; and an annotated bibliography about those 5 articles in MLA style (6-8 pages ~ 300 points ~ 30%).
FIRST STEP:
We will learn how to do professional online surveys with SurveyMonkey.com.
We will create a sample survey together in class.
This sample survey will deal with a topic we already talked about: SynchronEyes. Look at our blog: Jason, a consultant and former teacher who works for SynchronEyes has posted a comment on our class blog.
I contacted him and told him we really have some more questions, and that we are going to send him a survey to fill out. He’s awaiting our reply.
Your task: whole class work
1)
Brainstorm questions you want to ask Jason about SynchronEyes (can deal with ethics, privacy, or technological possibilities). Make sure you don’t ask things that are already published on the homepage of SynchronEyes SynchronEyes
for example, under the FAQ section!!)
2)
Create online survey on smartboard
HOMEWORK for Wednesday, March 19th:
1)
Peruse your dark blue textbook and pick one topic of your choice from the Table of Contents that deals with either
a) feminism
b) gay and lesbian rights
c) genetics and enhancement
d) liberal education and contemporary culture, or
e) race and class – social inequality.
2)
Pick two essays from your topic. For example, if you picked “feminism,” you could take the essays “Mission No Longer Impossible – Or Is It?” and “Reconstructive Feminism.” Read those essays.
3)
Prepare a handwritten or typed assembly of questions about your topic that you would like to ask other people. Bring those questions to class – they will become your survey. The questions should deal with what you generally want to know about your topic, and with something you gathered from reading the two essays.
4)
Write me a short email MEMO describing which topic and 2 articles you chose, and what aim your survey will have (what you want to find out about your topic).
CLASSWORK on Wednesday, March 19th:
1)
Find three research essays dealing with your topic (one from JSTOR, one from ERIC, and one from Morris Library).
2) Underline the passages you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citation for your Works Cited page, so I know where your quotes come from!).
3)Email me the links to your research essays for approval.
Those who were here got full points for peer-editing.
If you’ve missed that session, you will have to find a peer editor on your own; preferably somebody who also missed class. If you take somebody who has already peer-edited an essay, let me know who it is, because this person gets extra credit! (S/he needs to show me the edited paper. It can be online, or a hard copy.) Show me your peer-edits either as a hard copy, or email them to me (only those who have missed class; the others who were here on March 7th are fine).
DUE DATE for ESSAY UNIT 2: Monday, March 23rd
Please submit ONLY HARD COPIES in class!
NEWS: I will exchange unit 3 and 4, because we need more time for the survey involved in unit 4, so we will start with this unit. Unit 3 deals with a movie of your choice, and will take less time; that’s why we’ll do this at the end of the semester (the fun comes last!!).
Today, we will introduce our Unit 4 topic: a research essay, involving a survey you create on your own.
This is the MOST IMPORTANT unit of our semester, for which you will get the most points. Look at our syllabus again: it is a Formal Research Paper including a SurveyMonkey.com survey as attachment, citations from 5 external research articles (two from your textbook, one from Morris Library, one from ERIC, and one from JSTOR; and an annotated bibliography about those 5 articles in MLA style (6-8 pages ~ 300 points ~ 30%).
FIRST STEP:
We will learn how to do professional online surveys with SurveyMonkey.com.
We will create a sample survey together in class.
This sample survey will deal with a topic we already talked about: SynchronEyes. Look at our blog: Jason, a consultant and former teacher who works for SynchronEyes has posted a comment on our class blog.
I contacted him and told him we really have some more questions, and that we are going to send him a survey to fill out. He’s awaiting our reply.
Your task: whole class work
1)
Brainstorm questions you want to ask Jason about SynchronEyes (can deal with ethics, privacy, or technological possibilities). Make sure you don’t ask things that are already published on the homepage of SynchronEyes SynchronEyes
for example, under the FAQ section!!)
2)
Create online survey on smartboard
HOMEWORK for Wednesday, March 19th:
1)
Peruse your dark blue textbook and pick one topic of your choice from the Table of Contents that deals with either
a) feminism
b) gay and lesbian rights
c) genetics and enhancement
d) liberal education and contemporary culture, or
e) race and class – social inequality.
2)
Pick two essays from your topic. For example, if you picked “feminism,” you could take the essays “Mission No Longer Impossible – Or Is It?” and “Reconstructive Feminism.” Read those essays.
3)
Prepare a handwritten or typed assembly of questions about your topic that you would like to ask other people. Bring those questions to class – they will become your survey. The questions should deal with what you generally want to know about your topic, and with something you gathered from reading the two essays.
4)
Write me a short email MEMO describing which topic and 2 articles you chose, and what aim your survey will have (what you want to find out about your topic).
CLASSWORK on Wednesday, March 19th:
1)
Find three research essays dealing with your topic (one from JSTOR, one from ERIC, and one from Morris Library).
2) Underline the passages you want to quote in your own paper (at least one per essay). Email me your quotes (the text, and the citation for your Works Cited page, so I know where your quotes come from!).
3)Email me the links to your research essays for approval.
Monday, March 3, 2008
Due Dates this week
Due on Wednesday as an email to me (AND bring hard copies on Friday for peer-editing):
1) the essay format (1 - 1 1/2 pp.) for "The Bush Revolution," made out of your outline 2
2) the essay format (1 - 1 1/2 pp.) for "Rights to Remember," made out of your outline 1 (this one had been due for today already)
Due on Friday (as an email to me, and bring a hard copy for peer-editing):
1) the essay format of the comparison part of "The Bush Revolution" and "Rights to Remember."
For this part, make sure you integrate the points mentioned on your prompt for essay 2 which I distributed today (you also have it in an email).
WHAT TO BRING TO THE MID-TERM EXAM ON WEDNESDAY:
1) your dark blue textbook, The Aims of Argument (or a paper copy of the article "The Velvet Hegemon," if you don't have the book
2) your A Writer's Resource, if you want to look up grammar rules, or quotations
3) your prepared Works Cited page (if you want to prepare it) in MLA style, using "Rpt. in...."
4) your outline, if you want to prepare one at home for this article (it's like a cheat sheet; you can write arguments on there, or the thesis; but not a whole introduction or conclusion)
YOU CAN EITHER TYPE, or HANDWRITE your mid-term exam essay! If you type, make sure you save it on the desktop, a memory stick, or a CD, so you don't lose any data. If you type, you will email it to me two minutes before our session ends (10:48), so that you still have time to log out before the next class takes an exam in our room...
1) the essay format (1 - 1 1/2 pp.) for "The Bush Revolution," made out of your outline 2
2) the essay format (1 - 1 1/2 pp.) for "Rights to Remember," made out of your outline 1 (this one had been due for today already)
Due on Friday (as an email to me, and bring a hard copy for peer-editing):
1) the essay format of the comparison part of "The Bush Revolution" and "Rights to Remember."
For this part, make sure you integrate the points mentioned on your prompt for essay 2 which I distributed today (you also have it in an email).
WHAT TO BRING TO THE MID-TERM EXAM ON WEDNESDAY:
1) your dark blue textbook, The Aims of Argument (or a paper copy of the article "The Velvet Hegemon," if you don't have the book
2) your A Writer's Resource, if you want to look up grammar rules, or quotations
3) your prepared Works Cited page (if you want to prepare it) in MLA style, using "Rpt. in...."
4) your outline, if you want to prepare one at home for this article (it's like a cheat sheet; you can write arguments on there, or the thesis; but not a whole introduction or conclusion)
YOU CAN EITHER TYPE, or HANDWRITE your mid-term exam essay! If you type, make sure you save it on the desktop, a memory stick, or a CD, so you don't lose any data. If you type, you will email it to me two minutes before our session ends (10:48), so that you still have time to log out before the next class takes an exam in our room...
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