Subjective vs. Objective Observation

Write on the board two of your ideas for what you could observe for this long paper.

Watch a pro at observation.  Put a notebook in his hands as he sits at the table.  What kind of notes is he writing down? There was a real man...

Subjective/ Objective notes on page 87.

We are going to play with this idea today. In Moodle you will find the Subjective/Objective Forum.  You will choose a picture from Wednesday's collection and type a set of notes about it into a forum post.  You will give the fonts different colors to indicate subjective vs. objective notes.


Also in Moodle there is a link to another apostrophe exercise.  Do it today and record your score in the daybook.

At the end of class, turn in your daybooks.

Homework:

1.  Begin your observation.  Your goal is at least 2 pages of detailed notes.  You can staple these in your daybook when you get it back.

2.  No word.  See you Tuesday, Jan. 22.

Observation/Description

Correct apostrophes.

Groups discuss the homework reading.

Here is an example of observation:

"In the Laboratory with Agassiz" . What college students were wearing then. The fish. Scudder later in life.

Answer in your daybook as I read:

ichthyology-
entomology-
interdicted-

How long did he have to look at the fish?

What was "the best entomological lesson [he] ever had"?


Read Bedford pages 86-87.


Homework:

1.  List at least three places you could do your observation.

2.  TWFTD: objective

Legos Due // On to Observation

You turn in all related Lego papers, including the final version of your directions. You decide whether you turn in your parts in the bag or dumped in the bin.

A. And how did the Lego build go for you? Assumptions?

We discuss the nomenclature problem, and you thinkwrite about it.

Did you spend time considering what your audience might need? How did that work for you?

B. What are apostrophes for? Where in Everyday Writer?  Then do Ex. 41.1 on page 105 in the Exercise book. Number 1-10 in your daybook and just write down the italicized words with possession added.

C. Here is an interesting place. In your daybook, describe what you see in picture #3.

You just did a little observation and description.

D. I hand out the assignment sheet. We discuss.


Homework:

1.  Read "Communications" p. 82-84 in Bedford.  In your daybook answer questions 3, 4 and 5 on page 84. This is an example of a student's Observation/Description paper which meets this assignment.

2.  Remember, I will collect the daybooks for the first check this Friday, Jan. 18.

2. TWFTD:  subjective

The Build #2

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

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

Again, I pass out green comment sheets, and you build and comment.  Hopefully, you will build different projects from the ones you did yesterday.

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 I gave out Monday.

Think about what would consitute an introduction for a set of directions like this.  What does your builder need to know before s/he begins building?

2.  Print out a final version of your directions to hand in tomorrow.  Bring ALL former versions to hand in as well, with ALL green comment sheets.

3.  TWFTD: taxonomy

The Build #1

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



I hand out green comment sheets.  You place your parts and the answer picture in your bag, to pass around with the directions and comment sheet.

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.

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

Everyone builds two.

When all are done, you can see how others did with your directions. Hopefully you have some ideas for ways to improve your own.

I will pass out a green Revision sheet. Even if people easily built your directions, I want you to look for ways to improve what you have, and write ideas down on it.

Homework:

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

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. 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