In-Class exercise in preparation of our final exam (this will be your background knowledge for writing an argument to convince):
WE WILL DO THIS IN-CLASS WHENEVER WE RUN OUT OF PEOPLE WHO ARE PREPARED TO HOLD THEIR PPT PRESENTATIONS.
TASK 1: Do a quickwrite (3-5 min.) as a comment to this blog entry about the PROMPT:
"Is is possible to invent a language with a whole new grammar system, which can actually be used for communication by people all over the world?"
TASK 2:
We are going to watch the following film in-class: "The Language Challenge - - Facing up to Reality."
TASK 3:
TOPIC: Take about 10 minutes to complete the following task. Work with a partner and translate the following text into English to the best of your ability:
Patro nia, kiu estas en la ĉielo, Sankta estu Via nomo.
Venu reĝeco Via. Estu volo Via, kiel en la ĉielo, tiel ankaŭ sur la tero.
Panon nian ĉiutagan donu al ni hodiaŭ.
Kaj pardonu al ni ŝuldojn niajn, kiel ni ankaŭ pardonas al niaj ŝuldantoj.
Ne konduku nin en tenton, sed liberigu nin de la malvera:
Ĉar Via estas la regado, la forto, kaj la gloro eterne.
TASK 4:
Open the following files on history and grammar, and browse the pages for some background knowledge.
PROMPT: Email me the following answers in essay format. If you don't get done in class, it will be homework for the next day of class.
1) How much would you understand if you just heard the spoken version?
2) If you understood something, what was the reason for that? If you didn't, what was the reason for that?
3) Would it take you longer or shorter to learn this language than to learn German, French, Spanish, or another languague like these? Explain.
4) Do you think it has a future? Explain.
5) Could you create something like this? If you had to, how would you proceed; whom/what would you involve, what would it be like?
LAST EXTRA CREDIT OPPORTUNITY: (Due date: Friday next week)
If you still need to make up for an unexcused missed day, or for homework/blog comments, write a 2 page essay (double-spaced) about the history and development of this language! You can use the Internet for sources, but if you do, you have to quote accordingly in correct MLA or APA format. Your handbook A Writer's Resource will tell you how to cite from the Internet.
OR:
Write a paper of the same length (2 pages double-spaced) about other languages like that!
Tuesday, April 22, 2008
Wednesday, April 16, 2008
In-Class, April 16: PowerPoint for Movie Presentation
Today, we are going to prepare our movie presentations for the last two weeks of class. They will be in the form of a PowerPoint presentation on the smartboard.
TASK 1: Pull an index card out of the hat. They are numbered 1-20. Your number means that this is the order in which your presentations will go. Write your name on the index card, and return it to your instructor. Remember your number. You'll receive a list with all the numbers on Friday.
TASK 2: Open ppt. Your presentation must at least have NINE pages:
1) Title page (title of presentation, your name, date, and photo/picture of movie)
2) Table of contents
3) One page that contains a 1-sentence summary of your movie.
4) One page that contains the social message (can have illustration), and where you can find it in the movie (bullet-pointed list of actions/events).
5) One page that contains the negative critiques about your movie.
6) One page that contains the positive critiques about your movie.
7) One page of your convincing conclusion (whether the movie is good or bad)
8) One page showing your rating scale.
9) A "thank you" page.
REMEMBER the following rules for ppt presentations:
A) NEVER have more than five lines on one page
B) NEVER have more than six words per line
C) Use a font that's big enough (18 upwards) for all to read from far away
D) Use colors that are easy to read.
Your ppt presentation MUST include:
1) A template (you can choose from the existing ppt templates. That means that the same logo/icon/symbol is depicted on every page. You can also create a template by yourself, for example with a little picture from your movie that appears on all pages in the upper right corner, or so).
2) At least one illustration
2) At least one picture animation (moving image)
3) At least two pages with animated letters (flow in from the left or right, fall down from above, etc. Play with the technology).
4) One background image which is so brightened that one can easily read the letters in the foreground.
5) IF you use Youtube: a functioning hyperlink on your last page to the Youtube (or other Internet) file, so that you only have to click on it to show your movie. IF you use a DVD, you insert it into the smartboard computer and don't need a hyperlink.
6) a final page that says "thank you," or "thanks for your attention," or something like that. Make it look nice to conclude with.
Since we "steal" the images and animated images from the Internet, you have to HYPERLINK them to the page where they came from; otherwise, it's plagiarism. Thus, you need at least two hyperlinks. But you will not click on them; it's just for verifying your sources.
When you've held your ppt presentation, you are going to show a 1-3 minute clip from your movie. It can be a Youtube file, or a real DVD. We cannot watch VHS in our classroom.After you're done with your complete presentation, the class will vote whether they are going to see your movie, or not, based on the efficiency of your convincing argument. You will receive a movie rating sheet for that.
TASK 1: Pull an index card out of the hat. They are numbered 1-20. Your number means that this is the order in which your presentations will go. Write your name on the index card, and return it to your instructor. Remember your number. You'll receive a list with all the numbers on Friday.
TASK 2: Open ppt. Your presentation must at least have NINE pages:
1) Title page (title of presentation, your name, date, and photo/picture of movie)
2) Table of contents
3) One page that contains a 1-sentence summary of your movie.
4) One page that contains the social message (can have illustration), and where you can find it in the movie (bullet-pointed list of actions/events).
5) One page that contains the negative critiques about your movie.
6) One page that contains the positive critiques about your movie.
7) One page of your convincing conclusion (whether the movie is good or bad)
8) One page showing your rating scale.
9) A "thank you" page.
REMEMBER the following rules for ppt presentations:
A) NEVER have more than five lines on one page
B) NEVER have more than six words per line
C) Use a font that's big enough (18 upwards) for all to read from far away
D) Use colors that are easy to read.
Your ppt presentation MUST include:
1) A template (you can choose from the existing ppt templates. That means that the same logo/icon/symbol is depicted on every page. You can also create a template by yourself, for example with a little picture from your movie that appears on all pages in the upper right corner, or so).
2) At least one illustration
2) At least one picture animation (moving image)
3) At least two pages with animated letters (flow in from the left or right, fall down from above, etc. Play with the technology).
4) One background image which is so brightened that one can easily read the letters in the foreground.
5) IF you use Youtube: a functioning hyperlink on your last page to the Youtube (or other Internet) file, so that you only have to click on it to show your movie. IF you use a DVD, you insert it into the smartboard computer and don't need a hyperlink.
6) a final page that says "thank you," or "thanks for your attention," or something like that. Make it look nice to conclude with.
Since we "steal" the images and animated images from the Internet, you have to HYPERLINK them to the page where they came from; otherwise, it's plagiarism. Thus, you need at least two hyperlinks. But you will not click on them; it's just for verifying your sources.
When you've held your ppt presentation, you are going to show a 1-3 minute clip from your movie. It can be a Youtube file, or a real DVD. We cannot watch VHS in our classroom.After you're done with your complete presentation, the class will vote whether they are going to see your movie, or not, based on the efficiency of your convincing argument. You will receive a movie rating sheet for that.
Monday, April 14, 2008
Movie Summaries
This is the blog thread where everyone has to post his/her movie summary and rating scale as a comment!
In-Class, April 14: Peer-Edit Session
For our peer-editing session today about the research package, fill in all the points on the peer editor's sheet, and also look for:
HOC (Higher Order Concerns; i.e., organization, format, ideas, logic, content, etc.)
and
LOC (Lower Order Concerns; i.e., grammar, spelling, punctuation, text flow, etc.).
You're allowed to write on the original paper (in a different color, please). In case you're peer-editing an electronic version instead of a paper copy, you have to insert electronic comments, and you also need to fill in the peer editor's sheet electronically, because you need to email both to your peer and in cc to me by the end of today's class.
For those who peer-edit paper copies: I'll bring a stapler. Staple your peer editor sheet at the back of the research package you've graded, and hand everything in to me. I'll give it a quick check (but only for HOC), and you'll get the packages back on Wednesday for final revision. THEY ARE DUE THIS FRIDAY, APRIL 18th, AS PAPER COPIES, COMPLETE WITH ATTACHMENT. No late papers accepted.
TASK FOR MOVIE PAPER:
When you're done peer-editing today, work on your movie. There's an additional task for the movie paper: Of course, we'll present our findings to the class in some way. Thus, in the last days of class, we're going to have some fun - you need to demonstrate your movie critique on the smartboard, showing the class a clip from YouTube or a DVD with some excerpt of your movie, and explain to them (orally) why it was a good or a bad movie, and where the SOCIAL MESSAGE is, and how effectively it is communicated. Also, each of you has to publish the MOVIE SUMMARY that you wrote at the beginning of your movie essay on the blog. Publish the summaries under the blog thread "MOVIE SUMMARIES," so that everybody can find them. Most of you have typed the summaries already, so you just need to copy and paste. Those that I've read were really good. Just remember to have NO PERSONAL EVALUATION in the summary; that comes later, in your critique. Also, publish your RATING SCALE on the blog. You can insert icons for that if you have some!!! Right before your SUMMARY, publish your scale on the blog, and say how good/bad the movie is.
HOC (Higher Order Concerns; i.e., organization, format, ideas, logic, content, etc.)
and
LOC (Lower Order Concerns; i.e., grammar, spelling, punctuation, text flow, etc.).
You're allowed to write on the original paper (in a different color, please). In case you're peer-editing an electronic version instead of a paper copy, you have to insert electronic comments, and you also need to fill in the peer editor's sheet electronically, because you need to email both to your peer and in cc to me by the end of today's class.
For those who peer-edit paper copies: I'll bring a stapler. Staple your peer editor sheet at the back of the research package you've graded, and hand everything in to me. I'll give it a quick check (but only for HOC), and you'll get the packages back on Wednesday for final revision. THEY ARE DUE THIS FRIDAY, APRIL 18th, AS PAPER COPIES, COMPLETE WITH ATTACHMENT. No late papers accepted.
TASK FOR MOVIE PAPER:
When you're done peer-editing today, work on your movie. There's an additional task for the movie paper: Of course, we'll present our findings to the class in some way. Thus, in the last days of class, we're going to have some fun - you need to demonstrate your movie critique on the smartboard, showing the class a clip from YouTube or a DVD with some excerpt of your movie, and explain to them (orally) why it was a good or a bad movie, and where the SOCIAL MESSAGE is, and how effectively it is communicated. Also, each of you has to publish the MOVIE SUMMARY that you wrote at the beginning of your movie essay on the blog. Publish the summaries under the blog thread "MOVIE SUMMARIES," so that everybody can find them. Most of you have typed the summaries already, so you just need to copy and paste. Those that I've read were really good. Just remember to have NO PERSONAL EVALUATION in the summary; that comes later, in your critique. Also, publish your RATING SCALE on the blog. You can insert icons for that if you have some!!! Right before your SUMMARY, publish your scale on the blog, and say how good/bad the movie is.
Wednesday, April 9, 2008
In-Class, April 11 + Homework for April 14
On Friday, April 11, we're having a workshop in which we finish up our research essay.
You need to bring all your components, either on a memory stick / CD, or in an email to yourself:
- your points 1-9
- your points 6 + 12 (Lit Review of what other research said about your topic, and Annotated Bibliography)
- your three graphs
- your printed-out pdf file of the SurveyMonkey results
We are going to fuse everything in one big document. If you have any questions, you are allowed to ask peers during this workshop session, or ask me as I'm walking around. By the end of Friday's class, the documents should be completely finished.
You will have the weekend to repair minor surface errors, to get a better flow, and to do some other polishing.
On Monday, I'm going to collect your research projects as they are. REMEMBER, there are no rewrites for unit 3 and unit 4. I will just check whether you have all the components, and tell you when I see a basic error. I won't check spelling mistakes.
You'll get them back on Wednesday, and on FRIDAY, APRIL 18, the final RESEARCH ESSAYS are DUE!!!
On Monday in class, we are going to work on our MOVIE REVIEWS, so bring all you've written before, and any data you have collected (such as reviews by other people, links, etc.).
You need to bring all your components, either on a memory stick / CD, or in an email to yourself:
- your points 1-9
- your points 6 + 12 (Lit Review of what other research said about your topic, and Annotated Bibliography)
- your three graphs
- your printed-out pdf file of the SurveyMonkey results
We are going to fuse everything in one big document. If you have any questions, you are allowed to ask peers during this workshop session, or ask me as I'm walking around. By the end of Friday's class, the documents should be completely finished.
You will have the weekend to repair minor surface errors, to get a better flow, and to do some other polishing.
On Monday, I'm going to collect your research projects as they are. REMEMBER, there are no rewrites for unit 3 and unit 4. I will just check whether you have all the components, and tell you when I see a basic error. I won't check spelling mistakes.
You'll get them back on Wednesday, and on FRIDAY, APRIL 18, the final RESEARCH ESSAYS are DUE!!!
On Monday in class, we are going to work on our MOVIE REVIEWS, so bring all you've written before, and any data you have collected (such as reviews by other people, links, etc.).
Sunday, April 6, 2008
In-Class, April 7: Movie Critique (Unit 3 Paper)
In-Class work for Monday, April 7th:
Today, we’ll put off our surveys, because we are waiting for our results to come in on Wednesday (and I have to proofread your research essay components in the meantime).
Therefore, we are beginning with our short unit 3, which will deal with a movie of your choice that contains a SOCIAL MESSAGE.
Your TASK will be to write an argument to convince: You are creating a movie critique, and you have to either convince your audience to see this wonderful movie, or not to watch it, because it is not worth while.
You will be allowed to use powerful language that appeals to the corresponding audience (e.g., teenagers), but it should be publishable in a movie magazine.
In your critique, you have to analyze the arguments the movie director has made – with what kind of scenes did he/she evoke feelings (pathos) in his audience, what were his/her tricks to create funny/shocking/sad scenes, how did he/she manipulate the audience (for example, to believe something wrong, e.g. in a thriller where everybody thinks the murderer was somebody else). Did the filmmaker make forensic arguments, such as mentioning a past historical event? You need to state how well the filmmaker developed his arguments, and how effective the movie overall was.
Thus, your task is to say HOW the filmmaker created his effects, not WHAT he did (focus on the efficiency of his arguments/art, not on the mere content on the film!). So far, we’ve analyzed RHETORIC, but a film contains much more than just words (images, light effects, sound effects, color effects (just think of the pink dress of the little Jewish girl in Schindler’s List, a black-and-white movie), flashbacks, dream scenes, surrealism, time travels, etc. etc.) All these are "arguments."
To finally evaluate the movie, you have to invent your own rating scale! You can paste icons in your paper for that. Look at the three links below to see other movie critiques.... you can assign “rotten tomatoes,” for example, or stars, or a dice (six points are very good, one point is bad), or anything interesting you can come up with. At the beginning or the end of your critique you have to mention how many points out of the highest possible number your film would get; and of course, you have to state why.
Today, we’ll begin with the preliminary steps:
1.
Look at the sample links for movie critiques (you can also google other examples):
http://www.rottentomatoes.com/
http://www.filmcritic.com/
http://www.metacritic.com/
2.
Make up your mind which movie you want to talk about. It can be any topic that has a SOCIAL MESSAGE (body image, terrorism, war, racism, gender issues, gang life, ...). When you've selected your movie, publish a very short comment on THIS blog in which you say which movie you've selected, and whether you're going to write a pro or a con critique about it.
3.
Write a short summary about this movie, so that a person who has not seen it yet will know what it deals with. The summary should be FREE of any personal evaluation; JUST FACTS! (argument to inform) The summary should not be longer than 200 words.
4.
Search the Internet for critiques of your selected movie. Find out what other people have said about it. Then, make up your mind whether you want to write a positive or a negative critique about your movie.
• If you write a POSITIVE critique, select three NEGATIVE critiques by other credible sources (published newspaper/magazine criticism). If you cite from personal blogs, you need to find the corresponding MLA quotations in A Writer’s Resource.). CITE from those three sources, using correct MLA style for online quotations, and write why you contradict those statements.
• If you write a NEGATIVE critique, select three POSITIVE critiques by other credible sources ((published newspaper/magazine criticism). If you cite from personal blogs, you need to find the corresponding MLA quotations in A Writer’s Resource.). CITE from those three sources, using correct MLA style for online quotations, and write why you contradict those statements.
5.
Invent your rating scale, and rate your movie accordingly.
Overview:
Components of Unit Essay 3:
1. Title (should be a title that could appear in a movie magazine)
2. Paste a picture of a scene in your movie (found on the Internet) as attention catcher
3. Short summary in your own words (about 200 words) of a movie with a social message (neutral; no personal evaluation yet)
4. Three statement of the opposite opinion, with correct in-text MLA citations
5. Your contradiction of these three statements
6. Your analysis of why the film was effective/ineffective
7. Application of your rating scale (you can insert icons)
8. Short conclusion with recommendation
9. Works Cited page with correct MLA citations of your three opposite opinions (can be blogs, online movie magazines, or printed movie magazines)
Requirements: 2-3 pages, 12 font, double-spaced. The critique must be CONVINCING!!! Use the right language that would appeal to your reader (google sample critiques). Your language can be modern, and include colloquialisms, but should still have some standard so it could be published in a movie magazine.
Today, we’ll put off our surveys, because we are waiting for our results to come in on Wednesday (and I have to proofread your research essay components in the meantime).
Therefore, we are beginning with our short unit 3, which will deal with a movie of your choice that contains a SOCIAL MESSAGE.
Your TASK will be to write an argument to convince: You are creating a movie critique, and you have to either convince your audience to see this wonderful movie, or not to watch it, because it is not worth while.
You will be allowed to use powerful language that appeals to the corresponding audience (e.g., teenagers), but it should be publishable in a movie magazine.
In your critique, you have to analyze the arguments the movie director has made – with what kind of scenes did he/she evoke feelings (pathos) in his audience, what were his/her tricks to create funny/shocking/sad scenes, how did he/she manipulate the audience (for example, to believe something wrong, e.g. in a thriller where everybody thinks the murderer was somebody else). Did the filmmaker make forensic arguments, such as mentioning a past historical event? You need to state how well the filmmaker developed his arguments, and how effective the movie overall was.
Thus, your task is to say HOW the filmmaker created his effects, not WHAT he did (focus on the efficiency of his arguments/art, not on the mere content on the film!). So far, we’ve analyzed RHETORIC, but a film contains much more than just words (images, light effects, sound effects, color effects (just think of the pink dress of the little Jewish girl in Schindler’s List, a black-and-white movie), flashbacks, dream scenes, surrealism, time travels, etc. etc.) All these are "arguments."
To finally evaluate the movie, you have to invent your own rating scale! You can paste icons in your paper for that. Look at the three links below to see other movie critiques.... you can assign “rotten tomatoes,” for example, or stars, or a dice (six points are very good, one point is bad), or anything interesting you can come up with. At the beginning or the end of your critique you have to mention how many points out of the highest possible number your film would get; and of course, you have to state why.
Today, we’ll begin with the preliminary steps:
1.
Look at the sample links for movie critiques (you can also google other examples):
http://www.rottentomatoes.com/
http://www.filmcritic.com/
http://www.metacritic.com/
2.
Make up your mind which movie you want to talk about. It can be any topic that has a SOCIAL MESSAGE (body image, terrorism, war, racism, gender issues, gang life, ...). When you've selected your movie, publish a very short comment on THIS blog in which you say which movie you've selected, and whether you're going to write a pro or a con critique about it.
3.
Write a short summary about this movie, so that a person who has not seen it yet will know what it deals with. The summary should be FREE of any personal evaluation; JUST FACTS! (argument to inform) The summary should not be longer than 200 words.
4.
Search the Internet for critiques of your selected movie. Find out what other people have said about it. Then, make up your mind whether you want to write a positive or a negative critique about your movie.
• If you write a POSITIVE critique, select three NEGATIVE critiques by other credible sources (published newspaper/magazine criticism). If you cite from personal blogs, you need to find the corresponding MLA quotations in A Writer’s Resource.). CITE from those three sources, using correct MLA style for online quotations, and write why you contradict those statements.
• If you write a NEGATIVE critique, select three POSITIVE critiques by other credible sources ((published newspaper/magazine criticism). If you cite from personal blogs, you need to find the corresponding MLA quotations in A Writer’s Resource.). CITE from those three sources, using correct MLA style for online quotations, and write why you contradict those statements.
5.
Invent your rating scale, and rate your movie accordingly.
Overview:
Components of Unit Essay 3:
1. Title (should be a title that could appear in a movie magazine)
2. Paste a picture of a scene in your movie (found on the Internet) as attention catcher
3. Short summary in your own words (about 200 words) of a movie with a social message (neutral; no personal evaluation yet)
4. Three statement of the opposite opinion, with correct in-text MLA citations
5. Your contradiction of these three statements
6. Your analysis of why the film was effective/ineffective
7. Application of your rating scale (you can insert icons)
8. Short conclusion with recommendation
9. Works Cited page with correct MLA citations of your three opposite opinions (can be blogs, online movie magazines, or printed movie magazines)
Requirements: 2-3 pages, 12 font, double-spaced. The critique must be CONVINCING!!! Use the right language that would appeal to your reader (google sample critiques). Your language can be modern, and include colloquialisms, but should still have some standard so it could be published in a movie magazine.
Friday, March 21, 2008
Gay and Lesbian Rights Survey
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"
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"
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...
Friday, February 29, 2008
In-Class, Feb. 29th
Today, we are going over our outlines of "The Bush Revolution," pp. 391-398.
Before we start, you have to do online research and find out the following:
PROMPT 1: Each one post a short answer to the following questions on this blog as a comment:
1)What does this mean (p. 396, third paragraph):
"After a decade of Prometheus playing pygmy, the first task of the new [Bush] administration is precisely to reassert American freedom of action."
(Who was Prometheus? What did he do? What were the consequences? What is similar in his action and the action of America as a World Power?)
2) What does that mean (p. 397, first paragraph):
"Gulliver must shed the constraints that he helped the Lilliputians weave."
(Who was Gulliver? What did he do? In how far is this similar to the situation in America?)
3) Define "unilateral," and "multilateral" (p. 397, second paragraph).
When we're done with this task, we will go through our outlines together, which I will later collect for grading (your ORIGINALS, not what you copy from the board).
PROMPT 2:
Create a t-chart, on one side the pro-Bush text, on the other side the anti-Bush text ("The Bush Revolution," and "Rights to Remember").
Use the following qualifiers to compare those two texts:
1. main thesis of the author
2. strength/support/his sources of his claims (ethos; credibility)
3. arguments (ethos/logos/pathos; inform/convince/explore; define)
4. how does author connect to audience? (who is audience?)
5. style (rhetorical figures; readability)
6. effectiveness (how convincing is he?)
Finally, when you've filled in this chart, explain in one short thesis statement which text is more CONVINCING.
Do the chart in word.doc by inserting a TABLE, and email that chart to me. If you can't finish in class today, email it to me today some time (deadline: midnight).
PREVIEW of our following activities:
1) We will put our OUTLINE I about the anti-Bush text into a real text format
(1 - 1 1/2 pages). This is due next Monday; bring it to class as a print-out. We're doing peer-editing. If you don't have it, you can't participate, and won't get the points.
2) We will put our OUTLINE II about the pro-Bush text into a real text format
(1 - 1 1/2 pages)This is due next Wednesday (email it, because we have the mid-term exam, and I'm not going to waste time collecting print-outs!!!)
3) We will put our chart into a real text format (our RHETORICAL COMPARISON of two texts about the same topic). This is due Friday next week (email it to me for grading, because you need the original. AND bring the print-out to class for peer-editing.)
Due on Monday after Spring Break:
Just put essay I and essay II and the comparison behind each other, and make one long essay out of them (4-6 pages). You have to add a short intro and a conclusion that deal with all THREE points, not the single components.
Before we start, you have to do online research and find out the following:
PROMPT 1: Each one post a short answer to the following questions on this blog as a comment:
1)What does this mean (p. 396, third paragraph):
"After a decade of Prometheus playing pygmy, the first task of the new [Bush] administration is precisely to reassert American freedom of action."
(Who was Prometheus? What did he do? What were the consequences? What is similar in his action and the action of America as a World Power?)
2) What does that mean (p. 397, first paragraph):
"Gulliver must shed the constraints that he helped the Lilliputians weave."
(Who was Gulliver? What did he do? In how far is this similar to the situation in America?)
3) Define "unilateral," and "multilateral" (p. 397, second paragraph).
When we're done with this task, we will go through our outlines together, which I will later collect for grading (your ORIGINALS, not what you copy from the board).
PROMPT 2:
Create a t-chart, on one side the pro-Bush text, on the other side the anti-Bush text ("The Bush Revolution," and "Rights to Remember").
Use the following qualifiers to compare those two texts:
1. main thesis of the author
2. strength/support/his sources of his claims (ethos; credibility)
3. arguments (ethos/logos/pathos; inform/convince/explore; define)
4. how does author connect to audience? (who is audience?)
5. style (rhetorical figures; readability)
6. effectiveness (how convincing is he?)
Finally, when you've filled in this chart, explain in one short thesis statement which text is more CONVINCING.
Do the chart in word.doc by inserting a TABLE, and email that chart to me. If you can't finish in class today, email it to me today some time (deadline: midnight).
PREVIEW of our following activities:
1) We will put our OUTLINE I about the anti-Bush text into a real text format
(1 - 1 1/2 pages). This is due next Monday; bring it to class as a print-out. We're doing peer-editing. If you don't have it, you can't participate, and won't get the points.
2) We will put our OUTLINE II about the pro-Bush text into a real text format
(1 - 1 1/2 pages)This is due next Wednesday (email it, because we have the mid-term exam, and I'm not going to waste time collecting print-outs!!!)
3) We will put our chart into a real text format (our RHETORICAL COMPARISON of two texts about the same topic). This is due Friday next week (email it to me for grading, because you need the original. AND bring the print-out to class for peer-editing.)
Due on Monday after Spring Break:
Just put essay I and essay II and the comparison behind each other, and make one long essay out of them (4-6 pages). You have to add a short intro and a conclusion that deal with all THREE points, not the single components.
Wednesday, February 27, 2008
A paper for Song Analysis as example
Here, you can see an A paper as an example for how to do the Song Analysis.
In-Class, Feb. 27th, and homework for Friday...
For those who were not there:
We've read the article "Rights to Remember" together - paragraph by paragraph - and created an outline together on the white board.
The outline contained 1) the author's main points, 2) the different arguments made (forensic, fact/information, pathos, ethos, explore), 3) stylistic means used by the author (metaphor, alliteration, allusion), and 4) the thesis of the author.
Then, I collected your outlines that you did at home for grading.
HOMEWORK for Friday:
A) Read the pro-Bush text "The Bush Revolution" on pp. 391-398 in Aims of Argument (the dark blue book), and create an outline.
B) Create a Works Cited page with the two entries of the texts we've dealt with: "Rights to Remember," and "The Bush Revolution." It has to be in MLA style. Look in your book A Writer's Resource from ENGL 101 to find out how to do this (attention: you have to use the entry that says "Rpt. in"). I don't want to see any wrong ones. If you use your handbook, all you have to do is to exchange the words from the example given to you.
We've read the article "Rights to Remember" together - paragraph by paragraph - and created an outline together on the white board.
The outline contained 1) the author's main points, 2) the different arguments made (forensic, fact/information, pathos, ethos, explore), 3) stylistic means used by the author (metaphor, alliteration, allusion), and 4) the thesis of the author.
Then, I collected your outlines that you did at home for grading.
HOMEWORK for Friday:
A) Read the pro-Bush text "The Bush Revolution" on pp. 391-398 in Aims of Argument (the dark blue book), and create an outline.
B) Create a Works Cited page with the two entries of the texts we've dealt with: "Rights to Remember," and "The Bush Revolution." It has to be in MLA style. Look in your book A Writer's Resource from ENGL 101 to find out how to do this (attention: you have to use the entry that says "Rpt. in"). I don't want to see any wrong ones. If you use your handbook, all you have to do is to exchange the words from the example given to you.
Monday, February 25, 2008
In-Class, Feb. 25th, and homework for Feb. 27th
For those who were not in class today:
We've heard the remaining four smartboard presentations about our "Arguments of Definition." Kudos to all presenters (last time, and today)! Great job.
Then, we've read two texts in our light blue textbook. The first one is a short article by a professor about the freedom of speech ("Protecting Freedom of Expression at Harvard," pp. 123-124). After reading this, we created a brief outline on the board about what this writer has done: 1. he used a forensic argument (= of the past): in his university, some students had hung up Confederate flags, and a swastika; 2. he had a claim/argument (students are allowed to display Confederate flags and swastikas due to the freedom of speech), 3. he backed up his argument with credible sources (1st Amendment), 4. he had counter-arguments (this act is offensive to others), and 5. he presented a solution (talk to students doing such things; convince them that it's offensive, so they won't do it any more. If they don't get negative attention, the sensationalism will fade away, and they won't do it anymore, because their actions don't have any effect.)
After reading this first article, we read a student's response to it ("A Curse and a Blessing" from Milena, pp. 126-128). We analyzed what this student has been doing by reading the blue comments on the edge of her text. She basically did what we had done on the white board - our outline. She also added her personal opinion (both in the introduction and in the conclusion, so that the circle was complete): she grew up in Bulgaria, a communist state with no freedom of speech. This was her attention grabber, and the frame to her story. She further stated the professor's claim/main argument, and commented critically on it. She found some weaknesses of his claims, but also stated why his solution might actually work.
You are supposed to write responses just like Milena has done. She analyzed the Harvard professor's claim/argument very well indeed.
HOMEWORK:
For homework, read one story out of your DARK blue book called "Rights to Remember" by Harold Hongju Koh (pp. 405-409). This is a very critical article about America, the power nation, Bush, and the laws that have been made after 9/11.
Then, create an outline on paper just like we did on the board. What kind of forensic arguments (= about the past) are in this text? What is the main claim/argument? What backs it up / what are the sources? Are they credible? Is the text convincing? Does it offer any solution? Bring your outline to class on Wednesday.
This is the first text we are going to employ for our unit 2 essay. The other text will be the opposite - a pro-Bush article. We are going to compare those two. You have to base your comparison and ultimate decision which article is more convincing on the author's rhetoric, NOT on your own personal opinions about Bush and his actions/laws/policies.
We've heard the remaining four smartboard presentations about our "Arguments of Definition." Kudos to all presenters (last time, and today)! Great job.
Then, we've read two texts in our light blue textbook. The first one is a short article by a professor about the freedom of speech ("Protecting Freedom of Expression at Harvard," pp. 123-124). After reading this, we created a brief outline on the board about what this writer has done: 1. he used a forensic argument (= of the past): in his university, some students had hung up Confederate flags, and a swastika; 2. he had a claim/argument (students are allowed to display Confederate flags and swastikas due to the freedom of speech), 3. he backed up his argument with credible sources (1st Amendment), 4. he had counter-arguments (this act is offensive to others), and 5. he presented a solution (talk to students doing such things; convince them that it's offensive, so they won't do it any more. If they don't get negative attention, the sensationalism will fade away, and they won't do it anymore, because their actions don't have any effect.)
After reading this first article, we read a student's response to it ("A Curse and a Blessing" from Milena, pp. 126-128). We analyzed what this student has been doing by reading the blue comments on the edge of her text. She basically did what we had done on the white board - our outline. She also added her personal opinion (both in the introduction and in the conclusion, so that the circle was complete): she grew up in Bulgaria, a communist state with no freedom of speech. This was her attention grabber, and the frame to her story. She further stated the professor's claim/main argument, and commented critically on it. She found some weaknesses of his claims, but also stated why his solution might actually work.
You are supposed to write responses just like Milena has done. She analyzed the Harvard professor's claim/argument very well indeed.
HOMEWORK:
For homework, read one story out of your DARK blue book called "Rights to Remember" by Harold Hongju Koh (pp. 405-409). This is a very critical article about America, the power nation, Bush, and the laws that have been made after 9/11.
Then, create an outline on paper just like we did on the board. What kind of forensic arguments (= about the past) are in this text? What is the main claim/argument? What backs it up / what are the sources? Are they credible? Is the text convincing? Does it offer any solution? Bring your outline to class on Wednesday.
This is the first text we are going to employ for our unit 2 essay. The other text will be the opposite - a pro-Bush article. We are going to compare those two. You have to base your comparison and ultimate decision which article is more convincing on the author's rhetoric, NOT on your own personal opinions about Bush and his actions/laws/policies.
wrong conviction
Justin Kozak
“It should be mandatory for a state to provide reparations to someone who was wrongly accused, and sent to jail.”
Wrongly Accused- incorrect person charged with a crime
Mandatory- obligated or required
http://en.wiktionary.org/wiki/mandatory
I believe that reparations should be mandatorily given to someone who was falsely accused and sentenced to jail, by the state and possibly even the government as well. It is not right for someone to be innocent and be subjected to the hardships of prison, not to mention the loss of time that they will never get back. There should be no mistakes when it comes to someone’s freedom and to show this the ones who mess up will have to pay those whose lives they ruined and reputations they tarnished.
The state expresses sympathy for it’s’ mistake and offers an apology but that is it. They do not offer any reparations believing that the gaining of their freedom is reparation enough. They believe that it is an acceptable loss in maintaining the security of our nation.
It is unacceptable to just offer someone a sorry here you go after you have destroyed their lives. Who is to say what they would have accomplished if they were free; who is to say that they will ever get their lives on track again. To make sure they do, and to make sure that there is justice we will pay them to not only give them what they deserve, but to show that they are truly sorry.
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