Thursday Final

If needed....

If your page count is less than 25 pages, choose ONE of the following essays to read:

http://www.npr.org/templates/story/story.php?storyId=112219425  "Dodging the Concussion Discussion" by Frank DeFord

http://www.npr.org/2005/05/16/4651531/be-cool-to-the-pizza-dude "Be Cool to the Pizza Dude" by Sarah Adams

Come to class prepared to write a short essay about one of the readings. You will able to look at the reading as you write.

If you had enough pages to make the final optional, taking it can only IMPROVE your grade.

Draft of Problem/ Solution Due

Only draft of Problem/ Solution paper. Read drafts. Upload to TurnItIn.

Daybook:

Meet William Kamkwamba.  Information can change your life.

 William Kamkwamba. first time at TED.

Now, William later.

His website.

Thinkwrite: how do you/ will you take advantage of the world you hold in your hand?

Count pages:

Get out all your graded papers and arrange them in order.

Lego Directions -green
Kickstarter Analysis -purple
Kickstarter on Paper -blue
Summary/ Response about Staples - tan
Summary/ Eval/ Response about your choice of reading -yellow
Problem -salmon
Summary/ Eval about your choice from Gale -gray
Problem/ Solution with MLA Sources -goldenrod
Common Assessment - pink 2 or more

Use your papers to do the Count Day Essay Analysis in Moodle.

Then count up your pages. Each Works Cited page counts as a whole page; all other partial pages are fractional (1/4, 1/2, etc.)

Post your page count in the forum.

Daybooks.


Homework:

1.Final version of Problem/ Solution due by class time Thursday (drop by my office). If you must or want to, the final is below.

2.If your page count is less than 25 pages, choose ONE of the following essays to read:

http://www.npr.org/templates/story/story.php?storyId=112219425  "Dodging the Concussion Discussion" by Frank DeFord


http://www.npr.org/2005/05/16/4651531/be-cool-to-the-pizza-dude "Be Cool to the Pizza Dude" by Sarah Adams


Come to class prepared to write a short essay about one of the readings. You will able to look at the reading as you write.

Common Final

Questions about MLA in Schor.

Essay in class. Print and hand in.

Answer the folowing daybook questions about Schor and MLA:

Please underline all the in-text citations you see in the article.

1. The first in-text citation is a footnote, which is unusual. Why did the author use a footnote, do you think?
2. If I wanted to look at the surveys mentioned in that footnote, what source do I need to look at? [the info should be on the Works Cited list]
3. Copy down every author-tag style citation you can find. (Just copy the "according to _____" part.)
4. In paragraph 6 there is a description of an "unmarried Hollywood executive" who bounces checks. If I wanted to read more about him, would I look in Hewitt or Tobias? Explain.
5. The very last sentence is followed by only a number. What source is that page in?
6. How many in-text citations did you underline?    How many sources are listed on the Works Cited list?
7. What's the oldest source used?       When do you think the piece was researched? How important is currency to this topic (using recent sources).

Do you know what you need to do to your Problem paper to turn it into the Problem/ Solution paper?

Homework:

1. Revise your Problem paper into the Problem/ Solution with MLA style sources. Only draft due Tuesday. Have BOTH in-text citations and a Works Cited page ready for others to look at. Be prepared to upload the draft to TurnItIn in Moodle.

2. On Tuesday bring all returned papers for count day.

Finding and Crediting Sources

Papers returned. What next?

https://prezi.com/jeqno3xjsrkx/f2f-creating-the-problem-solution-with-sources-essay/

Assignment sheet.

MLA style review: http://prezi.com/qmf4siv3xukj/?utm_campaign=share&utm_medium=copy&rc=ex0share 

"My Friend Michelle" practice.

  Underline all the in-text citations as you read.

Answer these questions in your daybook:

1.  How many in-text citations are there?

2. When you read an in-text citation, check to see if it clearly leads to a source in the Works Cited list. List any problems you find.

3. Are there items on the Works Cited list that were NOT cited in the paper? List them.

4. If you know the page number where information occurred, you should include that in an in-text citation. Please put a star next to each in-text citation in "My Friend Michelle" that SHOULD have included a page number in parentheses. How many are there? [Hint: use the bibliography to help decide if there were page numbers in the source.]

Now the reading for your Common In-class essay: "The Creation of Discontent" by Juliet Schor, pages 611-614.  Read and think. Look over the questions at the end?

Homework:

1. Read and be ready to write about "The Creation of Discontent" by Juliet Schor, pages 611-614.

2. Find a source from an SCC database that represents a view contrasting to yours for the Problem paper.

3. Solo #3 is due on Thursday also.

Final Version Problem Paper Due

Turn in papers.
 
Drowning punctuation exercise.

Solo #3 assigned. Take time to find a Gale article.

How did you cite sources in your Problem paper? What IS MLA style for doing that?

 http://prezi.com/qmf4siv3xukj/?utm_campaign=share&utm_medium=copy&rc=ex0share

Homework:

1. Solo #3 is due on Thursday June 2. On Tuesday you'll be assigned a reading for the Common Final, which you'll write during class on Thursday June 2. This is NOT the course final, which occurs the last day of class, June 9.

Draft #2 Problem Paper

Reading an example paper: "Getting It All Done" by Gareth Cook pages 605-606 in Bedford.

We discuss.

Here's another example: http://mariovittone.com/2010/05/154/

How is it trying to persuade us?

Put your draft into Turnitin in Moodle.

Now you read and comment on draft #2 of the Problem paper.

Misplaced modifiers? Do Ex. 36.1, 36.2, 36.3 and 36.4, pages 381-385 in The Everyday Writer. Read each introductory discussion before doing the exercise.

http://www.thewire.com/entertainment/2013/08/who-said-it-adolf-hitler-vs-taylor-swift/68906/

Homework:

1. The Final Version is due Thursday. Provide credible evidence for your discussion of causes and effects of the problem. Be persuasive.

2. Finish the above grammar exercises.

Problems

I return your Solo #2 papers.

Sub/ Coord practice.

Persuasion?  Let's talk about evidence.

Problem Maps in Moodle. Daybook check.

Homework:

1. Draft #1 of your Problem paper is due Thursday. Try to define the problem, provide any needed background information, and explore some of its causes and effects.

Final Version Summary/ Evaluation/ Response Due

In your daybook, copy down a sentence from your paper that uses coordination and one that uses subordination.

You hand in your papers.

Let's hear your Ex. 25.2 solutions.

Next paper? The Problem paper.

Let's take plagiarism as an example....

Define plagiarism in your own words.

Here's a definition of plagiarism. Here is intellectual property.

First of all, plagiarism stories: Viswanathan

1. Identify a problem in this story. State it.

Helene

2. Why so different? Is there a problem here?State it.

Herr Guttenberg

3. Was this the "right" outcome? Is there a problem here?

Beyond "plagiarism" to "intellectual property":

Book covers?

4. Was this a case of theft? Is there a problem?

If the courts are in charge...

5. Do you see a problem here?

If there's time....better news, for some: music... TV iTunes

6. Whom do you think the law says that TV news footage "belongs" to? What do you think? Have you heard of "fair use"?  Is there a problem?

Homework:

1. Read this CRAAP Test prezi, and fill out the Prezi Worksheet.

2. Decide on a problem you will write this paper out. Find two websites that you think might be good sources on the topic, and fill out the CRAAP Test Worksheet about them.

3. Continue to read up about the problem, and keep track of any useful websites that you find. Be prepared Tuesday for an in-depth discussion of your problem.

Draft 2 of Summary/ Evaluation/ Response Due

Upload your draft into Turnitin.

Walk-through EasyBib again?You should have a bibliography for this paper.
Exchange drafts.

What's plagiarism, again?

 But what about this: http://questioncopyright.org/minute_memes   

Thinkwrite: Do you agree or disagree with this short? Explain.

But you "Always give credit where...."

Not only do you need to quote accurately, you must avoid this tricky problem:

Student paraphrase: He is scarcely able to hold a knife to a raw chicken, let alone someone’s throat.

Staples' essay:  As a softy who is scarcely able to take a knife to a raw chicken -- let alone hold one to a person' throat -- I was ....

How would you fix this situation?

Now we see what TurnItIn can do to help you check that you are citing your sources clearly. Check your paraphrasing?

Open your draft in the Turnitin document reader.
In your daybook, copy down one of YOUR sentences that uses coordination to connect two or more clauses, and one sentence that uses subordination to connect two clauses.

 Get out your Red Sox paragraph. Team up with one person you think you can WRITE with, and compare your paragraphs....follow directions.

Homework:

1. Final Version of Summary/ Evaluation/ Response is due. Print and bring to Dunlap C WITH your laptop at 1:30.

2. Daybook check is Thursday. Have loose handouts to turn in with it -- yellow worksheet, OED worksheet, etc.

3. Read Bedford Ch. 3 pages 37- 45.

Rough Draft of Sum/ Eval/ Response

Group work with questions and the handout.

Sentence combining with a paragraph in Moodle.

Read drafts?

Let's talk about the OED and words.

"I tend to use the dictionary to look up words I know the meaning of..." says poet Pinsky.

http://bigthink.com/videos/what-are-your-favorite-words

Homework:

1. Create Draft #2 of your Summary/ Evaluation/ Response paper. Bring an e-file of it to class.

2. Do Everyday Writer p. 292 Exercise 25.2 in your daybook. Combine as much as possible, but don't create an unreadably long sentence.

Solo #2 Due

A. First of all, we use EasyBib to create a Works Cited page for this paper.

B. Now you are going to highlight the final version and post it in a reply to your post from Friday. So the two versions will both be posted in the forum in Moodle; your final version will be color-coded.

Please do a SAVE AS to create a NEW VERSION of your Final Version. DO NOT MAKE THIS THE PERMANENT FINAL VERSION, OVERWRITING YOUR FILE.

1. Italicize the sentence in your paper where you gave the title and author of the article you are writing about.

3. Make your  thesis green.

4. Make the summary yellow.   

5. Make your response to the content of the article pale blue. 

6. Underline any quotes. These are places that used the exact words of the article.

7. Make BOLD any time you used “Staples”  or "the author" or "the article"– these are your author tags.

When you are done, please post this in the forum, in a reply to your post on Thursday.

C. NOW print your final version to hand in (PLAIN, NO COLOR).

D. We talk about the OED.


E. Now about Paper with Feedback #3. See the handout. See the example in Moodle.

Printing a copy of the article to annotate:

http://faculty.uml.edu/bmarshall/Lowell/whywecravehorrormovies.pdf

http://www.motherjones.com/politics/2000/06/violent-media-good-kids-0 

 Start reading and annotating.

Homework:

1. Create a page of notes about your article.

2. Create a ROUGH draft (outline? list?) for Thursday.

3. Choose two words from your article and define them using the OED. Mention any oddities of meaning of changes over time.

Solo #2 During Class

1. Ch. 2 and Solo #2. Do you write in books?

2. What's a thesis statement? What was yours for Solo #1? Copy into your daybook.

Thesis Statements and Summary/ Response

3. Write Solo #2  during class.

Crowd sourcing examples? mPING, from Scientific American.

We watch this video....then look at the OED. Punk, anyone? See etymology? That ties to the history of English.

OED worksheet handed out.


Homework: 

1. Finish Solo #2. Be ready to hand it in on Tuesday with the rubric.

2. Use the OED to define two words from Staples' article. Copy into your daybook. (Choose one of the definitions and a quote to match it, with the date.)

3. Complete the OED worksheet for Tuesday.

Kickstarter Due/ New Genre

Turn in your Kickstarter on Paper.
Turn in Language Use in Kickstarter. ... Analogies?

New genre -- summary/response. Pat Bourne questions? You do some writing....

Subjective vs. objective?

Now you read an example essay that is doing summary/ response (download from Moodle, do "Save As"  and add YOUR LAST NAME to the file name).

Then colorize YOUR copy of the essay, using these directions:

1. Make the first and last sentences in the paper red. The first should be a hook. The last is a “clincher.”

2. Italicize the title and author of the article I'm writing about.

3. Make the thesis orange.

4. Make the summary yellow.   

5. Make any response to the content of the article pale blue. 

6. Underline any quotes. These are places that used the exact words of the article.

7. Make BOLD any time I used “the writer”  or "the author" or "the article"– these are called author tags (and would have used a name if there was one on this article).

When you are done, go to Moodle to upload your colorized version in the forum there. Be sure to follow the instructions so that you answer the required questions as you post.

Now you have to do some close reading and note-taking of an article. See handout.

Homework:

1. Read and take a page of notes on "Black Men in Public Space" by Brent Staples.

2. Prepare to write an summary/ response of the article during class on Thursday.

3. Daybook check on Thursday.

Draft of Kickstarter on Paper and English Spelling

I return Solo #1.

Sec 23 in Everyday Writer -- do Ex. 23.9. We discuss.

Why is English so hard to spell?

I hand out a sheet. Read it over and complete anything on it you can.

Here is the link to today's lecture on "Why Is English So Hard to Spell?

Fill your handout in as we go.

Tuck the handout in your daybook for the daybook check (Monday).

Now you read drafts and give feedback.

Homework:

 1. Give the final polish to your Kickstarter on Paper. The final version is due Tuesday. If you want feedback from me, you can attach your draft to an email, or stop by my office, 156A.

2. Read Bedford Ch. 2 p. 17-34.

3. Read the tan handout and answer the questions in your daybook.

Solo #1 Due/ Kickstarter Draft Due

Return of Lego paper. Keep the final version which is stapled to the grading rubric (on the top of your stack). The final version with grading rubric must be saved for your portfolio and the final page count.

We make a Works Cited page for Solo #1.

You need one copy of your Solo Paper #1 AND the grading rubric/ assignment sheet to hand in.

THINKWRITE: Please look back at the graphic on page 9 of Bedford. Think about the process you went through to write THIS paper. Describe the process you went through. What was helpful, and what you would like to do differently for the next assignment?

We shift gears to the Kickstarter on Paper.  I hand out a blue assignment sheet.

You get into groups and come up with a list of the Key Elements or sections that you think the Kickstarters On Paper should have. Note these down in your daybook.

We combine your input into a CLASS LIST OF KEY ELEMENTS/SECTIONS. Everyone will copy this onto their blue sheet.

 Peer review.

Homework:

1. Please create Draft #1 of your Kickstarter on Paper, using the assignment sheet and our list of Key Sections. Bring a hard copy Thursday.

2. Do the Language Use in Kickstarter worksheet (in our class in Moodle), either on paper or electronically. This is due in a week.

Thinking About Kickstarter Campaigns

1. Key Elements of an essay.

 2. http://scholarlykitchen.sspnet.org/2013/12/05/tip-of-the-iceberg-how-the-illusion-of-products-can-mislead-customers-about-the-realities-of-business/

This caused me to follow the link about the T-shirt. Which brought me back to Kickstarter.

Thinkwrite : What can we look for in a Kickstarter's campaign to help decide whether a Kickstarter project has the ability to actually produce its product?

3. Now on to the topic of writing/ language use. Open The Everyday Writer to Section 23a-d. This section is FULL of nomenclature relating to writing. Take notes in your daybook over these sections. Write down each green heading and then explain it in your own words. (homework)

45 minutes to type an essay 

Homework:

1. Finish Solo #1 to hand in on Tuesday.

2. Finish taking notes in your daybook on Everyday Writer Sec. 23a-d.

3. Prepare Draft #1 of you Kickstarter on paper ( Project with Feedback #2). Due Tuesday also.

Lego Project Due, On to Kickstarter

Rhetorical Analysis Again --

I. Get out the green assignment sheet for the Lego project. Compare the front and back of the page with the builder pictured on it. The information content is very similar between the two.

Thinkwrite A: 1. What differences in style and content between the two sides do you see? 2. Which is more effective?

II. Organize your Legos to be ready to hand in. (See white board.)

Nomenclature: context is key to communication. What does that mean?

How about assumptions? We watch Derek Sievers on assumptions.

Thinkwrite B: How did the Lego project go for you? Did you make any assumptions you were not aware of? How did you handle the nomenclature problem?

I show you the set of directions that taught me the key elements in this genre of writing (assembly directions with no pictures). I did not instruct you to do these; I was hoping you would discover them by trial and error. Key elements: ______.

Thinkwrite C: Assess the directions you created. Which of the key elements did you come up with on your own? Explain.

When you are done, please hand in your Lego Project. Only leave the parts in the bag if you think I might need to build it.


III. I hand out the Kickstarter newsletter. Read. Discuss.

Now I hand out the assignment sheet for Solo Paper #1.

What two Kickstarters will you write about? We discuss.

How will you write a rhetorical analysis essay? We go to Moodle to look at the example paper there. Read and colorize.

Hand in daybooks at the end of class.

Homework:

1.Finish the "colorizing" of the example essay.

2. Thursday during class you'll have 45 minutes to write a draft of Solo Paper #1. Do some prewriting/outlining/brainstorming/listing to prepare for typing that draft during class.



 

Legos Day Two

Take time now to revise your Lego directions and print two fresh copies.

When all are ready:

Open up The Bedford Guide to page 26. Look at the graphic at the bottom of the page, which is one version of Bloom's Taxonomy.

Thinkwrite :

Bloom's Taxonomy is a way of classifying or naming the ways we think. Copy these down in your daybook:

Reading the directions-
Assembling the parts-
Writing/reacting on the directions-
Filling out the feedback green sheet-

How many ways can you think at once? Next to each activity you copied down, describe HOW you think as you do it, using the terms listed in Bloom's Taxonomy.

You build two again.

Rhetorical Analysis review:  Let's look at our textbooks.

Now we look at Kickstarter.com. Some projects I've found....#1 and #2 and #3 and #4.

Homework:

1. Be sure to do the homework under "Day One" below.

2. Prepare the final revision of your Lego directions. Bring all green sheets and sets of directions, with one copy of the final version to hand in on Tuesday.

3. Go to Kickstarter.com . Look around and find the answers to the following questions (write the answers in your daybook):

1. What kinds of projects can be put up on Kickstarter?

2. Who sets the money goal and deadline?

3. What happens if the money goal is NOT pledged before the deadline?

4. What’s the MOST a project has ever been pledged?

5. How many total projects have been funded at Kickstarter?

6. How do you see projects that have expired/failed (this may take clicking around)?

 Figure out how to use the search tool. You can put in a term that interests you and see what happens (“tractor,” “hockey,” “tool”).

7. Find 5 projects that interest you. List their A) title, B) the money goal, C) closing date, and D) the pledge amount and reward that you would choose.

8. Now go deeper. Pick 2 projects. Find one that was a success, and one that failed to meet its goal. You’ll do a rhetorical analysis of each. This means making a chart of audience/ purpose/ genre/ style/ content for each. You should spend at least a half page on each for the style/content discussion. Simply describe what you see each project doing in those areas. Pay special attention to differences between the two.

Legos Day One

Meeting Thursday April 7:

I.  Today we start with a video.

Audience + Purpose + Genre = Style (how it looks) and Content (what it says)

Apply this to p. 14 Bedford?


II. Now we look at your examples.

In your daybook, create a chart for each of the terms in the "equation" and your direction examples that you brought to class, like this:

MP3 Player:
Audience-
Purpose-
Genre-
Style-
Content-
Effectiveness:

After filling in your chart, think about the effectiveness of each of your examples. What specific choices in style and content work or do not work?

Audience, purpose, genre, content and style for the Lego project?

III. Build #1  Get out your TWO sets of directions and parts and answer key picture.

To get in the mood:
  Legos  we   love .  Indeed. And professional builder #1. Professional builder #2. Lego artist #3.

Homework:
 1.  Fill at least one page (one side) in your daybook describing a situation where you experienced written communication (any genre) that was a rhetorical fail. This piece of writing failed to achieve its purpose. As you describe what happened, try to analyze what the specific problems were, based on today's discussions -- audience/purpose/genre/content/style.

2. Revise your typed directions. Put them into MLA style if they are not. Brainstorm possible changes on the green "revisions" handout, and then make whichever changes will help builders. Even if they built your object perfectly, there are probably ways to improve. 

2 A. You must begin with a "General Description" of the object, describing in enough detail that builders have some image in their heads before they build.

3. Read "Lego Nomenclature Reading with Questions" link found in our class in Moodle. There are a lot of pictures with the reading, but look for the questions at the end for you to answer in your daybook.

Welcome

This is the place for the daily happenings in class and HOMEWORK.

I will hand out the course information sheet and calendar. Copies are also available in the Moodle version of this course.

A. On paper, write the answers to these questions about the yellow handout:

1. Copy down my name. (You may call me Mrs. Loden, Ms. Loden, or Ms. Kate. Not a professor.)

2.  Read the "Course Objectives" section at the top. Copy down the four goals of this class.

3. Circle the goal in #2 that you think is the most important for you to practice this quarter.

4. How many points is the daybook worth?

5. How many papers (projects) with feedback will you write?

6. How many "solo" projects (papers) will you write?

7. How many "polished" pages do you have to write to skip the final?

8. What do you think an English teacher might mean by "polished" pages?

9. How can you get a zero on a paper?

10. On this blog, what is the first link under the "Important Links" section?

11. Look at our class in Moodle, and click on the "Grades" link under "Settings" (on the left). How many spots for a future grade do you count?

We discuss.

B. The Writing Process

On the back of your piece of paper, make a list of the steps of the writing process that you would go through to write a typical paper for class.

We discuss.

C. Writing Directions

Look at the handouts and pick some legos.
 

Homework:
1. Get your books if you have not, including something to use for a daybook and a folder to hold all your graded papers.

2. Read Ch. 1 of The Bedford Guide pages 6-15.

2. Find two examples of written directions to bring to class next time. They could be from another class assignment, or directions for assembling or fixing or installing something. Look for something with some sort of step-by-step format. A recipe counts.

3. Write a paragraph about each set of directions. Explain what it is trying to do, and how helpful you think it is. Success or failure? What are the strengths/ weaknesses?

4. Carefully read over the green handouts.

5. Write a set of directions for your Legos. Type this up using whatever formatting you wish. Bring (or print) 2 copies for next class.

Get Set

Get Ready