End of Summer Quarter

Have an excellent break!

Count Day

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

Lego Directions -green
Kickstarter Analysis -blue
Kickstarter on Paper -purple
Summary/ Response about "Black Men and Public Space" -gray
Summary/ Eval/ Response about your choice of reading -tan
Problem/ Solution -orange
Summary/ Eval about your choice from Gale -yellow
Problem/ Solution with MLA Sources -goldenrod
Common Assessment -white

Use your papers to do the Count Day Essay Analysis.

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.)

If you have 25 or more pages, today is your last day. If you have fewer than 25, follow the homework directions and come to class tomorrow.

Homework:

1. 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.

Daybooks Due

Upload your Problem/ Solution with MLA Sources into TurnItIn in Moodle.

Thinkwrite:  You have written a lot of papers this quarter. Here's the list:

Lego Directions
Kickstarter Analysis
Kickstarter on Paper
Summary/ Response about "Black Men and Public Space"
Summary/ Eval/ Response about your choice of reading
Problem/ Solution
Summary/ Eval about your choice from Gale
Problem/ Solution with MLA Sources

Think about how you did on these assignments. What did you learn about YOUR writing process this quarter? How much did you procrastinate? What works to get you started on a project? What is required for you to produce a perfect final version?

Now spend time proofreading and using TurnItIn to create the best possible final version of your Problem/ Solution with MLA Sources paper.

At the end of class turn in your daybook.

Homework:

1. On Monday bring ALL your graded essays.

2. Be ready to turn in the Problem/ Solution with MLA Sources with its Writer's Page.

3. You will be counting your polished pages. When class is done you will turn in BOTH Problem/ Solution papers. I will want to compare my feedback with your changes.

Only Draft of Problem/ Solution with Sources Due

We go over "My Friend Michelle" questions.

Fill out the Writer's Page.

Read two drafts.

Homework:

A. Daybook homework: Read Juliet Schor's article "The Creation of Discontent" on pages 611-614 of The Bedford Guide. As you read, notice that her sources are cited using MLA style.  Answer these questions in your daybook:

 1. How many sources are cited by Schor on her Works Cited list? (Be sure to turn the page to p. 614)

2. How many in-text citations do you count?

3. At the end of paragraph #6 there is a quote which has NO page number in the parentheses, just the author's name. Why do you think that might be? (It is correct in this case.) (Note: The New York Times is a newspaper.)

4. How current are Schor's sources? How important is currency to this topic, do you think? Explain.

5. How credible do you think Schor's sources are? Are there any you find weak?

B. Get your Problem/ Solution with MLA Sources ready to submit to TurnItIn through Moodle tomorrow.  Every paper MUST be submitted before it can be turned in on Monday.

C. Daybooks will be collected tomorrow.

D. TWFTD: onerous in OED.

Common Assessment Final

Read the prompt carefully.

Choose ONE option, and do what it asks you to do. Remember, your most important task is to MEET THE ASSIGNMENT.

Homework:

1. Tomorrow you are bringing your graded Problem/ Solution paper and a draft of the new and improved versions. Please have some in-text citations that lead to items on the Works Cited page so your peers can see how it's done.

2. On Friday you will upload that draft into TurnItIn in Moodle and turn in your daybooks.

2. TWFTD:  a word from your problem/ solution sources.

MLA Details

We discuss citation details, using this: http://prezi.com/qmf4siv3xukj/?utm_campaign=share&utm_medium=copy&rc=ex0share

Handout. 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.]

Homework:

1. Tomorrow is the Common Assessment Essay. Read and take notes about "Hyperconnected." You have use the book and your notes during the test.

Thursday your only draft of the Problem/ Solution with Sources is due. Bring a hard copy of your Problem/ Solution paper with in-text citations that clearly lead to a credible source on the Works Cited page. Cut out your weak points and strengthen your evidence.

Friday you will upload your draft to TurnItIn and fine-tune your citations. Daybooks are due Friday as well.

2. TWFTD: your choice from "Hyperconnected."

Solo #3 is DUE

DO NOT PRINT YET. How do you cite a database in EasyBib?

You hand in your Solo #3 paper with the annotated copy of your Gale article and the rubric.

Thinkwrite: Describe an example of someone putting "critical thinking" to use. Based on your example, define what critical thinking is.

Discussion.

We look at the assigned reading for the in-class essay Wednesday. See "Hyperconnected" pages 576-579 in Bedford.

Homework:

1. Be ready to write [TYPE] about "Hyperconnected" during class Wednesday. Anyone who wants to hand-write their essay may do so, but you need a bluebook from the bookstore (about $.60).

2. TWFTD: your choice from "Hyperconnected."

Close Reading

You are working on Solo #3 (yellow handout yesterday). Here is the assignment sheet for the last project with feedback, Problem/ Solution with Sources (bright yellow, aka goldenrod).

Schedule for the next weeks.

Now, what do you do to your article, once you find it?

Print, read  and annotate your article. Use Google to verify?

Annotation: 
1. Chunk the text. 
2.  Circle key words -- especially if they are repeated.
3. Underline and define any terms you are uncertain of meaning.
4. Left margin: short summary of each chunk.
5. Right margin: use an -ing verb to describe what the writer is doing in each chunk. (Explaining? Describing? Defining? Comparing? Contrasting? Ranting? )

Begin filling out the CRAAP test worksheet on it, as well. Comment on as many of the questions as possible. This will be part of the last daybook check.

(http://www.juniata.edu/services/library/instruction/handouts/craap_worksheet.pdf)

Homework:

1. Tomorrow (Friday) is a work day. Continue annotating and evaluating your article. Class will not meet (I am serving on an interview team).

2. On Monday your Summary/ Evaluation of the article is due. You must turn in the annotated hard copy of the article with ONE printed copy of your essay (MLA style). You should have a Works Cited page with this paper, as well.

2. TWFTD: your choice from your article.

Problem/ Solution Due--Database Intro

Hand in your papers.

1. Meet Mike Mulligan! Which leads to this article.

2. One source of credible material is a library database. (Maybe. CRAAP test still necessary.)

Go to The Hub and click on the Library (LRC) link (bottom of MENU items on top left).

We will all look at the top two databases, specifically Gale.

3. I hand out the assignment sheet for the last Solo paper.

You will have some time tomorrow to look for and print out an article on your topic.

Homework:

1. You are looking for an article in the database that you can write Solo #3 about AND use in your Problem/ Solution with Sources.

2. TWFTD: annotate in OED.

Daybooks Due

Papers returned.
1. Copy down strength and weakness.
2. What is your most common proofreading error?
3. Copy out an example of a sentence you wrote that uses subordination to connect two clauses. 

How is your use of quotation marks? Which is correct?

a.  According to Jones, the Hulk is "overgendered and undersocialized, half-naked and half-witted, raging against a frightened world that misunderstood and persecuted him".

b. According to Jones, the Hulk is "overgendered and undersocialized, half-naked and half-witted, raging against a frightened world that misunderstood and persecuted him."

c. Jones describes one example, "a middle-class 'nice girl'," in order to demonstrate just how serious he is.

d.  Jones describes one example, "a middle-class "nice girl"," in order to demonstrate just how serious he is.

See Everyday Writer Sec. 43.

 Put paper in TurnItIn. Proofread.

Daybooks due.

Homework:

1. Your Final Version Problem/ Solution paper is due tomorrow. Please bring all drafts and comment sheets to class, with one printed copy of your final version.

Draft #2 Due of Problem/ Solution

You'll read two drafts.

When you finish, read pages 380-381in Everyday Writer. Do Ex. 36.1 by rewriting into your daybook.

Homework:

1. Finish the above grammar assignment.

2. Create the Final Version of your Problem/ Solution paper, due Weds. Sept. 9.

3. TWFTD: unintended consequences as a phrase

Evidence

Number in your daybook from 1-3. Write down your own answers as you watch the following video:
https://www.youtube.com/watch?v=3pVlaEbpJ7k   

(Mr. Rosling's sources: http://www.gapminder.org/)

Thinkwrite: Where do you get your "facts"? How do you know facts are facts? https://en.wikipedia.org/wiki/List_of_common_misconceptions  
  https://en.wikipedia.org/wiki/Half-life_of_knowledge

Get out your Bedford Guide book: read pages 40-42. We discuss.

Think about your Problem/ Solution paper and the kinds of evidence you are using to support your view of the problem.  Are you using strong sources for evidence? What are your own preconceptions? Are you using others' opinions?

See page 43 to doublecheck what you use as evidence.

Or, check here:

http://www.politifact.com/truth-o-meter/article/2015/aug/24/happy-birthday-politifact-politifact-turns-8/

http://www.csicop.org/specialarticles/show/online_tools_for_skeptical_fact_checking 

Homework:

1. Create Draft #2 of your Problem/ Solution paper. You may use other sources. Please do cite them as best you know how. I will not be grading you on how you cite sources; that will come on the second version of this paper, due at the end of the quarter.

2. Be prepared to upload your draft into TurnItIn again, so you can tell how well you are paraphrasing information from other sources.

3. TWFTD:  preconception in the OED

Draft #1 Problem/ Solution

You will read two drafts and fill out comment sheets.

When you are done, read "It's Not Just a Bike" by Lacey Taylor on pages 190-191 of Bedford. Please answer the comment sheet questions about her essay in your daybook.

Homework:

1. Finish answering the comment sheet questions about "It's Not Just a Bike" in your daybook.

2. Read the feedback you were given, and work on Draft #2, due Thursday. Come talk to me at coffee break in my office if you'd like help.

3. TWFTD:  incorrigible in OED.

Examples of P/S Writing

 From a job requirements list for a Manufacturing Engineer opening:

* Communicates thoughts, ideas, information, and messages in a logical, organized and coherent manner. Ideas are well developed with supporting information and examples.

 * Can be creative problem solver.

 * Breaks down information into fundamental parts using a systematic approach.

Thinkwrite: Explain what the problem is you are writing  this paper about; discuss the causes of that problem. Or what questions do you need to ask/answer in order to discuss the causes?

From Ch. 4 of https://www.cga.ct.gov/pri/archives/2001ricreport.htm

Bedford Guide p. 187.

In your daybooks, groups discuss and answer Q. 2, 5, 7, 8, 9.

Pathos/ Ethos/ Logos ?

Homework:

1. Draft #1 is due tomorrow. Bring a draft that discusses the problem and has a couple ideas about a solution.

2. TWFTD: rehabilitation in OED.

The CRAAP Test

Let's just contemplate this:

IMG_1138 copy.JPG (1017 KB) (Source:  apostropheabuse.com)

 Questions about apostrophes? Since you're in college now, I can send you here.

Apostrophe quiz.

Now go to Moodle, and post in the "Problem" Forum. Do what the instructions there require.

Have you looked at any online sources for information regarding your topic? What constitutes a trustworthy source?

The CRAAP Test.

Homework:

1. Find three credible sources that discuss some aspect of your  problem. Respond to today's forum post with links to those sources. This is due Monday BEFORE class.

2. Begin writing your paper. Draft #1 is due Tuesday.

3. TWFTD: credible in OED.

Apostrophes

We'll start with this: http://www.apostropheabuse.com/.

Why do we use apostrophes? 2 Reasons.

Special note: his, hers, ours, theirs, yours, its.

What ARE the rules? (Everday Writer p. 419-420)

1. The dogs ears were twitching.
2. The dogs ears were twitching.
3. The bus___ doors were open.
4. The bus___ doors were open.
5. The children___  lunches were lost.
6. The pony     ears were back. Lots of pon____?

 Take notes! Practice: Click here. Number 1-20 in your daybook and record your answers (the word with or without the apostrophe and the noun after it). If you make a mistake, record corrections.

Now. IP is a topic. What would be a statement of a problem? "The current patent system is harming innovators more than it is helping them." This is still overly broad and can be narrowed down to a better paper topic. Or not.

In groups, help each other come to statements of possible problems you could write a paper about. Everyone should list the statements your group comes up with in their daybooks.

Homework:

1. For tomorrow, you must have a statement  of a problem (or two) that you are interested in writing this paper about.You will post it in a forum in our class in Moodle.

2. TWFTD:  apostrophe in OED (n. 2).

More About Problems

The assignment sheet. This is not a full-blown research paper, but you do need to do some reading to find out more about the problem you choose to write about. KEEP TRACK OF ANY SITES YOU VISIT on your topic. Make sure your browser history will help you with this?

Thinkwrite: using the theme "Don't get me started," go ahead. Feel free to rant on a problem that is presently bugging you.

Now back to intellectual property, and associated problems. What's a patent?

Have you heard of patent trolls?  https://www.ted.com/talks/drew_curtis_how_i_beat_a_patent_troll

So what are some problems with patents, or copyright, or other IP protections?

What kinds of things are NOT protected? https://www.ted.com/talks/johanna_blakley_lessons_from_fashion_s_free_culture

Have you heard of creative commons? Wikipedia's explanation.

A reading handout.

And in the automotive industry, terms and conditions? For suppliers? "4) grant GM licenses for all background intellectual rights relating to the goods and services in question, including those
developed prior to the contract; ....." ("Top Legal Issues Facing Suppliers in 2014")

 Homework:

1. Create some sort of brainstorming page about possible "problems" you might be interested in writing a paper about. Be prepared to discuss this tomorrow in groups.

2. TWFTD:   rant in OED

Paper Due/ Problems?

Critical Thinking practice: problems.

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?

All the questions above are answered in the daybook.

Homework:

1. Be thinking about problems that interest you. Your next paper is a "Problem/ Solution" paper. You choose the problem.

2. TWFTD:  intellectual property from Wikipedia?

Preventing Plagiarism Guilt

First off, grammar review...Ex. 25.1?

Copy into your daybook an example of coordination and subordination from your current draft.

What  did the Roman who first used the term "plagiarism" have in mind?

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

Notice the web site: http://questioncopyright.org/about

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.

You have time to do some final proofreading/editing and create your bibliography page using EasyBib.

Homework:

1. The Final Version of Summary/ Evaluation/ Response is due tomorrow. Bring ALL drafts/ comment sheets to turn in.

2. TWFTD:  to steal (VERB) in OED

Draft #2 and Daybooks Due

Today you upload your Draft #2 to TurnItIn in our Moodle class. I'll show you how.

Then you read each other's drafts and comment.

Turn in daybooks, as well.

Homework:

1. The  Final Version of this paper is due Tuesday August 25. It should have a Works Cited page. On Tuesday you'll bring all drafts and comment sheets to hand in.

2. No word.

Working on Your Draft #2

What point can YOU make about the article's topic or the article itself? THAT is the focus of your essay.

In order to MAKE YOUR POINT you need to explain the article (summarize it), describe its level of effectiveness, and make YOUR own point.

For example, "Politicians have to put up with more critical publicity than I would ever want to undergo" was the point I made when I wrote about the Pat Bourne article.

I could have made another point: "While SCC students are convinced they will never use my class in their future, they may be surprised where they end up."

Or another point: "Not all lawyers are who we think they are."

Or another point: "Providing students with support through difficult life issues is key to their success."

Paraphrasing vs. quoting? page 228 Ex. 18.2 in Everyday Writer.

Now you have time to write.

Homework:

1. Tomorrow Draft #2 of your Summary/ Evaluation/ Response is due.  Have it printed -- you will fill out comment sheets about two drafts (hopefully) on the same article.

2. Daybook Check #3.

3. TWFTD:  plagiarism in OED

Draft #1 Due Sum/Eval/Response

Your Kickstarters on Paper are returned. In your daybook:
1. Copy down the strength and weakness I wrote on your rubric.
2. If you could revise this paper now, what would you change?
3. Copy down two proofreading errors that got past you. What is the correction?

Get out your very rough draft so I can look at it.

You get into groups and work on the handout, answering these questions:

1. What is the main point your author is trying to make? State it at least TWO different ways:
       A.
       B.

2. Copy down in quotation marks one or two sentences from the article which state this point (or come close):

3. List at least three pieces of support or evidence this writer gives for this point:

a.
b.
c.

4. Which of these are STRONG, in your view? Why?

5. Which of these is LESS STRONG or ineffective? Why?

6. Are any parts of the article hard to follow or not clear? Give paragraph numbers or quotes and explain:

7. Can you think of any OTHER examples/people/experiences/sources that would support this point? List:

8. Can you think of any other examples/people/experiences/sources that would show an opposite view of this point?

Draft #2 is due Friday. You will have time tomorrow to work on it, so bring ear buds to class if you like to listen to music while you type. You are creating a unified essay that does three things. You need to pay attention to how you organize!

Homework:

1. Finish the questions above if you did not complete them during class. Keep the sheet in your daybook. Daybook Check #3 is this Friday.

2. Begin writing your Draft #2 due Friday.

3. TWFTD: your choice from your article, using the OED.

Evaluating Writing

Have you seen this? https://www.youtube.com/watch?v=IGQmdoK_ZfY . How could this apply to proofreading?

Thinkwrite:  You are going to have to evaluate the article you read last night for the effectiveness of its writing.  What have we discussed so far in this class about the characteristics of effective writing that you could use to analyze the artice?

We discuss.

Everyday Writer Ch. 8 pages 78-93.

Here are some questions to help you as you take AT LEAST a page of notes about your article:

1. What is the point of this article? How soon in the article have you figured this out?

2. What support has the writer chosen to use? (Make a list.) (Comment on the effectiveness of each piece of support.)

3. How are the paragraphs organized? Any weaknesses or confusing choices?

4. What is one strength of this article? One weakness?

Take time to work on your notes.

Homework:

1.  Draft #1 is due tomorrow, Wednesday August 19. For this rough draft, you may bring your version of an OUTLINE of your paper. But have some summary, some evaluation, AND some response written into your outline/bubble chart/rough draft. You will discuss these with peers.

2. TWFTD: your choice from your article using the OED.

Solo #2 Is 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 Friday.

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

D. Thinkwrite:  How much did you revise your paper after writing 45 minutes during class Friday? What can you do to prepare for a good outcome when you write the assessment at the end of the quarter?

Groups look at Ex. 25.1.

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


Homework:

1.  Look at the reading choices and choose which article you will write the next paper about. Read the whole article. Begin the note-taking process?

2. TWFTD: your choice from the article you have chosen.

Write Solo #2 During Class

Get out the gray assignment sheet, your notes, and the reading.

Open a Word file, create the usual heading, and type up your Solo #2 Essay.

When you finish, open our class in Moodle and find the forum to turn in Solo #2. Post your essay there.

You may work on this essay over the weekend. The Final Version (one hard copy) is due Monday. Bring the gray assignment sheet to turn in with it.

Homework:

1. Revise and finish your Solo #2 Essay to hand in Monday.

2. TWFTD: stereotype in the OED.

Subordination and Coordination Some More

Get out the handout from the Prezi on Monday.

Using the handout, add commas to the following. Each one DOES need a comma:

1. Since school started yesterday in Lincoln I've been thinking about my first day of school.

2. I had several first days at new schools but I always think of the one when my picture was taken as I left the house.

3. Even though I have no clear memories of that day I still automatically picture the little girl with short hair and a sailor shirt.

4. Does this mean that most of my memories now are based on old photos and I'd better take as many pictures as possible from here on out? Yes.

 Now let's look at fixing a problem:

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

Fix this comma splice FOUR different ways. Now look in Everyday Writer.

Now do Ex. 25.1 page 289 in your daybook. Make this paragraph flow smoothly, with logical connections between ideas. Use either subordination or coordination to accomplish this.

Homework:

1. Finish Exercise 25.1 from the Everyday Writer.

2. Complete your notes about Staples' "Black Men and Public Space," and be ready to write about it tomorrow during class.

3. TWFTD: your choice from Staples' article using the OED.

Preparing for Solo #2

 Source: blog.curriculet.com/38-question-starters-based-blooms-taxonomy/

Thinkwrite:  Look at the chart above, which is another depiction of Bloom's Taxonomy.  When you are writing a summary/ response essay about an article you have read, which of the ways of thinking above will you be practicing? Remember, you're doing several things as you write, and being both objective and subjective in the process.
     
Let's discuss the example essay from yesterday.

What is the shared assessment essay? Solo Essay #2 gives you practice for it.

I'm not going to warm you up for this reading. Part of a writer's challenge is to jump in and try to take off with you, using ONLY his writing.

This man has a POINT to make. His sword is drawn. He has WORKED at this. Please read and think.

Take at least a page of notes about "Black Men and Public Space." Fold the page so you have two columns, and devote one side to objective notes about WHAT it says.

Homework:

1. Continue to read and take notes about "Black Men and Public Space"  on page 520 in Bedford.

2. Read the assignment sheet for Solo #2  carefully. You will be writing (typing)  the essay during class on Friday.

3. 8 AM class -- finish all the sentences on the CS or RO handout from Monday.

4. TWFTD: your choice from Staple's article, using the OED.

Example Summary/Response

Hand in your Kickstarters on Paper.

You do some writing.

We discuss the Pat Bourne questions. 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.

Homework:

1. Make sure all the above is complete.

2. TWFTD:  tirade in OED

The OED

 Thinkwrite: Now that you've spent some time with Kickstarter, what do you think of the crowdfunding concept? What are its strengths and weaknesses?

 https://en.wikipedia.org/wiki/List_of_crowdsourcing_projects  

Well, here's MY favorite crowdsourced project: 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 look over 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.

Prepare your daybook to hand in.

Homework:

1. Prepare the final copy of your Kickstarter on paper to hand in on Tuesday. Be sure to credit sources for pictures.See page 461 in Everyday Writer for an example. Use "Source: ........." and then provide website info or your name if the graphic is yours.

Draft #2 Kickstarter on Paper

Here's a link of interest about English as a world language: http://www.washingtonpost.com/blogs/worldviews/wp/2015/04/23/the-worlds-languages-in-7-maps-and-charts/?tid=pm_pop_b

Print ONE copy of your Draft #2.

Get out the purple Writer's Page from Draft #1 to pass around with your draft and the new comment sheets. Everyone reads and comments on TWO drafts.

Please look at the back of the Writer's Page, and read from top to bottom through the "Excellent" column.

Now you are reading closely for details that need work, and ways to help each other earn the "excellent" in each category. You may help each other with spelling and punctuation details, so you can write on the draft as well as filling out the comment sheet.

When you finish, please read the above link more carefully. Pay special attention to Section 7.

Homework:

1. Have your daybook ready to hand in.

2. The final version of your Kickstarter on Paper is due Tuesday Aug. 11.

2. TWFTD: a fancy word of your choice

Why Is English So Hard to Spell?

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?

This is called a Prezi, an alternative to powerpoints. Fill your handout in as we go. After class I'm hoping you'll open this up and look at the links I skipped over.

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


Homework:

1. Draft #2 Kickstarter on Paper is due tomorrow, Thursday. Have one hard copy and the Writer's Page from Wednesday.

2. TWFTD: punk

3. If the history of English interests you, watch this video, a "lighthearted" history of English in 10 minutes.  Of course, this is a topic that could provide a lifetime of study....

Draft #1 Kickstarter Due

First of all, we check yesterday's grammar work.

Today is about giving feedback. YOU are the audience, so you need to communicate to each other what YOU find effective. Politely. Also, remember to focus on the CAMPAIGN, not the idea. How can the presentation be MORE effective?

Note: the purple comment sheets earn YOU points. Be detailed and thoughtful.

ALSO, you may write ON the draft you read with your REACTIONS. This is a rough draft, so DO NOT PROOFREAD or edit -- just provide reactions/ input/ ideas.

Useful comments on a draft:    

What colors? How much? When will I get it? Why...? What does x mean? More info needed here...How does x work? I want THIS reward! Don't you need money for x?

Homework:

1. Use today's feedback and get your paper ready for Thursday, when DRAFT 2 is due. Have Draft 2 be as close to perfect as possible, so people can help with editing and proofreading, as well as organization.

2. If you want MY feedback, send me an email (kloden@southeast.edu) with your draft attached.

3. Daybooks are due Friday as well. "Language Use in Kickstarter" is part of your daybook grade.

4. TWFTD: hoax

Langauge Use and Spell Check

First of all, everyone must post in the forum in Moodle  where you turn in your "Language Use in Kickstarter" paper. Follow the directions in the forum.

Then share on the board....

Now more in Everyday Writer. Section 23 was about word choice and spelling. Go to p. 269.

How good is your spellchecker? Let's see.

1. Do Ev. Writer Ex. 23.8, page 270 at the bottom, and on the next page a bit.  You will type and make the corrections as you type. Then print. This typed page goes in your daybook.

2. Do Exercise 23.9 page 272, writing the correct word down in your daybook (number from 1 to 13).

3.  Look through the Glossary of Usage pages 274-283.  Copy down two different pairs of words that give you trouble, and make up example sentences that use them correctly.

Homework:

1. Draft #1 of Kickstarter on Paper is due tomorrow. Have one copy printed for class.

2. TWFTD: novice (in Everyday Writer Ex. 23.9)

Persuasion

We are back to rhetoric and Aristotle. Remember I said there were a lot of rhetorical terms? See here: http://rhetoric.byu.edu/

But in order to discuss persuasion, Aristotle narrowed things down to three main categories, or pillars, of persuasion: pathos, ethos and logos. Since every Kickstarter is a piece of persuasion, you need to be thinking about this.
 
https://www.youtube.com/watch?v=9L_G82HH9Tg

Did you run into any examples of this as you were looking at your Kickstarters? Daybook Group Activity.

Thinkwrite: Take some time to apply logos/ethos/pathos to one of the Kickstarters you described in your Solo #1 paper. How did that campaign use each of those? What were its strengths and weaknesses in terms of pathos/ethos/logos?

As you plan for your Kickstarter on Paper, Draft #1 due Tuesday, be thinking of the ways you will appeal to your readers. You need to decide on your idea, and then the details of your campaign. Also you'll decide the layout of your campaign on paper. This is another assignment that does NOT look like an essay.

Do you need to print the "Language Use in Kickstarter" worksheet?

Homework:

1. Complete the page of notes assigned yesterday. Then begin the rough draft of your Kickstarter on Paper, due Tuesday. Please do have it typed.

2. Complete the "Language Use in Kickstarter" assignment, due Monday. You will find it  in Moodle; either print and write out your answers, or do it on your computer as an e-file.

3. [ASEP students -- get your Kickstarter mostly done this weekend so you can work ahead with me on the NEXT project.]

2. TWFTD: pathetic

Solo Paper #1 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.

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

THINKWRITE: Please look back at your lists of the steps in the writing process, from the first and second day of class. Think about the process you went through to write THIS paper. Which of those steps on the list did you actually do? 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 the purple assignment sheet.

You get into groups and come up with a list of the Key Elements 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. Everyone will copy this onto their purple sheet.

[Next daybook check is August 7.]

Homework:

1. Write a page of brainstorming notes in your daybook of ideas for your Kickstarter on Paper. The rough draft, due Tuesday, should be typed. It should have something in EACH of the Key Elements, but it need not be complete.

2. TWFTD: analogy

EasyBib for Kickstarter

Let's look again at the example paper.

Fun with figurative language:  Why English Teachers Die Young. Note that snopes.com is one place to find out the truth of some internet oddities.

Take the handout and copy down your two favorite "lame analogies" in your daybook. BE SURE TO CREDIT THE SOURCE --THE PERSON WHO MADE IT UP.

We cite the source because of this: Joe was frustrated, like a man who thought his claim to fame was occasional appearances in a weekly humor contest, but in fact is known to millions as a stupid high school student who writes unintentionally humorous bad analogies. (Joseph Romm, Washington)

Next we'll use EasyBib to create a Works Cited page for the paper due tomorrow. You are to list any Kickstarters that you discuss in your paper. Note: Use the closing date of the Kickstarter for its date of publication.

Homework:

1. Your Solo Paper #1 is due tomorrow. Bring the blue assignment sheet (that has the grading rubric) to hand in with your printed paper.

2. TWFTD: ubiquitous

Language Use in Kickstarter

Thinkwrite: Hopefully, you have made some progress on the paper due Thursday. Take some time now to explain what YOU think are the required characteristics (or criteria, or elements) for a successful Kickstarter presentation. (Note: this is what your paper is about.)

We look at Everyday Writer Sec. 23. Slang? Being pompous? Euphemistic? Using jargon? How formal should a Kickstarter essay be?

How about using specific and concrete language? Let's transform "We took a test."
Do Ex. 23.5 on page 267, writing the answers in your daybook.

How about metaphors and similes? http://www.ted.com/talks/james_geary_metaphorically_speaking?language=en

Now I explain the "Language Use in Kickstarter" assignment in our class in Moodle. It is due Monday Aug. 3. [Go to Moodle, scroll to the highlighted section, click on "Language Use in Kickstarter." Directions are on the sheet that downloads.]

Homework:

1. Continue working on your paper, due Thursday. Refer to the helpful information in Ch.21 Bedford as you think about your introduction/ conclusion/ transitions/connections.

2. Keep an eye out for the items on the "Language Use in Kickstarter" as you think about your examples.

3. TWFTD: synesthesia 

Thinking about Kickstarter Campaigns

We look  at the forum questions from Friday.

1. 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?

Now on to the topic of writing/ language use.

2. 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. Tomorrow there will be an assignment using this information.


Homework:

1. Complete taking notes on Section 23a-d in Everyday Writer.

2. Be working on your Solo Paper #1.

3. TWFTD: your choice from Section 23 in Everyday Writer.

Note: https://en.wikipedia.org/wiki/2013_Savar_building_collapse   

Example Paper for Solo #1

We go to Moodle to download the Example Analysis paper there.

1. I want you to rename your copy of the example paper. Type your LAST NAME in front of its name when you do "save as". You will need to remove the markup -- choose the "Review" tab, and halfway across (in the "Track Changes" section) there's a drop-down box where you can choose "No Markup".
2. You are going to use the highlight tool to colorize your copy. You can either highlight or change the text color, but make sure it's all still readable.
3. Make the title red.
4. Make the introduction and conclusion pink.
5. When the paper discusses example #1, make it yellow. This includes parts of sentences.
6. When the paper discusses example #2, make it pale blue, also including parts of sentences.
7. When the paper discusses BOTH AT ONCE, make it green.
8. Underline the words that refer to the Key Elements being compared. {These are the topics of the paragraphs.}
9. Italicize the thesis or main idea of the whole paper.
10. Make the hook and the clincher bold.

There is some nomenclature going on in the list above-- be sure to ask if you are not sure.

If you finish before the others, use the time to be working on your notes for your own paper (Kickstarter Review).

At the end of class, we will upload the colorized document into a forum in Moodle.

Also at the end of class, you will turn in your daybook. Make sure your name is visible on it.

Homework:

1. Read Ch. 21 in The Bedford Guide, pages 420-435. These pages have helpful advice for writing your solo assignment.

2. Continue working on your Solo #1 paper. After you write your ideas about the two Kickstarters, think about an introduction/ conclusion and making transitions between ideas. Are your paragraphs logical units?