HW: Final draft and final portfolio due at conference.
In class: Peer Editing
On the top of your draft,
number 1.___________, 2. __________, 3. _________, 4. _________
We'll pass the drafts around clockwise, so that they are each read 4 times, with each reader focusing on the following:
1) General proofreading, run-on sentences, etc.
2) Mark any and every place where the student needs a specific example, or could add another
3) in a good paragraph explain what you have written your own paper on. what is your simile? what major claims do you make? what insights have you found in your own writing? compare and contrast your paper with your classmate's.
4) in a good paragraph, summarize back to your classmate what you see as her/his major claims and or insights so far in this paper
Sunday, December 11, 2011
Friday, December 9, 2011
Class 12/9, HW for 12/12
HW: Rough draft due Mon 12/12; Final draft and complete portfolio due at Exam Conference time.
In class:
1. Writing Warm-Up: Of the articles and essays we read this semester, whose writing style did you enjoy, learn from, and/or seek to emulate? What did you learn from these writers? What were you able to apply in your own writing or writing process?
2. Discuss progress on final reflection writing
3. Time to write
Important Reminders:
1) The goal of this assignment is that you analyze your writing in an insightful and sophisticated manner. Making the comparison between your writing and something else (My Writing is Like___) is designed to help you achieve this goal.
2) To do this well -- you must include specific examples from your previous writing (i.e. Quote Yourself) -- that you then analyze toward the claims you make.
3) It may be helpful to make reference to other writer's we read, and what you learned and were able to apply to your own writing by reading them.
In class:
1. Writing Warm-Up: Of the articles and essays we read this semester, whose writing style did you enjoy, learn from, and/or seek to emulate? What did you learn from these writers? What were you able to apply in your own writing or writing process?
2. Discuss progress on final reflection writing
3. Time to write
Important Reminders:
1) The goal of this assignment is that you analyze your writing in an insightful and sophisticated manner. Making the comparison between your writing and something else (My Writing is Like___) is designed to help you achieve this goal.
2) To do this well -- you must include specific examples from your previous writing (i.e. Quote Yourself) -- that you then analyze toward the claims you make.
3) It may be helpful to make reference to other writer's we read, and what you learned and were able to apply to your own writing by reading them.
Wednesday, December 7, 2011
Class 12/7, Hw for 12/9
1. Student Evals
2. Final Reflection Assignment / Conference Sign-Up
3. Begin HW, classtime permitting:
HW:
Bring all portfolio material to class Friday.
Also, bring a 2-page write up of the following reflection:
Consider the major claim you make in your research paper (i.e. the point you argue). Now consider that your research paper is the culmination of assignments that we started in October, which included response papers, in-class discussions, a first essay on Carr or Sullivan, a careful research process including an annotated bibliography, and several drafts of a research paper. Working from beginning to end, tell, in a detailed way, the story of how you arrived at the major claim in your research essay. How did your idea take shape and get revised, and more nuanced over the course of the semester?
2. Final Reflection Assignment / Conference Sign-Up
3. Begin HW, classtime permitting:
HW:
Bring all portfolio material to class Friday.
Also, bring a 2-page write up of the following reflection:
Consider the major claim you make in your research paper (i.e. the point you argue). Now consider that your research paper is the culmination of assignments that we started in October, which included response papers, in-class discussions, a first essay on Carr or Sullivan, a careful research process including an annotated bibliography, and several drafts of a research paper. Working from beginning to end, tell, in a detailed way, the story of how you arrived at the major claim in your research essay. How did your idea take shape and get revised, and more nuanced over the course of the semester?
Monday, December 5, 2011
Mon 12/5. Hw for 12/7
1. Nuts and Bolts for Research paper Final Draft
2. Peer Editing.
HW:
1. Final draft of research paper due at the beginning of class Wednesday.
2. Bring all writing you have done in this class to class Wed, Fri, and Mon of next week. This includes graded copies and earlier drafts, hw assignments, reading responses, etc. Doing so will allow you to use class-time for completing your Final Writer's Reflection paper.
Nuts and Bolts:
*Make sure your paper has an interesting title. Your title should thoughtfully (cleverly) relate the major CLAIM you make in your paper. Often, difficulty titling a paper is a symptom of the writer not quite being clear enough about what he/she wants to claim in an essay.
*Include a Works Cited page. Note: This is separate from your annotated bibliography. A Works Cited page refers to all sources you actually make reference to in your paper, which means it may be slightly different than your annotated bib.
*Make sure all sources are properly cited in the body of your paper. Please ask if you have questions.
*Just like last time, I'll expect that you have edited your paper thoroughly for all small mistakes, including Run-On sentences and Sentence Fragments, and unnecessary use of "you."
*Make sure to adequately introduce, lead-in, and analyze any quotation you use. Make sure each quotation is as short as possible, and that it serves the argument you are making. If you have an important longer quote, consider paraphrasing (i.e. putting into your own words). *Note: if you paraphrase, you still must give credit to the source you are using, either in the body of the paper, or in a (parenthetical citation).
Peer-Editing:
1. Read your partner's paper. Mark any problems you find with the above "nuts and bolts."
2. Underline each place where the student-writer is making his/her own claim / presenting her/his own original thinking. In a paragraph, summarize to your classmate what you see as the most important original claims of the paper.
3. Count the number of sources represented. Are there at least 4? Are there potentially too many sources? Write a paragraph that explains how you see your classmate using her/his sources. Are there sources that are used too much? Are the sources your classmate might use more? *How are the sources helping the student-writer make her/his own claims?
4. Make a least a few meaningful suggestions for how the paper could be made even better / stronger / clearer for next time.
2. Peer Editing.
HW:
1. Final draft of research paper due at the beginning of class Wednesday.
2. Bring all writing you have done in this class to class Wed, Fri, and Mon of next week. This includes graded copies and earlier drafts, hw assignments, reading responses, etc. Doing so will allow you to use class-time for completing your Final Writer's Reflection paper.
Nuts and Bolts:
*Make sure your paper has an interesting title. Your title should thoughtfully (cleverly) relate the major CLAIM you make in your paper. Often, difficulty titling a paper is a symptom of the writer not quite being clear enough about what he/she wants to claim in an essay.
*Include a Works Cited page. Note: This is separate from your annotated bibliography. A Works Cited page refers to all sources you actually make reference to in your paper, which means it may be slightly different than your annotated bib.
*Make sure all sources are properly cited in the body of your paper. Please ask if you have questions.
*Just like last time, I'll expect that you have edited your paper thoroughly for all small mistakes, including Run-On sentences and Sentence Fragments, and unnecessary use of "you."
*Make sure to adequately introduce, lead-in, and analyze any quotation you use. Make sure each quotation is as short as possible, and that it serves the argument you are making. If you have an important longer quote, consider paraphrasing (i.e. putting into your own words). *Note: if you paraphrase, you still must give credit to the source you are using, either in the body of the paper, or in a (parenthetical citation).
Peer-Editing:
1. Read your partner's paper. Mark any problems you find with the above "nuts and bolts."
2. Underline each place where the student-writer is making his/her own claim / presenting her/his own original thinking. In a paragraph, summarize to your classmate what you see as the most important original claims of the paper.
3. Count the number of sources represented. Are there at least 4? Are there potentially too many sources? Write a paragraph that explains how you see your classmate using her/his sources. Are there sources that are used too much? Are the sources your classmate might use more? *How are the sources helping the student-writer make her/his own claims?
4. Make a least a few meaningful suggestions for how the paper could be made even better / stronger / clearer for next time.
Friday, December 2, 2011
HW: For Mon 12/5
Bring a complete draft of your research essay to class for peer review.
Final Draft due Wed. 12/7
Final Draft due Wed. 12/7
Monday, November 28, 2011
M 11/29, HW for CONFERENCES
HW:
Bring 2 COPIES complete rough draft to conference time. Conferences will be held instead of W and F class. Conferences will meet Wed - Thurs in ELY BESIDE SUBWAY.
Class:
Get out and look back over the sample research essays I handed out last time.
in your notes:
1. Describe how these two student writers balance using their sources while making their own argument. (Can you draw it as a diagram or a picture?)
2. HOW does each seem to use her/his sources?
3. What do you learn / consider regarding writing your own research paper as you read these sample essays? (in what ways are these essays "good guides," and in what ways are they not?)
GOOD INTRODUCTIONS
*MOST good introductions do MOST of the following*:
1. entices the reader to read on
2. presents a question or problem worthy of a 5-6 page paper
3. acknowledges the sources you will utilize and situates your reading of your primary text in relation to these sources
4. explains the importance / significance of your project
5. explicitly states its argument
6. provides a road map as to how the paper will unfold
7. defines key concepts or terms
How do you see the authors of the sample essays accomplishing these?
What of these criteria are important to accomplish in your essay intro.? How can you accomplish these?
Bring 2 COPIES complete rough draft to conference time. Conferences will be held instead of W and F class. Conferences will meet Wed - Thurs in ELY BESIDE SUBWAY.
Class:
Get out and look back over the sample research essays I handed out last time.
in your notes:
1. Describe how these two student writers balance using their sources while making their own argument. (Can you draw it as a diagram or a picture?)
2. HOW does each seem to use her/his sources?
3. What do you learn / consider regarding writing your own research paper as you read these sample essays? (in what ways are these essays "good guides," and in what ways are they not?)
GOOD INTRODUCTIONS
*MOST good introductions do MOST of the following*:
1. entices the reader to read on
2. presents a question or problem worthy of a 5-6 page paper
3. acknowledges the sources you will utilize and situates your reading of your primary text in relation to these sources
4. explains the importance / significance of your project
5. explicitly states its argument
6. provides a road map as to how the paper will unfold
7. defines key concepts or terms
How do you see the authors of the sample essays accomplishing these?
What of these criteria are important to accomplish in your essay intro.? How can you accomplish these?
Monday, November 21, 2011
Susan Sontag Regarding the Pain of Others
OUTLINE
Sontag starts off by addressing the changing notion of the responsibilities of someone who visually represents war, either in paintings or photos.
Sontag starts off by addressing the changing notion of the responsibilities of someone who visually represents war, either in paintings or photos.
Mon 11/21, HW for 11/28
Class:
1. Brief discussion of Regarding the Pain of Others and possible connections
2. Look over sample annotation
3. Choosing Sources
4. Handback D'Agata responses
HW:
1. Annotated Bibliography due on Mon 11/28
2. Also, please read the two sample research essay handouts. Pay careful attention to how these student writers balance source information and their own ideas/argument.
3. The rough draft of your research paper is due at our conference, which will take place W 11/30 - Fri. 12/2.
Possible Sources
I. Sources we've read as a class:
1. "Is Google making Us Stupid" by Nicholas Carr
2. "Why I Blog" by Andrew Sullivan
3. "The Numbing of the American Mind" by Thomas de Zengotita
4. "Braindead Megaphone" by George Saunders
5. "Regarding the Pain of Others" by Susan Sontag
6. "You, Yes, You Are Time's Person of the Year" Time Magazine
II. Sources from the Sources Page
III. Sources (particularly Scholarly Sources) you have found using the library research database
IV. Any other essays from our OTHER WORDS textbook
*Ideally you want a variety of sources that relates directly and indirectly (i.e. you do the work of relating them / applying them) to your topic.*
Possible Connections for Susan Sontag's "Regarding the Pain of Others."
Susan Sontag focuses her essay primarily on the image. Her claim that "we only remember the photographs" seems to support George Saunders analogy of megaphone man. What Sontag is interested in with regard to visual images is parallel to what Saunders is discussing with regard to the talking heads of the news media...
Sontag's argument is also linked to some degree to what Nicholas Carr argues in "Is Google Making Us Stupid?" Both authors are interested in discussing what they feel is an overload of information. While Sontag worries that repeated viewing of horrific photos shocks and desensitizes, Carr worries that search overload causes us to become mere decoders of information. According to Sontag, viewers tacitly sanction whatever is depicted in a photo simply by viewing it. According to Carr, the more we use Google the more our brains begin to function like it. The photo and the Google search, then, both exercise a great amount of power over us. They both come to exist as part of our understanding of how the world works, or of what is normal, and both of these authors want to point out the possible dangers associated with these worldviews.
Sample Annotation
In his essay, "The Numbing of the American Mind," Thomas de Zengotita expresses a level of surprise that most Americans "moved on" so quickly after 9/11/01. Zengotita explains that this happened because we are so over-stimulated by an onslaught of information, that we can only react by becoming partially numb. Zengotita shares with Susan Sontag, author of "Regarding the Pain of Others," an interest in exploring the possible effects of desensitization. I see Zengotita's claims as an extension of Sontag's. While Sontag primarily considers the desensitizing affects of war photos, Zengotita considers the desensitizing effects of the onslaught of partially fabricated images many Americans confront daily. Both of these authors are also interested in what these images teach us. Sontag claims that horrific images inform our memory, but she worries visual images do not help us understand. Perhaps most notably, she claims that even viewing a photo sanctions what it depicts in some way. Zengotita is concerned that we are unable to take the time to understand the images we see, and so what we are taught by such images are increasingly nuanced strategies for "moving on." I will attempt to apply Zengotita's argument to my analysis of the role of the text-message in society. If Zengotita were to study text messages, he would likely view them as a means by which texters keep moving. Text messages may actually be evidence that we have learned very well how to keep moving, and sending and receiving texts might be evidence of how we practice our need to keep moving. Another thing Zengotita's essay makes me wonder with regard to text message is to what degree they serve to give the text sender and receiver a sense of connection with the overly digitized world? From this perspective, it may be possible for me to argue that text messages serve a vital need of providing connection and reassurance within an increasingly aggressive onslaught of stimuli. The possible irony here is that text messages are also themselves part of the information overload.
1. Brief discussion of Regarding the Pain of Others and possible connections
2. Look over sample annotation
3. Choosing Sources
4. Handback D'Agata responses
HW:
1. Annotated Bibliography due on Mon 11/28
2. Also, please read the two sample research essay handouts. Pay careful attention to how these student writers balance source information and their own ideas/argument.
3. The rough draft of your research paper is due at our conference, which will take place W 11/30 - Fri. 12/2.
Possible Sources
I. Sources we've read as a class:
1. "Is Google making Us Stupid" by Nicholas Carr
2. "Why I Blog" by Andrew Sullivan
3. "The Numbing of the American Mind" by Thomas de Zengotita
4. "Braindead Megaphone" by George Saunders
5. "Regarding the Pain of Others" by Susan Sontag
6. "You, Yes, You Are Time's Person of the Year" Time Magazine
II. Sources from the Sources Page
III. Sources (particularly Scholarly Sources) you have found using the library research database
IV. Any other essays from our OTHER WORDS textbook
*Ideally you want a variety of sources that relates directly and indirectly (i.e. you do the work of relating them / applying them) to your topic.*
Possible Connections for Susan Sontag's "Regarding the Pain of Others."
Susan Sontag focuses her essay primarily on the image. Her claim that "we only remember the photographs" seems to support George Saunders analogy of megaphone man. What Sontag is interested in with regard to visual images is parallel to what Saunders is discussing with regard to the talking heads of the news media...
Sontag's argument is also linked to some degree to what Nicholas Carr argues in "Is Google Making Us Stupid?" Both authors are interested in discussing what they feel is an overload of information. While Sontag worries that repeated viewing of horrific photos shocks and desensitizes, Carr worries that search overload causes us to become mere decoders of information. According to Sontag, viewers tacitly sanction whatever is depicted in a photo simply by viewing it. According to Carr, the more we use Google the more our brains begin to function like it. The photo and the Google search, then, both exercise a great amount of power over us. They both come to exist as part of our understanding of how the world works, or of what is normal, and both of these authors want to point out the possible dangers associated with these worldviews.
Sample Annotation
In his essay, "The Numbing of the American Mind," Thomas de Zengotita expresses a level of surprise that most Americans "moved on" so quickly after 9/11/01. Zengotita explains that this happened because we are so over-stimulated by an onslaught of information, that we can only react by becoming partially numb. Zengotita shares with Susan Sontag, author of "Regarding the Pain of Others," an interest in exploring the possible effects of desensitization. I see Zengotita's claims as an extension of Sontag's. While Sontag primarily considers the desensitizing affects of war photos, Zengotita considers the desensitizing effects of the onslaught of partially fabricated images many Americans confront daily. Both of these authors are also interested in what these images teach us. Sontag claims that horrific images inform our memory, but she worries visual images do not help us understand. Perhaps most notably, she claims that even viewing a photo sanctions what it depicts in some way. Zengotita is concerned that we are unable to take the time to understand the images we see, and so what we are taught by such images are increasingly nuanced strategies for "moving on." I will attempt to apply Zengotita's argument to my analysis of the role of the text-message in society. If Zengotita were to study text messages, he would likely view them as a means by which texters keep moving. Text messages may actually be evidence that we have learned very well how to keep moving, and sending and receiving texts might be evidence of how we practice our need to keep moving. Another thing Zengotita's essay makes me wonder with regard to text message is to what degree they serve to give the text sender and receiver a sense of connection with the overly digitized world? From this perspective, it may be possible for me to argue that text messages serve a vital need of providing connection and reassurance within an increasingly aggressive onslaught of stimuli. The possible irony here is that text messages are also themselves part of the information overload.
Friday, November 18, 2011
Class 11/18; HW for Mon 11/21
HW: Read Regarding the Pain of Others, and "You Yes You" from Time Magaine. Write complete annotations for each and bring to class Mon.
Bring copies of all your sources -- at least 4 -- to class Monday.
Bring copies of all your sources -- at least 4 -- to class Monday.
1. Go over Source Eval re: Braindead Megaphone
2. Discussion Question: How can you connect Saunder's claims to Carr, Sullivan, and the source you found in the library? (How does Saunder's "add to the conversation" we've been having about New Media and the Information Revolution?)
3. Present Annotated Bibliography, write annotation for "Braindead Megaphone"
Johnson, Steven. “TV Makes You Smarter.”
Back to the Lake: A Reader for Writers.
Thomas Cooley, ed. New York: WW Norton. 2009. p. 615-626
Start your paragraph…..
Zengotita, Thomas. “The Numbing of the American Mind” Harper’s Magazine. April, 2002. Print.
Summarize the author’s major claims. Give an overview of author’s argument.
Assess the source in comparison with at least 2 of the other sources in your bibliography. Be specific.
Reflect on how you might use the source, and how it might fit into your own argument. How does the source help you consider your primary text? Consider the source as a LENS through which to view your primary text. What would the source-author say about your primary text?
Wednesday, November 16, 2011
Class 11/16, HW for 11/18
review difference btwn Primary text and Secondary Sources, "lol how r u" example
source evaluation activity
hand-in responses to About a Mountain
HW: Read "The Braindead Megaphone" p. 239 OTHER WORDS. Type-up responses to Source Eval Worksheet to hand-in/ discuss Friday.
source evaluation activity
hand-in responses to About a Mountain
HW: Read "The Braindead Megaphone" p. 239 OTHER WORDS. Type-up responses to Source Eval Worksheet to hand-in/ discuss Friday.
Monday, November 14, 2011
Class 11/14, HW for 11/16
CLASS MEETS IN LIBRARY TODAY
BRING ABOUT A MOUNTAIN TO CLASS WED.
BRING OTHER WORDS WED.
1. Find, read, print out, summarize in at least two good paragraphs The Best (scholarly) source that you can find.
*Your source should Make an Argument within the broad topic of how The Information Revoltuion / New Media is changing how humans read, write, and think.*
Bring your source and your summary to class Wed.
2. Finish About a Mountain for Wed. Write a response paper. Prompt: How would you describe D'Agata as a researcher? What seems to guide him as he writes and researches? How would you describe his over-arching purpose in writing this book? Use specific examples to back up your claims.
BRING ABOUT A MOUNTAIN TO CLASS WED.
BRING OTHER WORDS WED.
1. Find, read, print out, summarize in at least two good paragraphs The Best (scholarly) source that you can find.
*Your source should Make an Argument within the broad topic of how The Information Revoltuion / New Media is changing how humans read, write, and think.*
Bring your source and your summary to class Wed.
2. Finish About a Mountain for Wed. Write a response paper. Prompt: How would you describe D'Agata as a researcher? What seems to guide him as he writes and researches? How would you describe his over-arching purpose in writing this book? Use specific examples to back up your claims.
Wednesday, November 9, 2011
Research Unit Sources Page
"If You Think You're Facebook Friends Don't Like You, You're Probably Right" Slate.com (a study of user's responses to positive and negative status updates)
"Can Smart Phones Cure Depression?" Slate.com
"Jeremy Lin's Social Media Fast Break" Salon.com
"Can Machines Ever Be Moral?" Slate.com
"The Guy Holding the Chicken is @Sweden" Salon.com (about Twitter and its possibilities)
"Are We on Information Overload?" Salon.com (a positive view of the internet)
"Will Computers be Able to Read Your Mind..." Slate.com
"The Rise of Facebook Nation" Salon.com argues Fb's power is now similar in to a nation-state
"Kim Jong Il's Career in Advertising" (pictures of the dictator used in ad campaigns)
"Why Kids Need Solitude" (argues about what kids are losing to computer culture) Salon.com
"The Tea Party's Utopian Market Populism;" an interview with Thomas Frank from Salon.com
"You Say You Want a Devolution" by Kurt Anderson (Vanity Fair, argues culture has become almost stagnant b/c of the internet)
"Take Me to the River" by Tom Ewing (about how internet changes music and culture)
"How Computer's Change the Way We Think" by Sherry Turkle
"Kids Today" (argues occupy wall street is evidence of a major ethical shift)
"War is Fun" a review of Modern Warfare 3 by Farhad Manjoo on Slate.com
"Whither Psychoanalysis in Computer Culture?" by Sherry Turkle
"The Numbing of the American Mind" by Thomas Zengotita
"You -- Yes You -- Are Time's Person of the Year" Time Magazine
"In Plato's Cave" by Susan Sontag
"Watching TV Makes you Smarter" by Steven Johnson
"Gender and Videogames: The Political Valency of Laura Croft" by Maja Mikula
"Can Smart Phones Cure Depression?" Slate.com
"Jeremy Lin's Social Media Fast Break" Salon.com
"Can Machines Ever Be Moral?" Slate.com
"The Guy Holding the Chicken is @Sweden" Salon.com (about Twitter and its possibilities)
"Are We on Information Overload?" Salon.com (a positive view of the internet)
"Will Computers be Able to Read Your Mind..." Slate.com
"The Rise of Facebook Nation" Salon.com argues Fb's power is now similar in to a nation-state
"Kim Jong Il's Career in Advertising" (pictures of the dictator used in ad campaigns)
"Why Kids Need Solitude" (argues about what kids are losing to computer culture) Salon.com
"The Tea Party's Utopian Market Populism;" an interview with Thomas Frank from Salon.com
"You Say You Want a Devolution" by Kurt Anderson (Vanity Fair, argues culture has become almost stagnant b/c of the internet)
"Take Me to the River" by Tom Ewing (about how internet changes music and culture)
"How Computer's Change the Way We Think" by Sherry Turkle
"Kids Today" (argues occupy wall street is evidence of a major ethical shift)
"War is Fun" a review of Modern Warfare 3 by Farhad Manjoo on Slate.com
"Whither Psychoanalysis in Computer Culture?" by Sherry Turkle
"The Numbing of the American Mind" by Thomas Zengotita
"You -- Yes You -- Are Time's Person of the Year" Time Magazine
"In Plato's Cave" by Susan Sontag
"Watching TV Makes you Smarter" by Steven Johnson
"Gender and Videogames: The Political Valency of Laura Croft" by Maja Mikula
class 11/9
CLASS MEETS IN LIBRARY MON. 11/14
HW: Continue reading ABOUT A MONTAIN. Continue to think and to brainstorm about what your Primary Text will be for your research project.
Class 11/9
1. Share AAM responses. Discuss reactions and questions about the book
2. Go over revised schedule for research unit
3. discuss possible Primary Texts for research
HW: Continue reading ABOUT A MONTAIN. Continue to think and to brainstorm about what your Primary Text will be for your research project.
Class 11/9
1. Share AAM responses. Discuss reactions and questions about the book
2. Go over revised schedule for research unit
3. discuss possible Primary Texts for research
Monday, November 7, 2011
Research Project Assignment
Research Project: “Writing Right Now”
Jack Christian, Eng 102
Broad Research Question: How is the internet and the Information Revolution changing the practices of reading and writing?
For Wed 11/9
HW:
1. Read to page 79 of ABOUT A MOUNTAIN for Wed.
2. Response paper due. Prompt:
ABOUT A MOUNTAIN, on NPR
Possible Texts
http://www.netlingo.com/acronyms.php
http://twitter.com/#!/Shitmydadsays
http://twitter.com/#!/occupywallstnyc
http://www.youtube.com/watch?v=i1AwFY6MuwE
1. Read to page 79 of ABOUT A MOUNTAIN for Wed.
2. Response paper due. Prompt:
How would you characterize D’Agata’s process of writing and researching based on how he has structured his book? What is he interested in articulating? Why do you think he has chosen the “who, what, where, when, why?” structure for his chapters?
3. Bring list of possible texts you would like analyze
ABOUT A MOUNTAIN, on NPR
Possible Texts
http://www.netlingo.com/acronyms.php
http://twitter.com/#!/Shitmydadsays
http://twitter.com/#!/occupywallstnyc
http://www.youtube.com/watch?v=i1AwFY6MuwE
Friday, October 28, 2011
For Mon 10/31 and Wed. 11/2
In a detailed paragraph, tell us the story of the evolution of your essay, of your thinking about the assignment, and of your thinking about "cool."
For Monday: do a Google search and find out as much as you can about the recent history of Yucca Mountain, or about writer John D'Agata. Be ready to share your findings with the class Mon.
For Wednesday: Read through p. 48 of ABOUT A MOUNTAIN. You'll have a response paper due. Topic TBA Monday.
For Monday: do a Google search and find out as much as you can about the recent history of Yucca Mountain, or about writer John D'Agata. Be ready to share your findings with the class Mon.
For Wednesday: Read through p. 48 of ABOUT A MOUNTAIN. You'll have a response paper due. Topic TBA Monday.
Wednesday, October 26, 2011
Theorizing Cool peer-review, HW for Fri 10/28
HW: Final draft due Friday
1. Answer the following on a separate piece of paper:
What are you attempting to do in your photo-essay? What themes are you focused on? What are your goals?
How far along are you in making that attempt (i.e. almost finished, halfway there, just started)?
Are you happy with the photos you have? Are you planning to take more?
How's the writing going?
How are you thinking about the interrelation of your photos and your writing?
What questions do you have about the assignment or your work so far? What are you wondering about?
2. In Pairs: (pairs will trade their drafts and their reflective writing with another pair)
Read the drafts of your classmates, then discuss the drafts with each other, and attempt to answer any questions your classmates has written down.
Then, also consider, and write for your classmate ideas you have for how he/she might take his analysis further, what else she might consider, what ideas or connections you have when reading.
Comment on how your classmates has interpreted the assignment differently, or similarly to you.
Comment on how your classmate is using the photos. Especially consider if he/she is explaining them too much.
3. In groups of four: Spend several minutes presenting your ideas and feedback to each group member.
1. Answer the following on a separate piece of paper:
What are you attempting to do in your photo-essay? What themes are you focused on? What are your goals?
How far along are you in making that attempt (i.e. almost finished, halfway there, just started)?
Are you happy with the photos you have? Are you planning to take more?
How's the writing going?
How are you thinking about the interrelation of your photos and your writing?
What questions do you have about the assignment or your work so far? What are you wondering about?
2. In Pairs: (pairs will trade their drafts and their reflective writing with another pair)
Read the drafts of your classmates, then discuss the drafts with each other, and attempt to answer any questions your classmates has written down.
Then, also consider, and write for your classmate ideas you have for how he/she might take his analysis further, what else she might consider, what ideas or connections you have when reading.
Comment on how your classmates has interpreted the assignment differently, or similarly to you.
Comment on how your classmate is using the photos. Especially consider if he/she is explaining them too much.
3. In groups of four: Spend several minutes presenting your ideas and feedback to each group member.
Monday, October 24, 2011
Class 10/24
HW: Initial draft"Theorizing Cool" due Wed. See assignment sheet
In class:
What is the outward identity of the people in your photos?
What do they hope to suggest about themselves?
What are the values and assumptions implicit in their attitudes, dress, body language, etc?
Likewise, what is valued by the culture they are a part of?
What troubling / provocative questions are brought up by your analysis of your photos?
How do these things relate to our classroom discussion of music videos and cigarette advertisements? What are the various ways you can consider “the cool”? And, how do these considerations link up?
In class:
What is the outward identity of the people in your photos?
What do they hope to suggest about themselves?
What are the values and assumptions implicit in their attitudes, dress, body language, etc?
Likewise, what is valued by the culture they are a part of?
What troubling / provocative questions are brought up by your analysis of your photos?
How do these things relate to our classroom discussion of music videos and cigarette advertisements? What are the various ways you can consider “the cool”? And, how do these considerations link up?
Unit 4: Theorizing "cool"
Unit 4: Theorizing “The Cool”
Eng. 102, Jack Christian
Genre: Photo-essay Length: at least 4 original photos and 700-800 words
Audience: An informed public interested in contemporary culture
Essay Assignment: Your job in this essay is to use your photographs and your own writing to present an original “theory of cool” that is focused around, and delimited by, the photos you have taken.
Just as David Foster Wallace considers underlying meanings, associations and attributes of the Maine Lobster Festival in his essay “Consider the Lobster,” your job is to unpack the various meanings, associations, and attributes of coolness. (Again, not coolness in general, but coolness in whatever specific way it is suggested by your photos)
Consider this sentence from Foster Wallace’s essay: “I’m trying, rather, to work out and articulate some of the troubling questions that arise amid all the laughter and saltation and community pride of the Maine Lobster Festival” (313).
Your assignment is to do similarly with “the cool,” in whatever way you have defined it for yourself and have documented in your photos. In so doing, you may choose to consider yourself in nearly any relationship to “the cool” : i.e. are you an insider or an outsider, are you a participant or an observer, or both, is your tone serious or sarcastic, or seriously sarcastic?
In so doing, you might ask: What is the outward identity of the people in your photos? What do they hope to suggest about themselves? What are the values and assumptions implicit in their attitudes, dress, body language, etc? Likewise, what is valued by the culture they are a part of? What troubling / provocative questions are brought up by your analysis of your photos?
Also consider: How do these things relate to our classroom discussion of music videos and cigarette advertisements? What are the various ways you can consider “the cool”? And, how do these considerations link up?
Structure: Part of your job in this essay is to arrive at the best possible structure for your essay. How can you use your photos and your writing together to present the most interesting, most meaningful essay possible? What should the order to the photos be? How should they be arranged in the text? How do you want a reader to interact with your essay?
Schedule:
Mon 10/24: In-class writing activities
Wed 10/26: Initial Draft Due, peer-editing
Fri 10/28: Final draft due
Friday, October 21, 2011
HW for Mon 10/24
PHOTOS
Bring in 5-7 photos that you take of "the cool" happening around you. You can either use a digital camera (or, cellphone) and print the images, or you can purchase a disposable camera and have the photos developed at someplace like CVS, Walgreens, or Wal-Mart. At any rate, it's your responsibility to have the photos in class Monday.
READING
1. Read "Consider the Lobster" p. 301 in OTHER WORDS.
2. Keep a list in your notes of all the ways David Foster Wallace considers the lobster in this piece. (in your upcoming essay, you could tell yourself "the cool" is your lobster)
3. Also, jot down your ideas about the following: What writing assignments have we done so far this semester that are somewhat similar, at least in process, to what Foster Wallace does in his essay? Does what he does remind you of anything you've been asked to do?
Bring in 5-7 photos that you take of "the cool" happening around you. You can either use a digital camera (or, cellphone) and print the images, or you can purchase a disposable camera and have the photos developed at someplace like CVS, Walgreens, or Wal-Mart. At any rate, it's your responsibility to have the photos in class Monday.
READING
1. Read "Consider the Lobster" p. 301 in OTHER WORDS.
2. Keep a list in your notes of all the ways David Foster Wallace considers the lobster in this piece. (in your upcoming essay, you could tell yourself "the cool" is your lobster)
3. Also, jot down your ideas about the following: What writing assignments have we done so far this semester that are somewhat similar, at least in process, to what Foster Wallace does in his essay? Does what he does remind you of anything you've been asked to do?
Wednesday, October 19, 2011
Writer's Reflection
Detail how your essay has changed over the course of its three drafts. Be specific.
Thinking about the whole semester, what skills do you think you are learning? What stumbling blocks do you face often? How do you see your writing developing so far this semester?
Compare and Contrast the writing of this essay with the reviews you wrote. How did you find the process of each assignment to be similar and different. Be specific.
Thinking about the whole semester, what skills do you think you are learning? What stumbling blocks do you face often? How do you see your writing developing so far this semester?
Compare and Contrast the writing of this essay with the reviews you wrote. How did you find the process of each assignment to be similar and different. Be specific.
For Friday: What is "Cool"?
What is "Cool"? What makes something cool? Why does what's "cool" change? What statement is made by "cool"? (And, is "cool" synonomous with "fashionable"? are the two terms interchangeable?)
How is "cool" figured in each of these videos / images? What do they have in common? Where do they diverge?
HW: 1-page informal response in which you "theorize the cool." Pick either the two videos, or the cigarette ads and explain how they relate to "being cool." What is cool according to these texts?
Also, bring in a list of 10 things that are currently cool, and 10 things that used to be cool and are no longer.
Heads Up: For Monday you will need to bring in 5-7 photos that you take of "the cool" happening around you. You can either use a digital camera (or, cellphone) and print the images, or you can purchase a disposable camera and have the photos developed at someplace like CVS, Walgreens, or Wal-Mart. At any rate, it's your responsibility to have the photos in class Monday.
Ke$ha
http://www.youtube.com/watch?v=mXvmSaE0JXA
LL Cool J
http://www.youtube.com/watch?v=oVDfyc2lh4Q
"What's Cool Changes"
http://www.youtube.com/watch?v=x0YcIw09qBc
Monday, October 17, 2011
Interacting with Texts Peer Review
HW: FINAL DRAFT UNIT 3 DUE WEDNESDAY
PEER REVIEW
1. In groups of three, trade papers. For the first paper you read, simply think about how your classmate is going about this assignment, and what you might learn from her/his paper.
2. For the second paper, use a separate sheet to complete the following peer review:
A. How many direct quotations does the paper include? Is this enough? Suggest 2 more examples from GOOGLE or BLOG that they might include -- include p. #.
B. Looking at the quotations, do they follow the "quote sandwich" model? (Intro, lead-in, quote w/ correct citation, analysis/explanation). What could be improved?
C. How does this essay ILLUSTRATE, EXPAND, REVISE, COMPLICATE, and/or REFUTE arguments made by Carr / Sullivan?
D. What are the outside examples the student uses? How do they relate?
E. Does the essay start with an interesting claim made by the student-writer? Is there a more interesting / provacative way for the essay to start? What is it?
If so, how does the student-writer work to include Carr / Sullivan in the essay? Does the student-writer use enough from Carr / Sullivan?
If not, does the student writer eventually present her/his own ideas? Would the essay be made stronger by reorganizing to start with the student's own ideas?
E. Edit for clarity and small mistakes -- commas, run-ons, spelling, etc.
G. List questions you have about the assignment. Discuss as a group.
PEER REVIEW
1. In groups of three, trade papers. For the first paper you read, simply think about how your classmate is going about this assignment, and what you might learn from her/his paper.
2. For the second paper, use a separate sheet to complete the following peer review:
A. How many direct quotations does the paper include? Is this enough? Suggest 2 more examples from GOOGLE or BLOG that they might include -- include p. #.
B. Looking at the quotations, do they follow the "quote sandwich" model? (Intro, lead-in, quote w/ correct citation, analysis/explanation). What could be improved?
C. How does this essay ILLUSTRATE, EXPAND, REVISE, COMPLICATE, and/or REFUTE arguments made by Carr / Sullivan?
D. What are the outside examples the student uses? How do they relate?
E. Does the essay start with an interesting claim made by the student-writer? Is there a more interesting / provacative way for the essay to start? What is it?
If so, how does the student-writer work to include Carr / Sullivan in the essay? Does the student-writer use enough from Carr / Sullivan?
If not, does the student writer eventually present her/his own ideas? Would the essay be made stronger by reorganizing to start with the student's own ideas?
E. Edit for clarity and small mistakes -- commas, run-ons, spelling, etc.
G. List questions you have about the assignment. Discuss as a group.
Wednesday, October 12, 2011
Class 10/12, HW for next week
The Quote Sandwich
And, another helpful site for using quotations well: UNC Writing Center
Conferences Cont. Thursday and Friday
Revised draft due Mon. 10/17 (BRING 2 COPIES)
FINAL DRAFT DUE WED. 10/19
And, another helpful site for using quotations well: UNC Writing Center
Conferences Cont. Thursday and Friday
Revised draft due Mon. 10/17 (BRING 2 COPIES)
FINAL DRAFT DUE WED. 10/19
Tuesday, October 11, 2011
Reacting to Poetry sample, "The Man on the Dump"
The Man on the Dump
September 15, 2011
Invisible Priest
I walk in the daytime to escape. To escape my racing mind, to escape the expectations, the desires, the judgments, the uncontrollable circumstances, which replay in my head like a rollercoaster ride that has no end. On this particular day it is raining, each drop a bit more torturous than the last. I begin to wonder if other people feel this way. Am I alone in my suffering? Am I alone in the way I feel trapped in my thoughts, unable to catch my balance from this rollercoaster seat?
Wednesday, October 5, 2011
Class 10/5, HW for 10/12
No Class Friday 10/7
No Class Mon. 10/10 (Columbus Day)
Class and Conferences beginning Wed. 10/12, and continuing through 10/14
Regular class on Fri. 10/14
What would Carr/Sullivan say about Facebook? (use at least 2 direct quotations to back up your argument)
HW: Have initial draft of Unit 3 essay (at least 2 full pages) in class 10/12. For this draft, you may focus on explaining, analyzing, revising, expanding etc. whatever quotation you have chosen to respond to. During our conference, we'll discuss examples you might add and analyze.
Also, Read "The Numbing of the American Mind." You may focus your essay around this article if you choose.
No Class Mon. 10/10 (Columbus Day)
Class and Conferences beginning Wed. 10/12, and continuing through 10/14
Regular class on Fri. 10/14
What would Carr/Sullivan say about Facebook? (use at least 2 direct quotations to back up your argument)
HW: Have initial draft of Unit 3 essay (at least 2 full pages) in class 10/12. For this draft, you may focus on explaining, analyzing, revising, expanding etc. whatever quotation you have chosen to respond to. During our conference, we'll discuss examples you might add and analyze.
Also, Read "The Numbing of the American Mind." You may focus your essay around this article if you choose.
Tuesday, October 4, 2011
The Near Perfect Sunday
My buddies and I limp our way out of the car across the parking lot and stumble our way through the doors. There are few things in this world that will cheer up a tired, beat up, and hung over football player on Sunday morning and, “WELCOME TO HOOTERS” is one of those things. A triple overtime loss on family weekend, in which each player lost an average of ten pounds, is not exactly my idea of a good start to a weekend, but going to hooters was my idea of a great ending to a weekend.
Monday, October 3, 2011
For Wed 10/5
1. Read "Why I Blog" p. 277 OTHER WORDS
2. Write 1-page informal response. Pick 2 most important sentences in Sullivan's essay and respond to them. Offer examples to complicate, or expand his argument, and/or compare contrast to Carr. Use direct quotations. Be specific.
3.Using the "Comment" field on this blog, define New Media. What is it? What are its different aspects? Tell what your source is, and offer a link to an example of New Media.
*Make sure your definition adds to / revises what comes before it. i.e. read your classmates' comments first before you post.
2. Write 1-page informal response. Pick 2 most important sentences in Sullivan's essay and respond to them. Offer examples to complicate, or expand his argument, and/or compare contrast to Carr. Use direct quotations. Be specific.
3.Using the "Comment" field on this blog, define New Media. What is it? What are its different aspects? Tell what your source is, and offer a link to an example of New Media.
*Make sure your definition adds to / revises what comes before it. i.e. read your classmates' comments first before you post.
Unit 3: Interacting with Texts Assignment
Unit 3: Interacting with Texts / Eng. 102, Jack Christian
Genre: Documented Argument Length: 3-4 pages
NEW MEDIA: In this unit we will consider New Media and its effects on society.
Genre: Documented Argument Length: 3-4 pages
NEW MEDIA: In this unit we will consider New Media and its effects on society.
Friday, September 30, 2011
Are We In Forever 21
Northampton is a town that people have recently described as a smaller Harvard Square due to its originality and energy. The townies of Northampton are very unique in how they portray themselves. Many smelly homeless linger the streets asking for spare change or an extra cigarette, the older folks tend to be very earthy and all natural, while the younger crowd seems to be hip and into their own genre of fashion. The town is a little city made up of many small shops and restaurants, but more than not they are a one of a kind place. This unique shopping scene and artsy reputation draws a lot of tourism. It’s all about organic and naturally made products whether it be the food or the clothing. One store in particular does not fit with the status quo of this town’s ideals. This chain retail store is Urban Outfitters Inc.
Belchertown Tradition Lives On
Imagine two masses of muscle each standing eight feet high and weighing at least two thousand pounds apiece suddenly charging in front of you pulling a pallet of concrete blocks behind them. As I’m sure some of you have already guessed, I am talking about horse pulls. For those unfamiliar with this term, horse pulls are competitions where teams of two horses, generally Clydesdales or other breeds of draft horses, pull a pallet of massive concrete blocks, the number of which increases as each level is completed by each team, for a set distance until only one team is able to pull the pallet to the set distance or pulls the pallet farther than any of the other teams. This was the main attraction at the 154th Belchertown Fair in Belchertown, MA which commenced on September 23 and concluded on September 25 despite muddy grounds and a temporary cancellation due to rain. Like many other fairs, the Belchertown Fair included rides for kids and a few for adults as well, items for purchase (shirts, jewelry, pictures, etc.), and the typical food expected at such an event including corn dogs, fried dough, ice cream, and so on and so forth.
madden 12 review
Jacob Eugin
9/25/2011
English 102
Madden 12 Review
Madden 12 has evolved over the years as a video game and completely changed from the first madden. In the first maddens you could only control the players on the field. But now Madden has made it so the gamer has ultimate control over the video game. You can control the players in the game, control what the GM does in the offices, it even lets you control your own destiny in superstar mode. Madden owners love the feeling of having control over the game. Some people might like just to play on the field, while others might like to be a coach on the sideline. Madden allows the user to choose his own fate.
9/25/2011
English 102
Madden 12 Review
Madden 12 has evolved over the years as a video game and completely changed from the first madden. In the first maddens you could only control the players on the field. But now Madden has made it so the gamer has ultimate control over the video game. You can control the players in the game, control what the GM does in the offices, it even lets you control your own destiny in superstar mode. Madden owners love the feeling of having control over the game. Some people might like just to play on the field, while others might like to be a coach on the sideline. Madden allows the user to choose his own fate.
Barbeque Beef Brisket: A Little Piece of Texas
As my husband and I strolled down the sidewalk of Worthington Street, Downtown Springfield, Massachusetts, we neared Theodore’s Blues, Brews and BBQ. Before we reached the entrance I could already smell the familiar smoky scent of barbeque beef brisket, which reminded me of being back home in Texas on a Saturday afternoon watching football and smoking brisket all day with my family and friends. Stepping into Theodore’s, we entered a rustic atmosphere with friendly staff and great blues music playing in the background. We were not in Massachusetts anymore, we were in Texas.
Boston Bruins
Matt Carroll
Jack Christian
English Comp 102
September 26, 2011
“Cue the Duck Boats”
The Boston Bruins have started of their pre-season strong with a record of 3-1. Coming off of a 2011 Stanley Cup Championship, the Bruins have been playing to their potential and living up to their name showing everyone why they won the championship last year. So far they have beaten the Canadians twice which is huge because it is a huge rivalry between us. They also beat the Islanders once and lost to the Senators. After losing to the senators in their opening game, they came out strong against both the Habs (Canadians) and Islanders and really taking it to both of these teams. Losing Michael Ryder and Marc Savard will be a big loss to Boston. Although Savard only played about half the season last year due to concussions, he was a great center for Boston and a great contribution when it came down to winning games. Michael Ryder coming off the 2011 season with 18 goals and 23 assists totaling 41 points will be another huge loss for the B’s. After releasing about 27 players from the Bruins training camp, Boston has decided to keep Joe Corvo from the Carolina Hurricanes and Benoit Pouliot form the Montreal Canadians. Joe Corvo, a defensemen, looks very strong so far pairing up with Zedeno Chara. Benoit Pouliot coming off of a 30 point season with 13 goals and 17 assists is going to be playing right wing. He will most likely be playing on the third line with Greg Campbell and Rich Peverley.
Facebook While You Facebook
It was a normal day of the week, just like any other Wednesday. My boyfriend Tevin and his roommate Dan were both on their computers, browsing the internet, and I was slumped in a chair across the room. An exclamation from Dan caught our attention --prompting us to, "Check out the new Facebook". Tevin swiveled around to make the sarcastic reply: "Hey, did you guys know: now you can Facebook while you Facebook!" The mock-excitement in his voice peeked my curiosity. Later that evening, when logging onto Facebook myself, I realized what they had been talking about.
Dude,Where's my car?
It’s a rainy Thursday morning at Westfield State University. Students with umbrellas and rain boots walk the sidewalks of campus. I pull into Wilson’s commuter lot along with several other cars only to find all the spaces full. As I exit the lot onto the main street, I see several other cars pulling into Wilson. Unfortunately for them, they’re out of luck.
WSU XC
Owls Give a Hoot About Cross Country in 2011
Published: September 22, 2011
THIS year on the Westfield State University’s Cross Country team, there has been a lot of anticipation for the upcoming season. With many new recruits to the team that were swiftly scouted by long-time coach Bill Devine, the
Owls are looking to make a big hoot this year. “It’s all about championship time!” shouts Coach Devine at the forty plus harriers trying out for the team during a preseason workout. This year, Westfield is not ending their season with the MASCAC (Massachusetts State Collegiate Athletic Conference) championship race, but looking past that at the regional meet. There are high hopes to do very well there and hopefully move on to the national championship in Winneconne, WI.Last year, the men’s team took the MASCAC title from Bridgewater State while the women’s team claimed victory for the seventh straight time at the championship meet. Both teams are predicted to win the championship again this year according to a recent poll taken by the league’s coaches.
FF=Energy And Enthusiasm
FF= Energy and Enthusiasm
Justin Roethlingshoefer
As the acoustic guitar rang through the dark stadium and the crowd roared with anticipation, you could tell this was about to be something special. The spotlight slowly illuminated a silhouette of Dave Grohl, the bands lead singer, and that was the last time you saw him standing still. As he let out a long and loud “HHHHEEEEEYYYY!”, it was answered with just as much energy by the crowd; and then the real fun began!
High Five for the High 5 Menu?
On Monday September 19, 2011 Friendly’s released its newest promotional menu, the “High 5” menu. This menu offers five mouthwatering entrees for only $5 and if that wasn’t enough for you, then for an additional $5 you can upgrade to a “double high five”. That’s an entrée, drink and happy ending sundae for the amazingly affordable price of only $10. If that still isn’t enough for you, not only is the menu new but changes have also been made to the workers and Friendly’s policies trying to better guest relations and satisfaction.
In preparation for the onslaught of potential business that the company was hoping the new menu would bring in, each story had a meeting with their district manager and all the employees to talk about the new menu, policies, etc. Being a “lead cook” for the Ware Friendly’s I of course was in attendance. A two hour meeting of instructional videos on how to high five, quizzes on now policies, and ridiculous new standard was the result.
A Fight for the History Books
In the fourth round of the WBC title fight, Victor Ortiz had the undefeated Floyd Mayweather on the ropes. Ortiz was landing punch after punch for a good thirty seconds, until out of nowhere Ortiz head butts Mayweather. The referee immediately deducted one point from Ortiz. The boxers touched gloves to resume the fight but Ortiz for some reason goes in to hug Mayweather to apologize. Mayweather hit Ortiz with a strong left then with in a blink of an eye he hit him again with a sharp right and knocked Ortiz out.
Review ; A Farewell to All My Children
Farewell to Pine Valley, A review on the finale of All My Children
As Jackson Montgomery storms through the crowd at the Chandler mansion, Erica Kane chases after him, calling out his name. Erica begs with Jack not to walk out on her and their relationship, “I need you,” she pleads “Frankly Erica, I don't give a damn what you need,” Jackson replies coldly. Meanwhile, through a peep-hole in a hidden wall space in the mansion, JR Chandler looks through the passageway door. His eyes full of rage he looks at the party-goers, his finger clenched onto the guns trigger. The gun goes off and the screen goes black.
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