Subjective and 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.

After you post, read two other student posts.  Click reply, and ask them TWO questions; one question about an objective detail they left out (what color is the bike? how high is the water?) and one question about their subjective details (would YOU have been afraid in water that deep?  Do you like pigs?)

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.

More About Observation/Description

Correct apostrophes.

I hand out the assignment sheet for the Long Observation/Description paper.

Long Observation/Description DUE DATES: 

• Draft 1 Tuesday April 16
• Draft 2 Friday April 19
• Final Version Wednesday April 24

Groups discuss the homework reading. How well did this example meet my TWO requirements for this assignment?  As a group, record examples of his use of sensory details;  as a group, identify his point.

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/ Start Observation

You turn in all related Lego papers, including the final version of your directions.

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

You just did a little observation and description.

C. You read "Communications" p. 82-84 in Bedford. Answer questions #2, #3 and #5 IN YOUR DAYBOOK.

D.  I pass out the assignment sheet for the first LONG assignment. We discuss.

E.  Tomorrow, Friday,  class will not meet, but you have work to do in Moodle. We look at that.  There will also be an assignment for you here at the blog.


Homework:

1.  Finish questions #2, #3 and #5 about "Communications." Remember, I will collect the daybooks for the first check next Friday,  July 26.

2. Think about what you will observe.

3. TWFTD: subjective

Lego 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,  Marty passes out a green comment sheet, and you build and comment. Hopefully, you will build different projects from the ones you did yesterday.

After you have build 2, 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 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? Add this!

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

Lego 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 (well-folded) 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. [This is evaluating someone's writing by telling them HOW IT IS WORKING.]

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, 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. Print TWO MORE COPIES of your 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. 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