Writing the Final

I give you the prompt, and you write your final essay.

Please pick up graded papers on Monday, if you want to see them.

See you next quarter!

Count Day

Please arrange all your papers, with their colored rubric, on your desk.

Then fill out the white handout I will be giving you. And count your pages. If the count comes VERY close to 25, I'll count again.

If you need to take the final, you should read either one of the following articles (found in The Bedford Guide) before class tomorrow:

"Be Cool to the Pizza Dude" by Sarah Adams pages 615 to 616.

"NFL: Dodging the Concussion Discussion?" by Frank Deford pages 573-574.

Computer Programming students who need to take the final: On Friday, come down to Lab 073 at 11:10 to take the test with another section of the class.

Problem/Solution Due

You hand in your Problem/ Solution with Sources.

You hand in your daybook.

You have time to work on Short Project #4, due tomorrow.

Homework:

1. Finish Short Project #4.  Make sure that each letter is clearly organized and proofread.

2. Bring all the graded final versions of your papers. Here's what you should have:

Legos   green

Kickstarter     blue

Long Summary/ Evalulation  tan

IP Review    gray

Problem/ Solution   salmon

Review Your Choice   goldenrod

Common Assessment Essay  (+1)   cream

(Problem/ Solution with Sources)  lilac

(Letters)   yellow

Please keep the colored grading rubric with the graded paper for Count Day.

Short Project #4

Today you get the assignment for Short Project #4 and you have time to work on P/S with Sources as well.

First, I return papers.

In your daybook: 

Please look over the grading rubric for the Short #3 and answer these questions:

1. What did you do well in this paper?

2. What did you do poorly, if anything?

3. Whenever you talk/write about something written by someone else, what does your audience NEED TO KNOW?

Now the timed writing:

1. How was writing under time pressure different for you?

2. Was your score a surprise, or generally what you expected?

Now, you read the assignment sheet for Short #4. When you are done reading, answer these questions:

1. What do you have to do to meet this assignment?

2. List the 5 categories that make up your grade.

3. How do you format this paper?

4. Come up with 3 things that curious people do and list them.

Example Letters:

Here's a source of wonderful letters:  http://www.lettersofnote.com/

See especially this letter of advice,  and this letter of advice .

And for a letter to a younger self, this is a gem. (Warning: adult material.) If you start it, finish it.

Homework:

1. Finish your Problem/ Solution with Sources and work on Short #4.

Problem/ Solution with Sources

This week's schedule:

Monday: Upload your Problem/ Solution with Sources draft in Turnitin in Moodle. Check the percent  of match (~10%) to make sure that your paraphrasing is done well.

Tuesday: I assign Short Project #4. You have class time to write.

Wednesday: The Problem/ Solution with Sources paper is due. You have time to write. I collect daybooks.

Thursday: Short Project #4 is due. We count pages.

Friday: The final.

Monday: Come by my office if you wish to pick up any graded papers.

Draft 1 Due (Except for 11 AM)

You read each other's drafts.

On Monday you'll submit to Turnitin and we'll try to use it for help with quoting and paraphrasing.

The Final Version of this paper is due Wednesday Dec. 11, which is also the last Daybook Check. I'll hand out the assignment for the last Short Project on Tuesday, and that will be due on Thursday.

Homework:

1. Keep working on your Problem/ Solution with Sources paper.

Looking for Information

Practice an in-text citation:

I want to use this quote in my paper:  "Nielson holds that on-screen reading is 25 percent slower than reading on paper."

The author of this quote is Michael Agger. The title of his article is "Lazy Eyes." It was published at Slate.com on June 13, 2008.

Please write what would be included before and after the quote to fit it into my paper using MLA style. (Write out the quote as well as all punctuation.)

We discuss.

Now use the time to find sources for your Problem/Solution with Sources paper.

Homework:

1. Draft 1 due tomorrow with 2 in-text citations and 2 sources on a Works Cited page. Remember EasyBib.

2. No word.

Problem/ Solution with Research

I return your Problem/ Solution papers.

We discuss any questions you have.  Remember, you need to make changes as marked on your paper.

Use databases to look for sources; you may also google for statistics, etc. Be sure to smoothly include new information, and to use in-text citations correctly. See the Prezi on MLA style to help you.

Homework:

1. Be working on the only draft of your Problem/ Solution with Sources paper, due Friday. The Final Version is due Tuesday, Dec. 10. For Friday you should have at least 2 in-text citations and 2 sources on a Works Cited page. Remember, the final version must have at least three CREDIBLE sources.

2. No TWFTD.

The Common Assessment

Today you write the common assessment.

You have the class period to type or write a short essay in response to ONE prompt about the reading.

The reading is a short excerpt from Eric Weiner's book The Geography of Bliss.

Homework;

None.

Getting Ready for the Common Assessment Essay

You hand in your Short Project #3 papers ( with Works Cited page).

Thinkwrite: What was the most effective piece of writing you've read so far this quarter? What made it effective?

We talk about the SCC Departmental Assessment Essay. This will be written during class tomorrow. It will be about the reading I hand out today. You may type or hand-write (you need a bluebook if you handwrite). You will have two prompts to choose from. WHEN YOU PASS IT, you get an automatic ONE page added to your page-count in addition to the amount you write for the essay. (It will be scored by an instructor in Lincoln.)

9 AM class: Class is cancelled today. Stop by the classroom OR my office for a copy of the reading. The reading is also found in The Bedford Guide pages 630-632, excerpt from The Geography of Bliss by Eric Weiner.


Homework:

1. Annotate the excerpt from Bedford -- mark words, comment on meaning, write down your reactions. Tomorrow you can use your annotated copy as you write your essay.

2. TWFTD: a word from The Geography of Bliss excerpt. Your choice.

MLA Citation and EasyBIb

We look at this Prezi: http://prezi.com/qmf4siv3xukj/?utm_campaign=share&utm_medium=copyow

Now you look again in order to fill in the outline I provide.

Now we look at EasyBib. See the tool, and use it with me.

For this Short Project #3, you can create a page, copy/paste the citation from GALE, with the title of the page and hanging indent.

Homework:

1. Finish Short Project #3 if you did not hand it in today. Due Monday Dec. 2.

2. Continue looking for sources on your Problem/Solution topic.

3. TWFTD:  parenthetical

Finding Sources

Good news! http://journalstar.com/business/local/multi-state-investigation-into-patent-trolls-coming-bruning-deputy-says/article_7faff530-21f5-575d-a87b-37a85f05b06b.html

How is your Short Project #3 going? Have you annotated your article?

Write down:

1. One thing you learned from your article.

2. One question you have about the topic of your aritcle.

3. One question you have about writing a paper about the article.

I pass out the assignment sheet for the Problem/Solution with Research paper.

You read it. Answer questions about it.

We go to the library so you can do research. Oops -- it's all online. Let me show you Ebsco as well as Gale.

Now you have time to work. You can work on your Short Project #3 paper, or you can be searching for sources. Be sure to save links or email articles to yourself.

Homework:

1. If you wish, hand in your Short Project #3 tomorrow.

2. Be hunting for credible sources on your Problem/ Solution topic.

3. TWFTD: a word from your article, your choice.

4. Extras off the internet: http://www.reddit.com/r/AskReddit/comments/1qoyn2/assume_all_of_world_history_is_a_movie_what_are/


http://www.theatlantic.com/business/archive/2013/11/your-brain-on-poverty-why-poor-people-seem-to-make-bad-decisions/281780/

Problem/ Solution Due

You turn in your papers.

You need to start thinking about finding more information to add to your Problem/ Solution paper for the last big project of the quarter. You can use Google or a database.

You will need to find credible sources, and smoothly add information from them in to your paper, citing them correctly. Next I'll show you what citation needs to look like.

To start, we'll look at how you decide whether a source is credible or not.

Here is a Prezi of the CRAAP test: http://prezi.com/rtodm5yfbmhn/?utm_campaign=share&utm_medium=copy

Homework:

1. Be working on reading and annotating your article for Short Project #3 Summary.

P.S. And speaking of Kickstarter....http://www.kickstarter.com/projects/electroninks/circuit-scribe-draw-circuits-instantly

Short Project #3 Assignment

What is a paywall?

Pair up.

I hand out the directions for the Short Project #3. Read the directions.

You will answer questions about the project in your daybook. Help each other.

Now we get started.

Homework:

1. Read and annotate the article you have chosen. (Do you know how to instantly look up meanings of words while you read online?)

2. Have your Problem/ Solution paper ready to hand in tomorrow. One hard copy and all comment sheets. Do you need a writer's page?

3. TWFTD: annotate

Editing Time

I return your summary/evaluation/response papers.

In your daybook:

1. What was one strength of your paper?

2. What was one weakness of the paper?

3. Based on this paper, what should you pay attention to as you edit today's Problem/Solution draft?

We look at the grading grid for the Problem/ Solution paper, and you work on your draft using Turnitin, if it is working for you.

Homework:

1. Go  to the Pathos/Ethos/Logos Forum. You must reply to the person's post directly BELOW yours on the page.

Read their example; reply to their post with "AGREE" or "DISAGREE" or "I DON'T UNDERSTAND" in your subject line. Then in  your post, explain why if you disagree.

If you agree that their example fits, rewrite their example with some change that makes it more persausive from your point of view.

If you don't understand their post, you supply an example that would fit their topic. Treat this as a quiz to see whether you understand the meanings of Pathos, Ethos and Logos.

2. Final Version Problem/Solution due Friday. Daybooks also.

3.  No word today.

Draft 2 Problem/ Solution Paper

How about changing "Science" to "Life"?

Thinkwrite: Persuasion -- and problem solving -- is often about changing your mind. Can you think of a time recently when you DID change your mind or your behavior? How did that happen?

Print one copy of your Draft #2. Exchange. 

Upload your draft to Turnitin in the Problem/ Solution section of our class in Moodle.

Homework:

1. Be working on your Problem/ Solution paper. Final Version due Friday.

2. TWFTD: persuade (verb) in OED

Persuasion

You watched a Prezi about using Google to search. Let's all google the terms logos, pathos, ethos.

We compare results....

Quiz question: How do we change those results (according to the Prezi)?


Now, you read about them. You think about them.

You go to our class in Moodle and submit an example of persuasion happening using each one in the Logos, Ethos and Pathos Forum. Try to make up an example that would fit with the topic of your current paper.



Homework:

1. Draft 2 of your Problem/ Solution paper is due tomorrow. It should have all the analysis of the problem done (causes and effects) AND careful discussion of the solutions (strengths and weaknesses). Are you persuading us to care about and help solve this problem?

2. TWFTD:  logos, ethos and pathos (can all be in one quote)

Draft 1 Problem/ Solution Due

Print 1 copy of your Problem/ Solution Draft 1.

Fill out the Writer's Page and attach two comment sheets. We exchange.

Any time you have left after reading two drafts, use to watch this Prezi:

http://prezi.com/mqpmuyi2feab/?utm_campaign=share&utm_medium=copy&rc=ex0share


Homework:
 
1. Watch the Prezi linked above.
 
2. TWFTD: algorithm in OED, NOT def. #1.

Working on the Problem/Solution Draft

Fix this comma splice FOUR different ways:

I braked when the car in the fast lane braked, I never even saw the deer.

 

 

Now you have time to work on your draft, due tomorrow.

 

 

Homework:

1. Draft 1 Problem/ Solution due tomorrow.

2. TWFTD: serendipity in Wikipedia.

What's Your Problem?

In your daybook, answer these questions:

1. State the problem you think you want to write about.

2. What is your personal experience with it?

3. What are some causes of this problem?

4. What solution or solutions do you have in mind?

When you finish the above, fix the following run-on (comma splice) sentence FOUR different ways. Copy it out four times. You may refer to pages 288-291 in Everyday Writer for help.

Education is an elusive word, it often means different things to different people.

 

 

We discuss your results. Then you do Ex. 37.1 page 390. Type these up and put them in your daybook. Do what the directions say.

 

 

Homework:

 

1. Begin working on your Problem/Solution Draft #1. There will be time tomorrow for working on your paper.

 

2. TWFTD: to elude in the OED.



Problem/Solution Day 2

Thinkwrite: Look at the pictures on pages 134-135 in Bedford. Describe what you see and write about possible problems these pictures illustrate.

I hand out the assignment sheet.

We look at a student's paper, "It's Not Just a Bike" pages 188-189 Bedford. You have the following questions to answer in your daybook:

• 1. What problem does Lacey Taylor want solved in her essay “It’s Not Just a Bike”?
• 2. This is her hook: “Imagine one day waking up to find that your car had been stolen. To many students, a bicycle is just like a car.” I think it would be more effective to do the imagining FOR the reader, and tell a little story. Using YOUR imagination, write a better hook that tells a story to help us imagine this situation. {This should be several sentences.}
• 3. ListTaylor’s five proposed solutions.
• 4. Which two solutions do you think would be MOST effective? Explain.
• 5. Which two solutions do you think would be LEAST effective? Explain.
• 6. When Taylor proposed the solutions you identified in question 5 above, did she acknowledge in any way that there might be difficulties? Quote her statements that point out potential difficulties with either of those solutions.

Homework:

1. Decide what your LONG problem/solution paper will be about. Fill one page in your daybook brainstorming about this problem (or problems, to help you decide on one). Causes? Solutions? Experience? You will reveal your topic tomorrow.

2. TWFTD: rehabilitation

Problem/Solution Day 1

Turn in your Summary/ Evaluation/ Response papers.

Thinkwrite: Come up with three labels that apply to you. (For me, my labels include teacher, mother, driver, gardener, daughter, reader.)

Now think of the worst thing (morally or emotionally) you have ever done. What labels might someone on the outside attach to you based on those actions? Don't tell what you did, but list some labels. 

Thinkwrite: Are any of the terms on your second list also on the first? Why not?

Remember I said that TED talks were Creative Commons works?We watch this.

Thinkwrite: Why do you think America, the home of the free, have the biggest prison population in the world? Do you know anyone who has spent time in jail?

Now we read an example of the next paper you will write. Bedford pages 185-187, "Why Prisons Don't Work."

In your daybooks, answer questions 2, 3, 5, 7, and 8 from Bedford page 187.

Homework:

1. Begin thinking about a problem you can write about, with actual solutions you can propose and explain. The problem must be something you have personal experience with. This rules out big political debates; you must have personal experience with the problem.

2. TWFTD: identity in OED NOT the mathematical!

Draft 2 Summary/ Evaluation/ Response

Upload your draft in our class in Moodle into TurnItIn.

ON THE HARD COPY OF YOUR OWN DRAFT:

1. Label in the margin using brackets your intro/  summary/   evaluation/   response/   conclusion.

2. Underline the sentence that cites your source.

3. Underline the first 5 author tags.

Get back in the same groups your were in last time, so that hopefully you are reading papers about your article.

Hand in your daybook at the end of class.

Homework:

1. Make use of the feedback, and think carefully on your own to revise your paper. Review the grading rubric! Have the final version ready to hand in Monday.

2. No word for today.

Sub/Coord

First off, I return your Intellectual Property Review. Check your grade in Moodle to see your midterm grade.

Please read my comments and your scores.  In your daybook:

1. What is one thing you did well in this paper?

2. What is one weakness of this paper? (be specific; you may NOT choose proofreading)

3. What is one category that you will make sure is better in the current draft? How?

Now, for a review of subordination and coordination, we look at this. Together.

http://prezi.com/6lgncmquk4jr/?utm_campaign=share&utm_medium=copy&rc=ex0share


In groups you will correct the sentence combining exercise.

Homework:
 
1. Have Draft 2 ready for tomorrow. You will also upload it to TurnItIn in Moodle. You will be allowed up to 13%  match using quotes from your article.
 
2. TWFTD: ubiquitous (from video yesterday)

Metaphors and Marking Up

A. Remember when I said that good writing is like magic?

Well, that's a simile, which is just like a metaphor, which is really just a comparison.

B. We're going to watch a video about metaphors. When it is done, you should be able to give at least one reason why "metaphor matters." Here's the video.

So write in your daybook one reason why "metaphor matters."  Invisible?

C. Now, another story:

I used to get an email with the subject, "Why English Teachers Die Young." It was "bad high school student writing". It said. But it was funny...

Snopes (the place on the internet to go to see if you're being fooled) revealed that these gems are the result of writers' hard work at winning a contest.
If you'd like to read more of them, go to the same contest from a different year.

In your daybook, please copy down two of these that you think are especially good, AND INCLUDE THE AUTHOR'S NAME.

D. Open up your draft for the Summary/Evaluation/Response paper that you are working on. Do a "Save As" to create a new copy of it, and name it with "Colors" in the name. Then do the following:

1. Highlight the introduction BLUE. Italicize your hook.
2. Highlight any summary PINK.
3. Highlight any evaluation of the writing YELLOW.
4. Highlight your response to the content GREEN.
5. Highlight the conclusion ORANGE.
6. Underline the sentence that cites your source.
7. Make sure that the title of the article has quote marks around it.

Now save this in your N drive, and continue to work on the draft. Draft 2 is now due on FRIDAY.  The final version is due on Monday. Tomorrow we will do some more with your draft.

Homework:

1. Work on your draft. Draft 2 is due Friday.

2. TWFTD: synesthesia

Draft #1 Summary/ Ealuation/ Response

I changed my mind. Please go ahead and print your draft :-(. Save the draft in your N drive so you can access it tomorrow.

Fill out the Writer's Page.

Then you move into groups and read drafts.

Right to Fail? http://www.dilbert.com/blog/entry/?EntryID=970&print=1

Homework:

1. Continue to work on this paper. Use input, or get some from me, in order to have Draft 2 ready for Thursday.

2. TWFTD:  metaphor in OED

Sentence Variety

Fix the following sentences:

1. The fire alarm went off on Friday I had a headache.

2. An email explained that steam set the alarm off the students were washing off shop equipment.


We look at subordination and coordination in Everyday Writer. 

You look at the link below and answer the questions in your daybook.

http://prezi.com/q2xhxi74tjqg/?utm_campaign=share&utm_medium=copy&rc=ex0share

Questions:

1. List the coordinating conjunctions:

2. List 5 subordinating conjunctions:

3. Give an example of a sentence that uses coordination to connect two clauses.

4. Give an example of a sentence that uses subordination to connect two clauses.

Now do Ex. 25.2. You may write or type it; it must end up in your daybook.

Homework:

1. Have your Draft 1 Summary/Evaluation/Response paper typed for tomorrow. You must be able to open the file onto your computer during class tomorrow. We will use computers for working with the drafts, not hard copies.

2. TWFTD: Word #3 from your article.

Review Due

Reviews are due. Also submit your review in TurnItIn, as well as a hard copy.

We talk about evaluating writing: good writing is like magic. 

Wait, you tell me -- How is good writing like magic? Thinkwrite.

http://www.newyorker.com/reporting/2013/01/07/130107fa_fact_green?currentPage=all

Time to draft Summ/ Eval/ Response? You have more time to work.

Homework:

1. The completed tan notes/worksheet page will be part of the next daybook check.

2. Draft #1 is due Tuesday. Be sure that your draft has SOMETHING of all three parts done: Summary/ Evaluation/ Response.

3. TWFTD:  Word #2 from your article, same instructions as Thursday.

Getting Started on Long Project #2

Questions about your review due tomorrow? Are you evaluating the criteria on the outline? What are those?

You may upload into TurnItIn today if your review is ready and you want the proofreading feedback. If not, upload tomorrow as you hand it in.

Begin filling out the handout about your article for Long Project #2, the Summary/Evaluation/Response.

Homework:

1. Your review (Short Project #2) is due tomorrow. Be able to upload the e-file as well as turn in a hard copy.

2. TWFTD: A word from the article you choose. Quote the article. Definition from the OED, even if Bedford defines it as well. Quote the OED to make sure the definition matches the article's use of the word.  SO TWO QUOTES PER WORD FROM ARTICLE.

Practice Summary/Eval/ Response

Newsflash: http://www.npr.org/blogs/money/2013/10/29/241372607/top-reviewers-on-amazon-get-tons-of-free-stuff

Thinkwrite: What was your main reaction to the reading "Pat Bourne Overcomes..."?

We look at your answers to the questions.

Now take 5 minutes and write a paragraph summary of "Bourne Overcomes..."

What did you include? What did you leave out? Are you doing description?

Now write a paragraph evaluating the "presentation." Evaluate the effectiveness of the writing. Was it clear? Concise? Interesting to read?

Finally, write a paragraph that is your reaction to the content of the article. What do you think of Bourne's story/experience/decisions/ whatever?

We are getting ready to write your second long assignment, with drafts due during class; it is a review, really, but it is more formal, and doing several things at once. I'm calling it the Summary/Evaluation/Response.

Assignment Sheet for Long #2 Summary/ Evaluation/ Response.

Homework:

1. Look over the articles in Bedford and choose the one you will write about. Read it. Be prepared to work with it in class tomorrow.

2. Finish up your review due Friday.

3. TWFTD: tirade in the OED

Introductions and Informative Writing

Writing an introduction?  Go to our class in Moodle, and post your favorite beginning from the reviews you read last week. It should have a hook.  Does it have a thesis? Where in the article IS the thesis? -- That's the overall point the review makes. Be ready to paste both into a NEW forum.

For help with your introduction and conclusion, read pages 428-431 in Bedford.

Then I give you an article to read.  It has questions at the end that you will write the answers to in your daybook.

Homework:

1. Write the answers to the questions about "Bourne Overcomes..." in your daybook.

2. Be working on your review, due Friday.

3. TWFTD:  pick a word from "Bourne Overcomes..." that you are not sure about. Quote from the article, and look the word  up wherever.

Working on Short Project #2

Thinkwrite:  How do you decide to trust an online review? We'll discuss this.

Get out the gray sheet and fill it out about the video or infographic on intellectual property. (See links in Friday's post on this blog.)

Towards the end of class I'll hand out the assignment sheet with the due date, etc.

Homework:

1. Work on your review. It's up to you how long it is. We will discuss introductions tomorrow.

2. TWFTD:  subjective in the OED -- you MUST use definition A4 !!!!

Crowd - Funding Project Due

 You turn in your papers.

Find the error in this sentence:

Motor Trend uses several criterias when they do a road test on a vehicle.

If you have not posted your document from yesterday to the forum, I show you how. Even if it's not done, you will post it now. {For full points, finish it and reply to your own post, attaching it the reply.}

Thinkwrite:  You spent time yesterday reading reviews. What do you think every review should do? What did you see happening in the reviews you read yesterday? What key elements or sections are in every review?

We discuss.

You will be writing a review of one of these:

1. The Problem with Patents -- Infographic

2. Copyright: Forever Less One Day -- video

3. How I Beat a Patent Troll -- video

I give you a handout to fill out AFTER looking at the one you choose to review.

On Monday I'll give you the assignment sheet with today's key elements for the review you will write.

On Monday we will use your handouts to discuss criteria across "infomedia."

Homework:

1. You choose one of the above informative pieces and read/watch it. Begin to fill out the handout about it (you have no daybook), but there will be some time in class for this Monday. You MUST watch the videos on your OWN time.

2. No word today.

3. Turn in your daybook. It should have (1) a white word quiz sheet and (2) a blue Why is English Hard to Spell? sheet in it.

A New Genre of Writing: The Review

Thinkwrite: Have you ever looked for a product review online before buying something? Tell about how and when you do this. If not, why not? If you want to find out more about a product before buying, what do you do?

We look at this.

Your next paper (short project, no drafts in class) is going to be  a review. Tomorrow you will find out what your choices are to review. TODAY we begin to figure out how to write a review.

What are the KEY ELEMENTS of a review? What is its purpose/audience/ rules of the genre?

You are going to do some online investigation to find out. I expect you to help each other today with the forum details, but each of you will find your own example reviews to analyze. Ready to explore? We go to Moodle.

Homework:

1. Finish your Key Elements and attach to a reply in the forum.

2. Have your Final Version of the Crowd-funding Project ready to hand in. Bring all drafts and comment sheets.

3. Have your daybook ready to hand in. There are two handouts you need to include: the spelling quiz and the English history notes.

4. TWFTD: criteria or criterion (any dictionary and quote)

Editing and Proofreading

Thinkwrite: Yesterday I asked you to decide how much money you would invest based on the presentation, not the idea itself. How successful were you at doing this? Explain. Can you think of any real-world situations where presentation might be more powerful than the actual product/idea?

Use Turnitin to help you find trouble; also use feedback, or get more.

Please note:

1. You may increase heading size to font 14.

2. Think about how to attribute the sources for your pictures. (Intellectual property!) A note at the end? Of course, on Kickstarter itself, the assumption is they created any pictures for their own product, so the images / video belong to them as well.

3. If you make changes to your paper and want to submit again in Moodle, use Part 2, and send me a message so I will open it for you to see. This is NOT REQUIRED.

Homework:

1. Final Version is due Friday at the beginning of class. Be sure to bring ALL related comment sheets and drafts.

2. TWFTD: "I never look at a movie review before I go see a movie." Use the OED to find a definition for "review" as used in this quote. Give the number of the definition when you do so.

Draft #2 Crowd-Funded Project

We go to Moodle and I show you how to upload your current draft.

Get out your hard copy. On it, draw a star next to the heading of each required element. This is to help your readers find them.

I pass out the comment sheets. We look these over so you know what you are looking for.

Note: Focus your feedback on the presentation, the document, NOT the actual project idea.

You each read and provide feedback for two projects.

Homework:

1. Get your draft uploaded into Moodle/Turnitin. After I look at it, it should become visible to you. Tomorrow class time will be spent on editing/ proofreading.

2. TWFTD: intellectual property (as a phrase)  not in OED

Intellectual Property

"Regular practice simply isn't enough. To improve, we must watch ourselves fail, and learn from our mistakes."     Joshua Foer

I return the Lego paper.

In your daybook,  define plagiarism.  Do you know of any real-world examples? These can be across genres.

Here's a definition. School vs. real world? Three flavors?

First of all, plagiarism stories: Viswanathan

1. Why did the publisher cancel her contract and destroy her books? Do you think this was appropriate?

 Helene

 2. Why was this outcome SO DIFFERENT?

 Herr Guttenberg

  3. Was this the right outcome for a politician, for Germany?

Beyond "plagiarism" to "intellectual property":

 Book covers? 

      4. Was this a case of theft?  Who decides?

 If the courts are in charge... 

       5. Do you agree with the Australian Supreme Court ruling?

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"?

All the questions above are answered in the daybook.

Homework:

1. Tomorrow your Draft 2 is due.  Bring one hard copy (or two if you prefer). Also, have access to the computer file of your paper so you can upload it into our class in Moodle -- I'll show you how. 

2. TWFTD: nebulous.

Draft 1 Crowd-Funded Project Due

Today you read and comment on two drafts.

GOAL FOR TODAY:  NOT to GET good feedback, but to GIVE GOOD FEEDBACK.

• YES you may write on the draft.
• NO you are NOT correcting spelling, etc.
• You ARE provided feedback about your reactions as you read.
• Things like "cool word to use" "I'm eager to read on because of this (underline)" "I'm confused - what is a ______?" 
• BE SPECIFIC about what you are reacting to. If you use the word "confusing," you must make it clear what word or sentence or idea is causing you difficulties.
• If the draft uses a word in a way you don't expect or understand, point that out.
• Be helpful, constructive, and encouraging. Rude feedback loses points.

Fill out the comment sheet AFTER you read and write on the draft. Be detailed there as well; it will earn YOU points toward YOUR paper's grade.

Homework:

1. Continue to work on your paper. Use the feedback. Draft 2 is due on Tuesday. That draft should be complete and only in need of proofreading/small edits. That draft will be submitted electronically to Moodle's Turnitin, as well as a hard copy.

2. TWFTD: sinister in the OED

Spelling? And Drafting

We look at Section 23 in Everyday Writer. See the green box on page 261. If any of these are confusing for you, read the pages from 261 to 271.

We look at p. 271. If you are confused by any of the homonyms on this page, now is the time to fix that. Memory keys, anyone? their   there   they're 

Number from 1-13 in your daybook and write down the correct words for exercise 23.9 page 272. Use the Glossary of Usage page 274 ff. if you need it.

Now I hand out the sheet that shows the key elements for your Crowd-funding paper. We look at how I will grade them. You start typing.

Homework:

1. Finish typing Draft 1 for tomorrow. Print ONE hard copy and bring it to class. You will fill out comment sheets about 2 drafts, similar to the Lego build.

2. TWFTD: heir in the OED

The OED and Deciding Required Elements

First of all, what is crowdsourcing? Thinkwrite....

Examples? We watch this video....then look at the OED. Punk, anyone?  From now on, I may tell you that your TWFTD info must come from the OED. When I do that, you first choose ONE of the quotes, copy it down, give its year, and then the definition that matches that quote. Please do scan down ALL the definitions when I send you to the OED. See the link on the left side of this post for the OED. If you are at home, the password info is there as well.

Next we divide into groups, and your group needs to come up with a list of the KEY ELEMENTS that every Kickstarter paper will need to have.

When you are done, we pool these lists to come up with the requirements for this paper. I'm trying this out.

Now you need to brainstorm for ideas on your product -- write down everything you can about it that will form the key elements.

Homework:

1. You must decide what your product is going to be. Fill at least two pages in your daybook brainstorming about your product (or between a couple you're considering). List/write the details you will need for each of the key elements. (If you prefer you can play with a mind map and print the results for your daybook.)

2. TWFTD: punk from the OED.

Why is English so Hard to Spell?

And now for something completely different.

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? This is called a Prezi, a new alternative to powerpoints. Fill your handout in as we go.

Keep the handouts in your daybook for the next check.

Homework:

1. Finish your assessments for the two Kickstarter projects.

2. TWFTD: punk

3. If the history of English interests you, watch this video, a "lighthearted" history of English in 10 minutes.

Assessing Kickstarter Projects

What about context? Lego nomenclature reading questions stumped SOME of you. British English: "The team are playing well this season." "Congress are not voting on anything." "The Lego are all over the floor."

Context is key? How about assumptions? We watch Derek Sievers on assumptions.

Thinkwrite I: How did the Lego project go for you? Did you make any assumptions you were not aware of? Did you struggle with directions or builders? If so, what were the problems?

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 require these; I was hoping you would discover them by trial and error. Key elements: ______.

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

Now, about context....a quiz.

When you finish with that, please begin following the directions on your blue handout to write assessments for your two chosen Kickstarter projects. These are examples you are using to figure out what the necessary elements are for this genre of writing.

Homework:

1. Complete your assessments, due Wednesday. Tomorrow class time will be spent on other things.

2. TWFTD: to forage, foraging (you choose)

A New Genre

You hand in the Lego Project.

Thinkwrite: How have you seen technology change in your lifetime? Think especially about how you write. When did you start texting with your phone? When did you open an email account? When did you get on the internet?

Open up The Bedford Guide to page 609 and read the article "Lazy Eyes" (to page 612).

When you finish reading, click on THIS LINK. Compare the two, and click on at least TWO of his links.

Answer these questions in your daybooks. You may consult a neighbor, if you wish:

1. What genre of writing is Agger discussing? Did it bother you to read this article on paper? How did that compare to seeing it online? Was the effectiveness of the writing impacted by reading it on paper?

2. What does Nielson (the expert Agger quotes) compare the online audience to? What is the word he coins for this audience? Explain how this describes online readers.

3. What are three characteristics of online readers, according to  Nielson? Do you think this correctly describes your behavior when you read online?

Remember, for any rhetorical situation, where you wish to write effectively, you need to consider audience, purpose, and genre. 

For your first Long Project, I have decided that you will write in a genre that NONE of us has ever written in (I'm betting). Look at Kickstarter.com. Some projects I've found....#1  and  #2 and #3.

Here's the assignment sheet(blue).

PUT YOUR NAME ON YOUR DAYBOOK and turn it in at the end of class.

Homework:

1. Spend enough time at Kickstarter.com before class Monday to find TWO projects that you WOULD spend money on if I gave you $100.  Be ready to begin writing assessments in your daybook on Monday.

2. Post a comment to THIS BLOG where you give your name and links to the two Kickstarter projects you  like. (It's okay to post as "Anonymous" but put your name inside the post.) If you can't figure out how to comment (you won't see it until I okay it), then send me an email (kloden@southeast.edu) or Moodle message BEFORE CLASS MONDAY with the links.

3. No word since I have your daybooks.

Catch-up Day

Today the 11:10 class has a build day (see yesterday's blog).  8:00 AM and 9:00 AM classes will not meet today.

Tomorow, Friday, all related Lego papers are due.

You'll hand in all copies of your directions, a final revised version, and the green scoring sheets.

You will also hand in your daybooks for the first daybook check.

Building Revised Directions -- Build #2

This happens on Thursday for 11:10 class.

Ways of Thinking: How many ways can you think at once? Look at Bedford page 26 and Bloom's Taxonomy. We copy into the daybook.

When you do this build, in this way, you are doing most all of these at once!

Again,  I pass out a green scoring sheet, and you build, give feedback,  and comment. 

After you have built two, your project and all papers should come back to you.

Homework:

1. Read the input from your builders. If there were still problems, make further revisions, and discuss further revisions on the green "Revision Brainstorming" sheet given out Tuesday.

2. Print out a final version of your directions to hand in Friday. Bring ALL former versions to hand in ON FRIDAY, with ALL green score sheets.

3. TWFTD: taxonomy

Lego Build #1

Note: 11:10 Class Does Not Meet Today. The following will occur tomorrow, Wednesday.

"Time given to thought is the greatest time saver of all." -

                                                               Norman Cousins

 

I hand out green comment sheets. You put your parts and the answer picture (well-folded) in your bag, to pass around with the directions (both copies) and comment sheet.

1. As you build, you should have a pencil in your hand. You SHOULD write on the directions with comments, question marks, and questions that you have as you are building. Talk back to the page. [Give feedback that helps the writer know HOW IT IS WORKING.]

2. Then when the build is complete, you must score it and write about it on the green scoring sheet. Remember, thorough comments earn you points.

3. Everyone builds two.

When all are done, all the papers come back to you. You can see how others did with your directions. You will have some ideas for ways to improve your own.

I will pass out a green Revision sheet at the end. Even if people easily built your directions, I want you to look for ways to improve what you have;  write ideas down on the green sheet, and make actual changes to you directions. Note: Everyone MUST now include a "General Description." Print TWO COPIES of your REVISED directions.

Homework:

1. Brainstorm ideas for changes to your directions on the green brainstorming sheet. Come up with as many ideas for change -- even "silly" ones -- as possible.

2. Make typed changes to your directions and print the new version before class (2 copies). You do NOT have to make all the changes that you brainstormed, but you MUST now have a "general description" at the beginning. The revision is worth 1/4 of your grade on this project. Show that you are thinking. Bring 2 copies of the revised directions tomorrow.

3. TWFTD: superfluous

Typing Your Directions

About the writing process?  See what magazine this is? Just google his name for some good reads.

Thinkwrite: What does Coates say about the writing process that sounds new or different to you? What does he say that sounds familiar?

Aundience, purpose and genre for the Lego project?

I hand out a guide for setting up your paper MLA style. You have time to type and create your directions for tomorrow.

{{11:10 class will not meet on Tuesday because of John Deere's field trip. We WILL meet and do the build on Wednesday. On Thursday will be a build day as well.}}



To get in the mood:
 Printer.   Legoswelove .  V-8.  Indeed. And professional builder #1. Professional builder #2. Lego artist #3.

Homework:

1. Have TWO copies of your directions printed, a copy of the answer key picture, and your pieces for class tomorrow.

2. Go to our class in Moodle to read about Lego nomenclature.There are questions at the end that should be answered in your daybook.

3. TWFTD: nomenclature.

Aristotle's Equation

We start here.

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

We look at p. 15 in Bedford and consider the equation for each. Which is more effective?

Now we look at your directions.
 
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-

 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?

Your first writing project is writing directions for a small Lego creation.  I give you the handouts now, and you pick out pieces to take home and write a set of directions for building.

On Monday there will be time during class to type up your directions, and on Tuesday you will build each others' projects (NO PICTURES ALLOWED -- just written directions).

On Wednesday you will build each other's REVISED directions, and on Thursday you will hand in the final version of your directions and all Legos.


Homework:

1.  Fill at least one page (one side) in your daybook describing a situation where you were frustrated by ineffective written directions.  As you describe what happened, try to analyze what the specific problems were with those directions based on today's discussions.

2. Write up  directions for building your project.  Be ready to type them on Monday.

3. TWFTD: rhetoric

4. Note POETRY LOVERS: Crescent Moon Coffee Shop in downtown Lincoln is sponsoring an SCC Illuminations poetry reading this coming Monday, October 7, from 7:00-8:00. And if you want to read something of yours, contact me for more information! SCC Illuminations on Facebook.

The Writing Process

"Quantity produces quality. If you only write a few things, you're doomed."

Ray Bradbury (SF writer)

Copy and thinkwrite. Discuss.
                Here's a link to an article about 10,000 hours of practice.
                And here's another link on the same topic.
                 Would you like a video on it?
          
Groups share lists. Discuss.


All look at pages 7-11. See anything there you did not discuss?

Establish a vocabulary section in your daybook. Flag.

1. Enter TWFTD: drudgery.

2. Find a quote (by SOMEONE ELSE) that uses the word. For this word, today, you should use the quote from the Bedford Guide. BUT for all other words, you must choose and copy down a quote using the word, AND GIVE THE SOURCE --an author and a site or publication.

3. Definition? Google? Always give the source of your definition. Make sure your definition matches how the word is used in the quote.

Homework:


1. Read pages 6-15 in Bedford. In your daybook, write out two paragraphs based on the "Learning by Doing" at the bottom of page 13.


2. Find TWO EXAMPLES of written directions to bring to class. These could be the directions for any product OR a school assignment OR a "how to" from online OR in a manual. They must be hard copies.

Welcome

This is the place for the daily happenings. Look around and learn how a blog works!

You look at the course syllabus. Copies are also available in the Moodle version of this course. We sign on to the computers and find the blog and Moodle.

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

1. What is my name? What will you prefer to use, Mrs. or Ms. Loden, or Kate? Pick one and write it down.

2. In the "Course Objectives" section, which of the four goals do you think is most useful to you?

 

3. How many long papers will you write?

4. How many short papers will you write?

5. How many points is the daybook worth?

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

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

8. On the blog, what is the first link under the "Useful Links" section?

9. In Moodle, what is the picture under Short Project #1?

II. After you finish those, you will send a message to me in Moodle that contains the following:

1. Introduce yourself to me with a description of something that makes you happy.

2. Think of what written communication you have done in the last month (texting, typing, writing). Describe it -- who was it for, what was its purpose, what was the result? Do this for as many communications as you have time for.
Homework:
1. Get your books if you have not, including something to use for a daybook and a folder to hold all your returned papers.

2. On the first page in the daybook, write today's date and "Steps for Writing a Paper." Underneath that title, please use your past experience to put together a list of steps for writing an essay or long paper.

The Final

You should have read EITHER

 

 

 

or

 

 

 

 

 

in The Bedford Guide.

 

 

Write your final based on the handout provided. You may type or hand-write.

 

No class tomorrow. Have a good break.

Count Day

You get out all your papers, and fill out a questionaire about them.

When you have a count of your pages, initialled by me, you're done.

If you are taking the final, choose ONE of the readings on the handout (found in The Bedford Guide), and be prepared to write about it tomorrow.

Daybook Day

1.   Thinkwrite: Describe the last interesting thing you read. Article? News story? Book? What made  it interesting for you? If nothing, why?  On the board, write recommended sites.

2. Reading can change your life.

William Kamkwamba. first time at TED.

Now, William later.

His website.

3. Thinkwrite: What are you curious about? Here's a place to go....focusforwardfilms.com

Hand in your daybook and have the Mike Rowe essay ready tomorrow. It will be part of the count without having been graded yet.

Mike Rowe

You hand in your Problem/  Solution papers.

Here's a cliché: Is a picture worth a thousand words? You tell me. Thinkwrite.

How about "Landscape with the Fall of Icarus"?


What do YOU think the point of this painting is?

Now we watch Mike Rowe. Note that there is a transcript feature on this video, so you can read along or check back.

I hand out the prompt.

Homework:

1. Monday your daybook is due for the last check.

2. TWFTD: anagnorisis and peripeteia in OED.

Editing for Citing Sources

Wkipedia on "reading"

 

 

 

Wikipedian Protester

 

to this:

Thinkwrite:  Can  you think of some examples of situations where you could use a "citation needed" sign? These could include useful but inappropriate situations, past, present and future.

Or how about "Show us the evidence?" Or "How do you KNOW this?"


Now you have time to open your paper in TurnItIn and ask questions, getting it ready to hand in tomorrow. Do you need help with EasyBib?

Homework:

1. Finish work on your Problem/Solution with Sources MLA style. Have one copy printed, with the Works Cited page, and goldenrod sheets to hand in. ALSO have your FIRST Problem/Solution paper (the graded one) to hand in as well.

2. TWFTD: husbandry in the OED  (as in "animal husbandry")

YOUR PORTFOLIO:

Legos ---  green
Intellectual Property  ---- gray
Clichés ---- yellow
Mike Rowe --- cream 

Observation ----  blue
Summary/ Response ---  tan
Problem/ Solution --- purple
Problem/ Solution with Sources --- goldenrod

In-Class Essay --- salmon

Only Draft of Problem/ Solution with Sources

Good job with yesterday's essays -- I saw many good ones.

Thinkwrite:  How is writing under a time limit different from the other work you have done for this class? How did it work for you? Should you always set a timer?

Today you will exchange drafts. Read and comment ON the draft, and fill out the comment sheet as well. Give each other useful feedback. Especially consider whether the writing is persuasive (if the topic lends itself to persuasion); is this paper making you WANT to be part of the solution?

Homework:

1. Upload this draft in TurnItIn in Moodle for tomorrow. You should be paraphrasing information in a way that keeps your matching percentage below 10%.

2. TWFTD: compare "convince" to "persuade" in OED.

Assessment Essay (Common Final)

Today you spend the class period typing (or writing) a summary/response essay to the reading "Leave Your Name at the Border" by Manuel Munoz.

Print and hand it in; format as you would any paper.

Homework:

1. Draft of Problem/ Solution with Sources due tomorrow. Have a Works Cited page and in-text citations to get credit for the draft being on time.

2. TWFTD: find something strange in the OED. Your choice.

EasyBib and Writing About a Reading

I return your cliché papers, and we look at an example. This is writing about a reading and a prompt at the same time, just like what you'll do tomorrow.

How to pass? Read the essay. Figure out Munoz's point. Respond according to one of the prompts. Make sure that everything you write demonstrates that you read and understood the essay (give the author's name and title of editorial, use evidence FROM WHAT HE WROTE as you discuss it).


Now, go to EasyBib and create a "project" for your Problem/ Solution paper.

If you wish, you may discuss the reading with each other -- what's his point?

Homework:

1. Tomorrow is the Assessment Essay. Bring your annotated copy of the editorial and your daybook and any other books you wish. You have the class period to write a summary/response based on the prompt I hand out tomorrow.

Remember that the annotated article will be worth daybook points.

2. TWFTD: a word chosen from "Leave Your Name at the Border."

Getting Ready for Assessment

We check yesterday's "Michelle" questions.

We check the drowning commas handout.

We talk about the SCC Departmental Assessment Essay. This will be written during class on Tuesday of next week. It will be about the reading I hand out today. You may type or hand-write (you need a bluebook if you handwrite). You will have two prompts to choose from. WHEN YOU PASS IT, you get an automatic TWO pages added to your page-count for the class in addition to the amount you write for the essay. (It will be scored by an instructor in Lincoln.)

Thinkwrite:  Think about the characteristics of effective writing. What makes one piece of communication effective and another NOT? Try to pin down some specific tools in a writer's tool box. (hint, hint)

We discuss.

Hand in your daybooks. Include the comma handout and the database handout.

Homework:

1. Read the article "Leave Your Name at the Border" by Manuel Munoz. Annotate it -- mark words, comment on meaning, write down your reactions. On Tuesday you can use your annotated copy as you write your essay.

2. Be working on your Problem/ Solution paper. Choose your sources, and add their voices to your own discussion. The ONLY draft is due Wednesday, and it should have both in-text citations and a Works Cited page. On Monday there will be time to use EasyBib for your sources (not the whole class).