The final exam will take place on Thursday, December 15th. The exam is open-note. All notes will be 'ok'ed' by the professor prior to the exam.
The structure of the exam is consistent with in-class essays (thesis, 600 words) and with our discussions about it from class discussions.
The meeting to discuss grades will occur on Monday, December 19th.
Tuesday, December 6, 2011
Tuesday, November 29, 2011
LIB 110 Video Project; Filming Thursday
All groups should be ready to film Thursday. All groups should have their lines memorized, their props in place, and be dressed for the camera.
All students should have their revised statement to be read for the camera on Thursday as well. Their statement should respond to the following prompt:
The most important thing I learned this semester was ________________________________________.
The thing I would change most about food would be ________________________________________.
At my ideal college, I would be able to have the choice of eating _______________________ on campus.
Students will make these statements clearly to the camera, with eye contact.
All students should have their revised statement to be read for the camera on Thursday as well. Their statement should respond to the following prompt:
The most important thing I learned this semester was ________________________________________.
The thing I would change most about food would be ________________________________________.
At my ideal college, I would be able to have the choice of eating _______________________ on campus.
Students will make these statements clearly to the camera, with eye contact.
Creating Bibliographies and Incorporating Research
Bibliography
A bibliography is an alphabetized list of sources that you place at the end of essays that cite sources. It generally goes on a separate sheet of paper, though in my courses I allow students to place the list of sources on the last page beneath the final paragraph.
So far in this course have only cited books. For our third assignment, your research will require you to cite many different kinds of sources, including videos, articles, and websites. For instructions how to cite these sources within your essay, see pages 426-435 in the HACKER. For instructions on how to list these sources in your bibliography, see pages 435-469 in the HACKER.
Google "MLA Works Cited"
For those without HACKER, google that phrase (HERE).
Research Activity
In class today students should find at least one source that they can use in either their expanded ENG 103 or third ENG 101 essays. First, students should return to their notes from the library visit and find a relevant research source. Skim the source and select at least one passage useful for an essay. Type the quotation into a new blog. Then, correctly enter a bibliographical citation for the source as it would appear in a works cited page at the end of an essay.
Creating Annotations
Annotations are two to three sentence explanations that summarize what your source says and why it's useful for your essay. Typically, students write these sentences beneath bibliographical citations.
Bibliographies and Research Necessary
Some students chose not to incorporate research for their second essay, even though research was required. It will be impossible to achieve an above-average score on the final ENG 103 essay without correctly referring to sources from research. It will also be necessary to attach a bibliography (works cited) page to the ENG 103 essay (and students should understand that all future essays in college should include a bibliography).
A bibliography is an alphabetized list of sources that you place at the end of essays that cite sources. It generally goes on a separate sheet of paper, though in my courses I allow students to place the list of sources on the last page beneath the final paragraph.
So far in this course have only cited books. For our third assignment, your research will require you to cite many different kinds of sources, including videos, articles, and websites. For instructions how to cite these sources within your essay, see pages 426-435 in the HACKER. For instructions on how to list these sources in your bibliography, see pages 435-469 in the HACKER.
Google "MLA Works Cited"
For those without HACKER, google that phrase (HERE).
Research Activity
In class today students should find at least one source that they can use in either their expanded ENG 103 or third ENG 101 essays. First, students should return to their notes from the library visit and find a relevant research source. Skim the source and select at least one passage useful for an essay. Type the quotation into a new blog. Then, correctly enter a bibliographical citation for the source as it would appear in a works cited page at the end of an essay.
Creating Annotations
Annotations are two to three sentence explanations that summarize what your source says and why it's useful for your essay. Typically, students write these sentences beneath bibliographical citations.
Bibliographies and Research Necessary
Some students chose not to incorporate research for their second essay, even though research was required. It will be impossible to achieve an above-average score on the final ENG 103 essay without correctly referring to sources from research. It will also be necessary to attach a bibliography (works cited) page to the ENG 103 essay (and students should understand that all future essays in college should include a bibliography).
Monday, November 28, 2011
End of Semester Workshop I: Revising, Drafting, Planning
Revising: for students who have not completed essays one and two with grades of 60 or higher.
All students must turn in essays with grades of 60 or higher to pass this course. For students seeking to revise essays one or two by choice or by demand, the deadline of Dec. 1 still operates. These students should use the first hour of class today to discuss on-going or planned revisions with the professor.
Drafting ENG 103: for students who have completed essays one and two, turn to the ENG 103 research supplement.
Students that have completed essays one and two should turn their focus to the ENG 103 research supplement revision of either their first or second essays. First, students should decide what essay to revise. Then, they should begin the process of locating sources to add to the essay (perhaps they should turn to the The CAFO Reader or Eating Animals). Next, they should plan out two additional claims to craft into new paragraphs for the essay. They should locate passages from the text and then add them to the essay. They should incorporate critical thinking. Afterward, they should revise their conclusions to the essay. Finally, they should revise the rest of the essay by focusing on two key areas: the thesis statement, and the critical thinking sections of earlier paragraphs. Students should also revise any outstanding issues with the essay (citations, paraphrase, context). These essays will be graded as a whole.
Planning: Discussing Essay Three
Students will discuss the reading from the The CAFO Reader and watch a few more clips from Unnatural Selection.
Planning: Production Teams
Students will return to groups at the end of class for approximately 15 minutes to conclude their plans for filming during class on Thursday.
Tomorrow: Bibliographies...
All students must turn in essays with grades of 60 or higher to pass this course. For students seeking to revise essays one or two by choice or by demand, the deadline of Dec. 1 still operates. These students should use the first hour of class today to discuss on-going or planned revisions with the professor.
Drafting ENG 103: for students who have completed essays one and two, turn to the ENG 103 research supplement.
Students that have completed essays one and two should turn their focus to the ENG 103 research supplement revision of either their first or second essays. First, students should decide what essay to revise. Then, they should begin the process of locating sources to add to the essay (perhaps they should turn to the The CAFO Reader or Eating Animals). Next, they should plan out two additional claims to craft into new paragraphs for the essay. They should locate passages from the text and then add them to the essay. They should incorporate critical thinking. Afterward, they should revise their conclusions to the essay. Finally, they should revise the rest of the essay by focusing on two key areas: the thesis statement, and the critical thinking sections of earlier paragraphs. Students should also revise any outstanding issues with the essay (citations, paraphrase, context). These essays will be graded as a whole.
Planning: Discussing Essay Three
Students will discuss the reading from the The CAFO Reader and watch a few more clips from Unnatural Selection.
Planning: Production Teams
Students will return to groups at the end of class for approximately 15 minutes to conclude their plans for filming during class on Thursday.
Tomorrow: Bibliographies...
Tuesday, November 22, 2011
Assignment Three Grading Grid
Grading Grid Assignment Three
1. Thesis statement: clear argument about how the CAFO system organizes life, why it matters, and what the consequences for life are; keywords present and defined; context for texts provided (20%)
1 5 6 7 8 9 10
2. Citation, evidence, context: all sources introduced and essay provides specific context; citation correct; works cited/bibliography correct; refers to Food, Inc and Unnatural Selection and CAFO Reader (30%)
1 5 6 7 8 9 10
3. Paragraphs and Critical Thinking: Topic sentences refer to thesis; critical thinking strategies present in paragraphs; keywords named and defined (30%)
1 5 6 7 8 9 10
1. Thesis statement: clear argument about how the CAFO system organizes life, why it matters, and what the consequences for life are; keywords present and defined; context for texts provided (20%)
1 5 6 7 8 9 10
2. Citation, evidence, context: all sources introduced and essay provides specific context; citation correct; works cited/bibliography correct; refers to Food, Inc and Unnatural Selection and CAFO Reader (30%)
1 5 6 7 8 9 10
3. Paragraphs and Critical Thinking: Topic sentences refer to thesis; critical thinking strategies present in paragraphs; keywords named and defined (30%)
1 5 6 7 8 9 10
4. Sentence Structure: Obvious polish; doesn’t detract from meaning or intention (10%)
1 5 6 7 8 9 10
5. Conclusion: Extends ideas of essays; new speculations; (10%)
1 5 6 7 8 9 10
Monday, November 21, 2011
Short Week: Peer Review, Beginning Videos, Late Assignments
Students should carefully plan three important aspects of the upcoming week in coordination with class opportunities. Today, students should use the one hour of workshop time to revise late or outstanding assignments and to prepare for tomorrow's Peer Review. Today and tomorrow, students will begin filming the video based on the professor's approval and on the availability of cameras. Students who are not filming will revise essays and/or practice Peer Review.
Late or Outstanding Assignments
All students who must or wish to revise assignment one must hand in the revision by December 1st. All students must complete passing essays (60 or higher) to receive a grade for this course.
Videos
All new and revised screenplays must be approved by the professor prior to filming.
Essay Two Grades
Students should email jrcqueens@yahoo.com to recieve their second essay grades. They are on my home computer and I should be able to email them to students by 5 pm. All students are welcome to discuss their grades during office hours or by setting up an appointemnt.
Late or Outstanding Assignments
All students who must or wish to revise assignment one must hand in the revision by December 1st. All students must complete passing essays (60 or higher) to receive a grade for this course.
Videos
All new and revised screenplays must be approved by the professor prior to filming.
Essay Two Grades
Students should email jrcqueens@yahoo.com to recieve their second essay grades. They are on my home computer and I should be able to email them to students by 5 pm. All students are welcome to discuss their grades during office hours or by setting up an appointemnt.
Tuesday, November 15, 2011
Video Project: Screenplay Considerations
Voiceovers
Please be clear about any places where you will have a voice talking over images (in which, of course, the audience hears but does not see the person talking).
Timing
Do a dry run - how long does it go?
Camera Work
Who is filming? Do you know the definition of close-up, medium-shot, and long-shot? Check HERE.
Is the production team agreed on style? Here's an excerpt from a website about how to make short documentaries (check it out if you have time HERE):
The camera plays a role: it acts on the sender's (i.e. your) behalf. Remember that the camera angles and movements are significant for the degree to which you express respect for, solidarity with, antipathy against, etc., the people in the film. (In some respects you always make films about yourself – even though you are working in groups). Before the shoot starts make sure you have agreed on certain principles for operating the camera (of course this is of special importance if the camera is operated by more than one member of the group).
Credits
Remember to leave time for the credits to roll at the end; build those into your screenplay!
Please be clear about any places where you will have a voice talking over images (in which, of course, the audience hears but does not see the person talking).
Timing
Do a dry run - how long does it go?
Camera Work
Who is filming? Do you know the definition of close-up, medium-shot, and long-shot? Check HERE.
Is the production team agreed on style? Here's an excerpt from a website about how to make short documentaries (check it out if you have time HERE):
The camera plays a role: it acts on the sender's (i.e. your) behalf. Remember that the camera angles and movements are significant for the degree to which you express respect for, solidarity with, antipathy against, etc., the people in the film. (In some respects you always make films about yourself – even though you are working in groups). Before the shoot starts make sure you have agreed on certain principles for operating the camera (of course this is of special importance if the camera is operated by more than one member of the group).
Credits
Remember to leave time for the credits to roll at the end; build those into your screenplay!
Blogging the Assignment Three Workshop
Keywords and Life
Be sure to continually hold in your minds the definition of life as it relatse to CAFOs. We think of CAFOs as both life managers (they conceive, grow, maintain, and excute life to make meat) and also as life destroyers (they produce waste, pollution, and disease).
Whatever keywords you use, they should 'mediate' between CAFOs and life and/or help explain how those two terms work together.
Creating Arguments
Remember, your argument will probably involve 1-3 keywords (to be defined in your intro), and you should have at least 3 examples of specific, concrete examples to illustrate these terms 'in action.'
Be sure to continually hold in your minds the definition of life as it relatse to CAFOs. We think of CAFOs as both life managers (they conceive, grow, maintain, and excute life to make meat) and also as life destroyers (they produce waste, pollution, and disease).
Whatever keywords you use, they should 'mediate' between CAFOs and life and/or help explain how those two terms work together.
Creating Arguments
Remember, your argument will probably involve 1-3 keywords (to be defined in your intro), and you should have at least 3 examples of specific, concrete examples to illustrate these terms 'in action.'
Assignment Three Discussion: Defining Life
Assignment: CAFOs and Life
The purpose of the third assignment is to give students the opportunity to describe, define, and analyze the methods used by the corporate CAFO system. We are specifically interested in understanding how that system 'organizes life' and how it 'sees life' and how it 'affects life.' Therefore we are interested in finding passages from the reading, especially The CAFO Reader, where the subject of life appears -- this often happens when the subject of death, disease, and the manipulation of bodies appear.
Directions
On their own, students should locate a passage from the text that describes, defines, or analyzes "life." It's important here to think about the different kinds of bodies that can be living: microbes, mammals, fish, homo sapiens, and even ecosystems (inter-related networks of living beings that co-exist in an evolving community). When they find the passage, students should note the page number and begin to imagine keywords that they could use to describe it.
Keywords
At this point, students should make the identification and creation of keywords a 'second nature.' Whenever an assignment (such as this) asks you to argue about something, the identification and creation (and definition!) of keywords should be on your immediate list of critical thinking.
After Keywords: Sharing
Once students have found a passage about life and identified/created/defined a keyword, they will share it in groups of three. In groups, students should practice critical thinking when they take turns sharing their keywords. If students need refreshers on critical thinking, they should ask others for help or turn to their notes.
After Sharing: Blogging
After students share and discuss their keywords, they should write an informal blog that summarizes the keywords in their group and the basic critical thinking conversation around those terms. Students should tweet their keyword, its definition, and their passage when they're done with their blog.
After Blogging: Discussion
When students have finished blogging, they will come together as a class so that we can discuss them. We need to address how the CAFO system understands life and how we can build our ideas into the third essay.
The purpose of the third assignment is to give students the opportunity to describe, define, and analyze the methods used by the corporate CAFO system. We are specifically interested in understanding how that system 'organizes life' and how it 'sees life' and how it 'affects life.' Therefore we are interested in finding passages from the reading, especially The CAFO Reader, where the subject of life appears -- this often happens when the subject of death, disease, and the manipulation of bodies appear.
Directions
On their own, students should locate a passage from the text that describes, defines, or analyzes "life." It's important here to think about the different kinds of bodies that can be living: microbes, mammals, fish, homo sapiens, and even ecosystems (inter-related networks of living beings that co-exist in an evolving community). When they find the passage, students should note the page number and begin to imagine keywords that they could use to describe it.
Keywords
At this point, students should make the identification and creation of keywords a 'second nature.' Whenever an assignment (such as this) asks you to argue about something, the identification and creation (and definition!) of keywords should be on your immediate list of critical thinking.
After Keywords: Sharing
Once students have found a passage about life and identified/created/defined a keyword, they will share it in groups of three. In groups, students should practice critical thinking when they take turns sharing their keywords. If students need refreshers on critical thinking, they should ask others for help or turn to their notes.
After Sharing: Blogging
After students share and discuss their keywords, they should write an informal blog that summarizes the keywords in their group and the basic critical thinking conversation around those terms. Students should tweet their keyword, its definition, and their passage when they're done with their blog.
After Blogging: Discussion
When students have finished blogging, they will come together as a class so that we can discuss them. We need to address how the CAFO system understands life and how we can build our ideas into the third essay.
Monday, November 14, 2011
Mini-Workshop Conversation Points
1. Post the draft of your essay on your blog. If your draft and your blog are the same, simply keep blog 5 posted. Direct your parnter to the right screen.
2. As you look over your partner's draft, address the following points by leaving sentences as comments:
* is the thesis an argument? Is it a statement (2-3 sentences)? Does the writer make clear what points they will be addressing in future paragraphs?
* Are there keywords? Are those keywords defined?
* Does the writer have an paragraphs? Are the topic sentences connected to the thesis statement?
* The skill of this essay will come from adriotly sifting through multiple sources to make powerful points in a smaller amount of space (3 pages). Do you have suggestions for how the writer can do this?
3. Discuss and share the points you made with your partner and then elaborate on them in person.
4. Do you have any questions about the assignment for the professor?
2. As you look over your partner's draft, address the following points by leaving sentences as comments:
* is the thesis an argument? Is it a statement (2-3 sentences)? Does the writer make clear what points they will be addressing in future paragraphs?
* Are there keywords? Are those keywords defined?
* Does the writer have an paragraphs? Are the topic sentences connected to the thesis statement?
* The skill of this essay will come from adriotly sifting through multiple sources to make powerful points in a smaller amount of space (3 pages). Do you have suggestions for how the writer can do this?
3. Discuss and share the points you made with your partner and then elaborate on them in person.
4. Do you have any questions about the assignment for the professor?
Essay Three
Length: 2.5-3 pages
Peer Review: Tuesday Nov 22
Assignment Goal
For this essay, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
Assignment Description
For this essay, students will focus on the effect of factory farms (CAFOs) on human, animal, and ecological systems. Students will gather material that directly connects to human health, animal health, and environmental health. They will create a thesis statement that organizes the overall effects of factory farms on living bodies into an argument about the CAFO system as manager of "life" systems (human life, animal life, ecological life). Students should gather their information from all course texts, with a focus on The CAFO reader and any new sources the professor introduces in the next few weeks (Unnatural Selection, The Eleventh Hour). Students should remember to approach the CAFO system as a human produced system, created by real individuals, and include any psychological and financial concepts about that system in their discussion.
Peer Review: Tuesday Nov 22
Assignment Goal
For this essay, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
Assignment Description
For this essay, students will focus on the effect of factory farms (CAFOs) on human, animal, and ecological systems. Students will gather material that directly connects to human health, animal health, and environmental health. They will create a thesis statement that organizes the overall effects of factory farms on living bodies into an argument about the CAFO system as manager of "life" systems (human life, animal life, ecological life). Students should gather their information from all course texts, with a focus on The CAFO reader and any new sources the professor introduces in the next few weeks (Unnatural Selection, The Eleventh Hour). Students should remember to approach the CAFO system as a human produced system, created by real individuals, and include any psychological and financial concepts about that system in their discussion.
Monday: Essay Three Workshop and Video Projcets
Directions
Students will use an hour of class-time today to begin expanding their third essays. They can use their blogs from over the weekend, but if they didn't have time to post their blogs they should post their blogs first (for partial credit). Fortunately, the blog assignment is also the third essay assignment.
Cluster Task
Before they settle in to their revisions, students should go to THIS website and enter in their name, blog address, and email addresses in the comment space on the first blog posting ("Welcome...")
Mini-Workshop
After the first hour, the professor will partner students together to give feedback and make suggestions about their draft.
Midterm Grade
While students compose, they should send the professor an email. Subject: Midterm Grade. Message: Student's name. Please send to jrcqueens@yahoo.com
Reading
We will discuss the reading for today and hear presentations tomorrow, Tuesday.
Video Projects
After the mini-workshops, students will gather into their groups so that they can type up their video screen plays. Check out the format HERE.
Students will use an hour of class-time today to begin expanding their third essays. They can use their blogs from over the weekend, but if they didn't have time to post their blogs they should post their blogs first (for partial credit). Fortunately, the blog assignment is also the third essay assignment.
Cluster Task
Before they settle in to their revisions, students should go to THIS website and enter in their name, blog address, and email addresses in the comment space on the first blog posting ("Welcome...")
Mini-Workshop
After the first hour, the professor will partner students together to give feedback and make suggestions about their draft.
Midterm Grade
While students compose, they should send the professor an email. Subject: Midterm Grade. Message: Student's name. Please send to jrcqueens@yahoo.com
Reading
We will discuss the reading for today and hear presentations tomorrow, Tuesday.
Video Projects
After the mini-workshops, students will gather into their groups so that they can type up their video screen plays. Check out the format HERE.
Thursday, November 10, 2011
Blog Five: The CAFO System
For this blog, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
Tuesday, November 1, 2011
LIB 110 Location Change: Attendance Will Be Taken in Poolside Cafe
The Ethics of Food cluster students are invited this week to attend the English Department's Orientation Cafe. All students will receive a free reading quiz score in addition to receiving full participation points for attending. All are invited to partake in the free refreshments. Enjoy!
Monday, October 31, 2011
Grading Grid Midterm
Thesis Statement: midterm essay contains 2-3 sentence thesis statement; key words from thesis statement are defined in introduction (20%)
1 5 6 7 8 9 10
Evidence and Texts: essay utilizes evidence from four main course texts; keywords from each text appear and are defined; key examples from each text appear within basic context; student adeptly uses technique of summary (40%)
1 5 6 7 8 9 10
Structure: topic sentences refer to the thesis statement; paragraphs are unified and coherent; essay contains conclusion; main texts are introduced at the beginning (20%)
1 5 6 7 8 9 10
Critical Thinking: essay connects key ideas from one text to another; essay develops original key words wherever possible; essay employs critical thinking strategies (20%)
1 5 6 7 8 9 10
1 5 6 7 8 9 10
Evidence and Texts: essay utilizes evidence from four main course texts; keywords from each text appear and are defined; key examples from each text appear within basic context; student adeptly uses technique of summary (40%)
1 5 6 7 8 9 10
Structure: topic sentences refer to the thesis statement; paragraphs are unified and coherent; essay contains conclusion; main texts are introduced at the beginning (20%)
1 5 6 7 8 9 10
Critical Thinking: essay connects key ideas from one text to another; essay develops original key words wherever possible; essay employs critical thinking strategies (20%)
1 5 6 7 8 9 10
Presentations, Midterm Review, Blog Workshop
Presentations
We should be on for three presentations to begin class.
Midterm Review
After the presentations, students will gather into groups. They will refresh themselves on the midterm tomorrow using their notes. They should revisit:
- Fast Food Nation notes and blogs
- The End of Overeating notes and blogs
- Eating Animals notes and blogs
- Food, Inc notes and blogs
Midterm Structure
Students will read the directions. The directions will describe writing a 600-word essay. Students will select one question to answer from three choices. They will answer in the form of a thesis statement, and use course texts to defend that thesis statement. More points will be awarded depending on how many sources the students incorporate. No excellent grades will be awarded to essays that fail to meet the minimum word requirement.
Blog Workshop
Students that desire to post a blog late for some credit can use this time to complete blog four. They may watch the video with headphones. If they are without headphones they should share with those that have them. Students that have not had the opportunity to revise previous blogs based on reader comments can do so. Some students left comments on the wrong blogs the previous week for the Language and Human Rights class. To receive full credit, those students should revisit those comments. For students that are satisfied with their blogs and left the correct comments, they can provide comments on a peer blog with permission of the professor. For the video blog this past weekend, students should consider whether or not an outside reader who had not seen the video could properly understand what the video was about, and whether or not that reader could understand the connection to the student video project.
We should be on for three presentations to begin class.
Midterm Review
After the presentations, students will gather into groups. They will refresh themselves on the midterm tomorrow using their notes. They should revisit:
- Fast Food Nation notes and blogs
- The End of Overeating notes and blogs
- Eating Animals notes and blogs
- Food, Inc notes and blogs
Midterm Structure
Students will read the directions. The directions will describe writing a 600-word essay. Students will select one question to answer from three choices. They will answer in the form of a thesis statement, and use course texts to defend that thesis statement. More points will be awarded depending on how many sources the students incorporate. No excellent grades will be awarded to essays that fail to meet the minimum word requirement.
Blog Workshop
Students that desire to post a blog late for some credit can use this time to complete blog four. They may watch the video with headphones. If they are without headphones they should share with those that have them. Students that have not had the opportunity to revise previous blogs based on reader comments can do so. Some students left comments on the wrong blogs the previous week for the Language and Human Rights class. To receive full credit, those students should revisit those comments. For students that are satisfied with their blogs and left the correct comments, they can provide comments on a peer blog with permission of the professor. For the video blog this past weekend, students should consider whether or not an outside reader who had not seen the video could properly understand what the video was about, and whether or not that reader could understand the connection to the student video project.
Thursday, October 27, 2011
Essay Two: Conclusions
Generally, first-year students tend to approach conclusions as a space to rehearse their arguments and evidence. Practically speaking, however, this can lead to stale reformulations of information that the student has already articulated.
Students should use the space of the conclusion to do other things than summarize what they've already said. They should use the conclusion as a time to introduce a new connection to the discussion, or to introduce a new text. They can use the conclusion to express a personal story that connects to the issue. They could also use the conclusion to draw attention to a connection between their subject matter and current event.
As with other paragraphs that support the thesis, the conclusion will have to be specific if it's any good. Any claims or arguments that the student makes should be supported with concrete examples. If a new text is introduced, the main ideas and context should appear as usual. If a personal story appears, the story should also contain context. They might also retell a critical story from a text in their own words, as if in that one story the entire argument could shine.
Finally, conclusions should end with sentences that hit the reader hard, even emotionally. As always, students should avoid cliches and vague language at all costs. The ideas and language in the conclusion should be polished, but should leave the reader with a burning last impression. Students should take this opportunity to experiment with the possibilities of thought, idea, and words. They should get radical, dream big, and write sentences that cut directly to the heart of the matter at hand. Readers should leave conclusions unable to forget how simply and emotionally the student made them remember why their essay and its subject mattered.
Students should use the space of the conclusion to do other things than summarize what they've already said. They should use the conclusion as a time to introduce a new connection to the discussion, or to introduce a new text. They can use the conclusion to express a personal story that connects to the issue. They could also use the conclusion to draw attention to a connection between their subject matter and current event.
As with other paragraphs that support the thesis, the conclusion will have to be specific if it's any good. Any claims or arguments that the student makes should be supported with concrete examples. If a new text is introduced, the main ideas and context should appear as usual. If a personal story appears, the story should also contain context. They might also retell a critical story from a text in their own words, as if in that one story the entire argument could shine.
Finally, conclusions should end with sentences that hit the reader hard, even emotionally. As always, students should avoid cliches and vague language at all costs. The ideas and language in the conclusion should be polished, but should leave the reader with a burning last impression. Students should take this opportunity to experiment with the possibilities of thought, idea, and words. They should get radical, dream big, and write sentences that cut directly to the heart of the matter at hand. Readers should leave conclusions unable to forget how simply and emotionally the student made them remember why their essay and its subject mattered.
Blog Four: From Farm to Fridge at LaGuardia
Directions
First, students should watch the following four-minute video (here).
For their blog, students should summarize the contents of the video in terms of facts and images. The blog should address what the video said, but also what it showed.
After viewing the video and summarizing it, students should discuss how the contents of the video connect with their video projects. How can seeing factory farms, rather than reading about them, help to clarify the "stakes" about food choices at the college?
First, students should watch the following four-minute video (here).
For their blog, students should summarize the contents of the video in terms of facts and images. The blog should address what the video said, but also what it showed.
After viewing the video and summarizing it, students should discuss how the contents of the video connect with their video projects. How can seeing factory farms, rather than reading about them, help to clarify the "stakes" about food choices at the college?
Monday, October 24, 2011
Presentation Directions
Student presentations should last approximately five minutes. First, students will explain the main ideas and key words from the assigned reading. They will include page numbers. They should go into some detail about some of the main ideas and keywords -- which are up to them. Then, in the second half of the presentation, students will focus on one key passage and practice critical thinking around that passage.
Student presentations of the reading are worth 20 points (10 reading quizzes).
Student presentations of the reading are worth 20 points (10 reading quizzes).
Thursday, October 20, 2011
Blog Comment: Ethics of Food Meet Language and Human Rights!
Directions
The link below the student's name will connect them with the blog they're to review. Copy and paste the link into your browser bar. Students will be able to recognize the third blog assignment by finding "blog 3," or by looking for the text Lynch Law in All its Phases by Ida B Wells. If they cannot find the third blog assignment, students should direct themselves to the second blog assignment. Some students will leave comments on the same blog; don't worry about it.
In addition to commenting upon how the essay is written (directions, context, paragraph structure, keywords, quotation and citation, and critical thinking), please leave a couple sentences for the student about what is interesting about the blog ("This blog is interesting because...").
Extra Credit
At the end of this blog pairing you will find an extra credit assignment. Anyone who leaves an additional comment for the blogs on this list will receive extra credit in their reading quiz grades. Each comment is worth TWO reading quiz grades.
Names and Links
Glenn - Rashid's Blog
http://rashidsintrotolang.blogspot.com/
Christina - Dani's Blog
http://dstrubelbanks.blogspot.com/
Krystalee - Ana's Blog
http://anat2011.blogspot.com/
Christopher - Elyce's Blog [if you don't find her third blog, contact me]
http://elycelj.blogspot.com/
Kadeshia - Rajiv's Blog
http://rajiv1611.blogspot.com/
Liz - Moreen's Blog
http://moreent04.blogspot.com/
http://echoray.blogspot.com/
Javed - Juana's Blog
http://juanan0208.blogspot.com/
Lily - Adnan's Blog
http://arazz669.blogspot.com/
Camille - Cesia's Blog
http://cesia93.blogspot.com/
Jessica - Kathy's Blog
http://kathyvioleta.blogspot.com/
Jennifer - Moise's Blog
http://moisey93.blogspot.com/
Danny B.- Rudy's Blog
http://rudyj77.blogspot.com/
Evelyn - Joseph's Blog [right now there's no third blog - assess his latest blog if you don't see a third blog when you check this weekend]
http://bloggle2257.blogspot.com/
Amanda - Mohammad's Blog [he also goes by Aliou]
http://alioub.blogspot.com/
Jana - Melina's Blog
http://melinab1013.blogspot.com/
Danny K. - Arsenio's Blog
http://jaylanguage718.blogspot.com/
Gregory - Michelle's Blog
http://wwwmichellenichole.blogspot.com/
Extra Credit
Lauren's Blog
http://laurenbyron.blogspot.com/
Joel's Blog [if the third blog isn't posted, comment upon "contradiction" blog]
http://joel-humanrights.blogspot.com/
Theresa's Blog [only leave a comment if ANY of the assigned blogs appear - they will be obvious]
http://tbzn3rdii3.blogspot.com/
The link below the student's name will connect them with the blog they're to review. Copy and paste the link into your browser bar. Students will be able to recognize the third blog assignment by finding "blog 3," or by looking for the text Lynch Law in All its Phases by Ida B Wells. If they cannot find the third blog assignment, students should direct themselves to the second blog assignment. Some students will leave comments on the same blog; don't worry about it.
In addition to commenting upon how the essay is written (directions, context, paragraph structure, keywords, quotation and citation, and critical thinking), please leave a couple sentences for the student about what is interesting about the blog ("This blog is interesting because...").
Extra Credit
At the end of this blog pairing you will find an extra credit assignment. Anyone who leaves an additional comment for the blogs on this list will receive extra credit in their reading quiz grades. Each comment is worth TWO reading quiz grades.
Names and Links
Glenn - Rashid's Blog
http://rashidsintrotolang.blogspot.com/
Christina - Dani's Blog
http://dstrubelbanks.blogspot.com/
Krystalee - Ana's Blog
http://anat2011.blogspot.com/
Christopher - Elyce's Blog [if you don't find her third blog, contact me]
http://elycelj.blogspot.com/
Kadeshia - Rajiv's Blog
http://rajiv1611.blogspot.com/
Liz - Moreen's Blog
http://moreent04.blogspot.com/
http://echoray.blogspot.com/
Javed - Juana's Blog
http://juanan0208.blogspot.com/
Lily - Adnan's Blog
http://arazz669.blogspot.com/
Camille - Cesia's Blog
http://cesia93.blogspot.com/
Jessica - Kathy's Blog
http://kathyvioleta.blogspot.com/
Jennifer - Moise's Blog
http://moisey93.blogspot.com/
Danny B.- Rudy's Blog
http://rudyj77.blogspot.com/
Evelyn - Joseph's Blog [right now there's no third blog - assess his latest blog if you don't see a third blog when you check this weekend]
http://bloggle2257.blogspot.com/
Amanda - Mohammad's Blog [he also goes by Aliou]
http://alioub.blogspot.com/
Jana - Melina's Blog
http://melinab1013.blogspot.com/
Danny K. - Arsenio's Blog
http://jaylanguage718.blogspot.com/
Gregory - Michelle's Blog
http://wwwmichellenichole.blogspot.com/
Extra Credit
Lauren's Blog
http://laurenbyron.blogspot.com/
Joel's Blog [if the third blog isn't posted, comment upon "contradiction" blog]
http://joel-humanrights.blogspot.com/
Theresa's Blog [only leave a comment if ANY of the assigned blogs appear - they will be obvious]
http://tbzn3rdii3.blogspot.com/
Peer Review Grading Grid; Essay Two
Grading Grid
1. Essay incorporates a minimum of two original research sources with proper quotation, citation, and works cited page; essay describes two different points on fast food assembly line (20%)
1 5 6 7 8 9 10
2 .Thesis statement addresses how feelings are made, who makes them, who feels them, and consequences of them (30%)
1 5 6 7 8 9 10
3. Essay contains “critical thinking” explanations in paragraphs that explain significance of feelings (20%)
1 5 6 7 8 9 10
4. Essay contains a revised sense of organization (topic sentences, unified paragraphs, transitions) (20%)
1 5 6 7 8 9 10
5. Essay contains a revised sense of style at the sentence level (free from major grammatical issues, has awareness of sentence boundaries) (10%)
1 5 6 7 8 9 10
1. Essay incorporates a minimum of two original research sources with proper quotation, citation, and works cited page; essay describes two different points on fast food assembly line (20%)
1 5 6 7 8 9 10
2 .Thesis statement addresses how feelings are made, who makes them, who feels them, and consequences of them (30%)
1 5 6 7 8 9 10
3. Essay contains “critical thinking” explanations in paragraphs that explain significance of feelings (20%)
1 5 6 7 8 9 10
4. Essay contains a revised sense of organization (topic sentences, unified paragraphs, transitions) (20%)
1 5 6 7 8 9 10
5. Essay contains a revised sense of style at the sentence level (free from major grammatical issues, has awareness of sentence boundaries) (10%)
1 5 6 7 8 9 10
Tuesday, October 18, 2011
Context and Main: Eating Animals
Jonathan Saffran Foer’s son motivated him to write his book on food ethics and factory farming, Eating Animals. In his introduction “Storytelling,” he talks about the role that digestion plays in storytelling, and how family bonds and tradition travel through food. For him, food both nourishes our bodies and helps us remember important stories about ourselves. The sensations of eating trigger memories, and childhood seems to play an important role in forming those memories – perhaps that’s why his son is so important to him. If we turn to the text by Dr. David Kessler, The End of Overeating, we might begin to learn why this is the case. Foods that are concentrated in sugar, fat, and salt help the brain’s reward center to stimulate the production of “opioids.” These endorphins go in the bloodstream and give our bodies feelings of being relaxed, comfortable, and blissful. Perhaps we can imagine, then, that the “palatable” foods we eat when we’re young give us such warm feelings throughout our life. They act as the cues for us to associate our food with those we care for, and love the most.
Foer, however, might not want to make the story here about opioids and food dependencies. In the closing section of the book, he recounts the time his Grandma ran away from the Nazi Germans during World War II. She was starving and sick from eating whatever she could find, including garbage. When she was near death, she encountered a Russian farmer who went into his house and gave her some pork. She refused to eat it. She explained to Saffran Foer, who was mystified at the decision: “if nothing matters, there’s nothing to save” (Foer 17). For her, only having a life of integrity and values was worth living. She would rather die for her identity – and her food traditions – than live doing something that went against her beliefs. Her beliefs were identical with her. This lingering line at the end of the introduction tells us something: that Saffran Foer wants to communicate the same thing. He wants to tell his son, something matters. Something is worth living for.
In the first chapter of Eating Animals Foer discusses his relationship with his dog, George. He elaborates on how odd it is to communicate with her. It is a task for him to openly communicate with his dog as an “other” being (Foer 23). For him, an “other” is a non-human “someone” (Foer 23). It is a life-form that can communicate, but not verbally. Like humans, the human-dog relationship involves vocal and physical communication; dogs, like people, have needs, emotions, and feelings. They have a kind of intelligence. Yet there remains a gap in consciousness. Foer describes the way that much of what is important between him and George remains hidden, like a secret. He and George can only be “photographs” to each other – images that obscure, at best, feelings that they can only guess at (Foer 24).
Monday, October 17, 2011
Library Visit Next Tuesday
Please be ON-TIME for the Library Visit. An in-class quiz will be given after the visit based on the session.
COME TO:
E101-B on Tuesday, 10/25, 9:15 AM – 10:15 AM
COME TO:
E101-B on Tuesday, 10/25, 9:15 AM – 10:15 AM
Summarizing Main Ideas: Eating Animals
Finding Main Ideas
In their first essays, most students had difficulty introducing the main ideas of a full text before discussing it and using quotation. To improve upon this skill, students will practice locating, defining, and summarizing the main ideas (so far) from Eating Animals. One dependable strategy is finding the author's keywords, defining them, and writing down why they're important to the text.
On their own, students will find (or create) one keyword from the reading this past weekend. When they have found it, students should note the page number, the keyword, and a brief definition. When this task is complete, students will Tweet that information in ONLY 140 characters.
After the entire class has Tweeted, students will observe what other students Tweeted and note each unique keyword that the class posts. Students should remember to write down the page numbers associated with those keywords.
When they have concluded this step, students will compose a "main ideas" context paragraph that introduces the text and its main ideas. They will then post this paragraph to their blog, and Tweet their blog to their fellow students.
In their first essays, most students had difficulty introducing the main ideas of a full text before discussing it and using quotation. To improve upon this skill, students will practice locating, defining, and summarizing the main ideas (so far) from Eating Animals. One dependable strategy is finding the author's keywords, defining them, and writing down why they're important to the text.
On their own, students will find (or create) one keyword from the reading this past weekend. When they have found it, students should note the page number, the keyword, and a brief definition. When this task is complete, students will Tweet that information in ONLY 140 characters.
After the entire class has Tweeted, students will observe what other students Tweeted and note each unique keyword that the class posts. Students should remember to write down the page numbers associated with those keywords.
When they have concluded this step, students will compose a "main ideas" context paragraph that introduces the text and its main ideas. They will then post this paragraph to their blog, and Tweet their blog to their fellow students.
Reading Quiz 8: Twittering Keywords as Critical Thinking
Directions
Go to your Twitter homepage. Read some of your classmates Tweets about the past weekend's reading for a couple minutes. Select one that interests you, and locate the passage in the text Eating Animals. First, paraphrase the passage in question. Next, create a "keyword" that fits the the passage. Define the keyword, and then use the keyword to explain something else from the reading (open book).
For examples of keywords, refer to the class activity this past Thursday.
Keywords
Keywords are important words or phrases. They can appear in the text or they can be terms that you create to describe something important in the text. To be a keyword, the important word or phrase must be defined in two ways. It must defined first for how it makes meaning in the specific passage from the text, but also it must be defined as a "big idea" that we can transfer to other passages and other texts. As a "big idea," the keyword becomes very valuable becomes it helps us define more than one thing (more than one situation, more than one event, more than one text, more than one conflict, more than one issue).
Go to your Twitter homepage. Read some of your classmates Tweets about the past weekend's reading for a couple minutes. Select one that interests you, and locate the passage in the text Eating Animals. First, paraphrase the passage in question. Next, create a "keyword" that fits the the passage. Define the keyword, and then use the keyword to explain something else from the reading (open book).
For examples of keywords, refer to the class activity this past Thursday.
Keywords
Keywords are important words or phrases. They can appear in the text or they can be terms that you create to describe something important in the text. To be a keyword, the important word or phrase must be defined in two ways. It must defined first for how it makes meaning in the specific passage from the text, but also it must be defined as a "big idea" that we can transfer to other passages and other texts. As a "big idea," the keyword becomes very valuable becomes it helps us define more than one thing (more than one situation, more than one event, more than one text, more than one conflict, more than one issue).
Thursday, October 13, 2011
LIB 110: Research Determination Forms
All students need to send in their Research Determination Form ASAP. I have received it from three groups.
Blog Three: The End of Overeating
Assignment
For their third blog, students will turn to The End of Overeating and their notes on it. Keeping in mind that the blog will be read by an outside audience, students will introduce the text and summarize the main ideas from it (context). They will then focus on a specific passage that they believe is especially important. They will practice a typical paragraph: set the immediate context for their readers, correctly quote and cite a key passage, paraphrase it, and then explain the meaning of the passage using a combination of critical thinking strategies.
Directions: Students should remember to GIVE DIRECTIONS to their reader, as well as USE their critical thinking strategies in the critical thinking section.
Twitter: Students should consider Tweeting by pressing the "T" button at the bottom of their blog (near the +1 symbol).
For their third blog, students will turn to The End of Overeating and their notes on it. Keeping in mind that the blog will be read by an outside audience, students will introduce the text and summarize the main ideas from it (context). They will then focus on a specific passage that they believe is especially important. They will practice a typical paragraph: set the immediate context for their readers, correctly quote and cite a key passage, paraphrase it, and then explain the meaning of the passage using a combination of critical thinking strategies.
Directions: Students should remember to GIVE DIRECTIONS to their reader, as well as USE their critical thinking strategies in the critical thinking section.
Twitter: Students should consider Tweeting by pressing the "T" button at the bottom of their blog (near the +1 symbol).
In Class Activity: Key Terms and Critical Thinking
Directions
In selected pairs, students will accomplish both of the following steps:
1. DEFINE KEYWORD: Students will define a keyword given to them by the professor. In their definitions, students should a) write down the keyword; b) write down it's immediate definition(s) in the text; c) paraphrase it; d) find an example of it.
2. CRITICAL THINKING: The pair of students will each share one of their Tweets about a passage with one another. Using their notes on critical thinking from a previous class, the students will practice a critical thinking strategy to expand the meaning of the passage. Students without a Tweet can use a passage from the keyword exercise to practice their critical thinking.
By the end of the activity, each student will have: a) at least one keyword, and b) at least two passages that reflect brainstorms about critical thinking.
In selected pairs, students will accomplish both of the following steps:
1. DEFINE KEYWORD: Students will define a keyword given to them by the professor. In their definitions, students should a) write down the keyword; b) write down it's immediate definition(s) in the text; c) paraphrase it; d) find an example of it.
2. CRITICAL THINKING: The pair of students will each share one of their Tweets about a passage with one another. Using their notes on critical thinking from a previous class, the students will practice a critical thinking strategy to expand the meaning of the passage. Students without a Tweet can use a passage from the keyword exercise to practice their critical thinking.
By the end of the activity, each student will have: a) at least one keyword, and b) at least two passages that reflect brainstorms about critical thinking.
Reading Quiz 7
Reading Quiz 7
Reflect on one of your Tweets from the reading last night. Paraphrase the passage and, now that you have more space, interpret it (explain what it means) from two perspectives (come to two different points). (3-4 sentences)
Reflect on one of your Tweets from the reading last night. Paraphrase the passage and, now that you have more space, interpret it (explain what it means) from two perspectives (come to two different points). (3-4 sentences)
Wednesday, October 12, 2011
Don't Forget About TWITTER
Myself and your Tweeting classmates are looking forward to your Tweets about THE END OF OVEREATING!
Tuesday, October 11, 2011
LIB 110: Finalizing the Research Determination Form & Turning in Worksheets
Research Determination Form
Page One
Project Director: Dr. Justin Rogers-Cooper
Phone:
E-mail: jrogers@lagcc.cuny.edu, (group contact email)
Mailing Address
Project Title: (Group Project Title here)
College: LaGuardia Community College
Department/School: English
Page Two
In notes, each group member should know the definition of "human subject," "intervention," "interaction," and "private information." These terms should appear in the proper context in the Research Determination Form application.
Page Three
A. Duration of Project
Groups should describe here the following (in sentences):
- the overall length of the project (this semester)
- the length of the time they will be INTERACTING with HUMAN SUBJECTS
- the length of time they expect to VIDEO with HUMAN SUBJECTS
- anything else
B. Description
Groups should produce a one page rationale (broken into unified paragraphs) that addresses:
- the reason(s) for the project
- the motivation for the project
- what questions the project hopes to answer
- how the data will be collected (specifically the dates, the persons, who in the group will collect it)
- how the data will be analyzed (who will do the analysis, and when)
- what data from living subjects is involved
- what the student's ethical policies are for approaching human subjects and interviewing them
- describe the end project (what kind of video they are making, what the video will look like, what they want audiences and viewers to learn from the video, whether the video is going into their e-portfolio)
C. Description of human subjects
- Descriptions must be specific (names, dates, locations)
- more detailed description of what data students are going to collect and how it will be analyzed
D. Recruitment plan
- exact dates and times that specific group members will recruit human subjects
- detailed description about how group members will recruit subjects
E. Comments
- anything groups want to add
Worksheet Reports
All future reports about what individuals did for the group should be as specific as possible to receive credit.
If the report says someone "typed up some information" and someone else "typed up some more information," you must report what information was typed up and for what purpose.
Page One
Project Director: Dr. Justin Rogers-Cooper
Phone:
E-mail: jrogers@lagcc.cuny.edu, (group contact email)
Mailing Address
Project Title: (Group Project Title here)
College: LaGuardia Community College
Department/School: English
Page Two
In notes, each group member should know the definition of "human subject," "intervention," "interaction," and "private information." These terms should appear in the proper context in the Research Determination Form application.
Page Three
A. Duration of Project
Groups should describe here the following (in sentences):
- the overall length of the project (this semester)
- the length of the time they will be INTERACTING with HUMAN SUBJECTS
- the length of time they expect to VIDEO with HUMAN SUBJECTS
- anything else
B. Description
Groups should produce a one page rationale (broken into unified paragraphs) that addresses:
- the reason(s) for the project
- the motivation for the project
- what questions the project hopes to answer
- how the data will be collected (specifically the dates, the persons, who in the group will collect it)
- how the data will be analyzed (who will do the analysis, and when)
- what data from living subjects is involved
- what the student's ethical policies are for approaching human subjects and interviewing them
- describe the end project (what kind of video they are making, what the video will look like, what they want audiences and viewers to learn from the video, whether the video is going into their e-portfolio)
C. Description of human subjects
- Descriptions must be specific (names, dates, locations)
- more detailed description of what data students are going to collect and how it will be analyzed
D. Recruitment plan
- exact dates and times that specific group members will recruit human subjects
- detailed description about how group members will recruit subjects
E. Comments
- anything groups want to add
Worksheet Reports
All future reports about what individuals did for the group should be as specific as possible to receive credit.
If the report says someone "typed up some information" and someone else "typed up some more information," you must report what information was typed up and for what purpose.
Blogging the Writing Workshop: First Hour
Executive Feelings? One of you mentioned that you'd like to look at Currier J. Holman for the second assignment. Remembering that the second assignment is about feelings, I see no reason why not. We can add the group of "executives" to the groups already mentioned: fast food kitchen workers, chicken growers, cattle ranchers, slaughterhouse supervisors, slaughterhouse immigrants, slaughterhouse workers, and slaughterhouse animals. Are we missing anything?
Rough Drafting At this stage of the assignment, it's important for students to:
- review the second assignment
- generate writing based on any and all aspects of the assignment (listing, brainstorms, clustering)
- begin sketching a "tentative" thesis statement
- begin collecting passages to use from Fast Food Nation
- note whether or not they'd like to use a passage from The End of Overeating
- look ahead to passages from our next big text, Eating Animals
- consider passages from texts from other courses in the cluster
Peer Review It really hurt some of you who had nothing for the first essay Peer Review. We must continue to write a little bit each day and each week, and leave plenty of time to revise.
Grading Grids Some of you didn't choose to use the Grading Grid as a "checklist" for the first essay. As you move through to the second essay, refer back to the second essay Grading Grid.
Rough Drafting At this stage of the assignment, it's important for students to:
- review the second assignment
- generate writing based on any and all aspects of the assignment (listing, brainstorms, clustering)
- begin sketching a "tentative" thesis statement
- begin collecting passages to use from Fast Food Nation
- note whether or not they'd like to use a passage from The End of Overeating
- look ahead to passages from our next big text, Eating Animals
- consider passages from texts from other courses in the cluster
Peer Review It really hurt some of you who had nothing for the first essay Peer Review. We must continue to write a little bit each day and each week, and leave plenty of time to revise.
Grading Grids Some of you didn't choose to use the Grading Grid as a "checklist" for the first essay. As you move through to the second essay, refer back to the second essay Grading Grid.
In-Class Workshop
FIRST HOUR WORKSHOP: THINKING THROUGH ESSAY TWO
First, all students should email the professor at jrcqueens@yahoo.com like this:
Subject: Essay One Comments
Message: Your Name
Students should use this class to concentrate on three things: 1) beginning their draft for essay two (if they haven't started already); 2) going over comments on essay one, and noting whether or not they'll revise; 3) Finishing their LIB 110 Production Team documents.
Drafting Essay Two
Go over the essay two assignment. Then scan the following website and note all the various emotions they could explore in the assignment (take notes):
http://en.wikipedia.org/wiki/List_of_emotions
Then students can turn to page 12 in the Hacker text. Note the section on annotation. Then turn to page 13. After reading about "listing," students should produce a "brainstorm" about possible directions for essay two. Some students may want to "cluster" their list afterwords.
Next, students can formulate a tentative thesis. This doesn't have to be the thesis students keep throughout, but it will be the thesis for the working draft. Students always are strongly encouraged to revise their thesis statements.
Begin to sketch a plan. How will you support the thesis? Begin to locate passages in Fast Food Nation. Also consider Food, Inc.
Students are encouraged to draft as much of their essay as possible in the first hour of class.
SECOND HOUR WORKSHOP: ASSESSING ESSAY ONE & LIB 110 PRODUCTION TEAMS
After reading the comments they received on their essays, students should write a letter to the professor that addresses the following issues:
- Do they understand the professor comments?
- Do they plan to revise the essay for a higher grade? If so, what is their timetable for revision? What will they prioritize for revision?
- If they are required to revise, do they understand why? What is their timetable for revision? What will they prioritize for revision?
- If students did not turn in an essay, they must make a mandatory meeting with the professor during Office Hours within the next seven college weekdays.
LIB 110 Production Teams
After writing their letters to the professor, students should gather into their teams and finalize their LIB 110 documents. At the end of the hour, students should turn in the completed form and send the professor any attached matter. Students should also turn in a brief paragraph explaining what they personally did to work on the assignment in the past week.
If a group is unable to turn in the document and its supporting material by the end of class, the group needs to submit an action timetable for how they will get the required documents to the professor in the next 24 hours. All groups or students who cannot turn in the documents within this time-frame must sign a piece of paper acknowledging that they have risked their project and grades for LIB 110.
First, all students should email the professor at jrcqueens@yahoo.com like this:
Subject: Essay One Comments
Message: Your Name
Students should use this class to concentrate on three things: 1) beginning their draft for essay two (if they haven't started already); 2) going over comments on essay one, and noting whether or not they'll revise; 3) Finishing their LIB 110 Production Team documents.
Drafting Essay Two
Go over the essay two assignment. Then scan the following website and note all the various emotions they could explore in the assignment (take notes):
http://en.wikipedia.org/wiki/List_of_emotions
Then students can turn to page 12 in the Hacker text. Note the section on annotation. Then turn to page 13. After reading about "listing," students should produce a "brainstorm" about possible directions for essay two. Some students may want to "cluster" their list afterwords.
Next, students can formulate a tentative thesis. This doesn't have to be the thesis students keep throughout, but it will be the thesis for the working draft. Students always are strongly encouraged to revise their thesis statements.
Begin to sketch a plan. How will you support the thesis? Begin to locate passages in Fast Food Nation. Also consider Food, Inc.
Students are encouraged to draft as much of their essay as possible in the first hour of class.
SECOND HOUR WORKSHOP: ASSESSING ESSAY ONE & LIB 110 PRODUCTION TEAMS
After reading the comments they received on their essays, students should write a letter to the professor that addresses the following issues:
- Do they understand the professor comments?
- Do they plan to revise the essay for a higher grade? If so, what is their timetable for revision? What will they prioritize for revision?
- If they are required to revise, do they understand why? What is their timetable for revision? What will they prioritize for revision?
- If students did not turn in an essay, they must make a mandatory meeting with the professor during Office Hours within the next seven college weekdays.
LIB 110 Production Teams
After writing their letters to the professor, students should gather into their teams and finalize their LIB 110 documents. At the end of the hour, students should turn in the completed form and send the professor any attached matter. Students should also turn in a brief paragraph explaining what they personally did to work on the assignment in the past week.
If a group is unable to turn in the document and its supporting material by the end of class, the group needs to submit an action timetable for how they will get the required documents to the professor in the next 24 hours. All groups or students who cannot turn in the documents within this time-frame must sign a piece of paper acknowledging that they have risked their project and grades for LIB 110.
Saturday, October 8, 2011
Blog Comments, Twitter, Office Hours
Students were assigned each other's blogs in class. If you did not get assigned another student's blog, please EMAIL me ASAP or leave a COMMENT to this message.
Please remember to post your Tweets. I see that some of you went ahead and posted four Tweets. Congratulations. You will have six by the end of next week. We're going to use some of the Tweets for class activities soon, so let's get in the habit of this. Some of you may be able to download the Twitter APP for your phones.
Some of you also expressed an interest in seeing my during my office hours this coming week. Wednesday morning (9-11.30am) could work, as well as Thursday (3.15-4.30). Please contact me if you'd like to set something up.
Please remember to post your Tweets. I see that some of you went ahead and posted four Tweets. Congratulations. You will have six by the end of next week. We're going to use some of the Tweets for class activities soon, so let's get in the habit of this. Some of you may be able to download the Twitter APP for your phones.
Some of you also expressed an interest in seeing my during my office hours this coming week. Wednesday morning (9-11.30am) could work, as well as Thursday (3.15-4.30). Please contact me if you'd like to set something up.
Thursday, October 6, 2011
Reading Quiz Five: Feedlots and Recalls
Answer one of the following two questions.
1. In addition to grain, what have the food corporations decided to feed the cattle, and why? Is this diet the main reason that meat becomes toxic, or one of several reasons? What would be the others?
2. How did the Reagan and Bush administration help the meat corporations first "deregulate" their factories from democratic oversight? How have the meat corporations made sure that the US government will support its business strategies?
1. In addition to grain, what have the food corporations decided to feed the cattle, and why? Is this diet the main reason that meat becomes toxic, or one of several reasons? What would be the others?
2. How did the Reagan and Bush administration help the meat corporations first "deregulate" their factories from democratic oversight? How have the meat corporations made sure that the US government will support its business strategies?
Tuesday, October 4, 2011
LIB 110: Revising the Project Document(s)
DOCUMENTS
1. Create a detailed "master plan" with dates and assigned roles. Explain what will be accomplished by each date.
2. Create a "rationale" document that will work for IRB forms.
3. Create a "role sheet" with individual's names and their roles. Print this document. Each individual should sign this document by next class.
DEADLINES:
The Research Determination Form MUST BE READY at the end of class TUESDAY, OCT 11th.
1. Create a detailed "master plan" with dates and assigned roles. Explain what will be accomplished by each date.
2. Create a "rationale" document that will work for IRB forms.
3. Create a "role sheet" with individual's names and their roles. Print this document. Each individual should sign this document by next class.
DEADLINES:
The Research Determination Form MUST BE READY at the end of class TUESDAY, OCT 11th.
Reading Quiz Four: The IBP Revolution
What has been the effect of the IBP revolution on worker safety? Why hasn't OSHA stepped in? (4-7 sentences). Give examples from the text to support your answers.
Essay Assignment Two
ENG 101: Essay Two
Dr. Justin Rogers-Cooper
Essay Title: The Feelings That Make Fast Food
See Syllabus for important dates
Length: 4-5 pages (minimum 750 words)
Goal: To write an essay that (1) uses investigative research to (2) discover the feelings on the long assembly line of fast food so that (3) students can communicate original arguments about the emotional facts of fast food production.
Description: It can be argued that corporations influence consumers to buy their food products by creating positive feelings about their brands, and also about the act of consumption itself. This is certainly true of the fast food industry, and to that end we examined the production of “brand essence” in the first assignment. This essay asks you to consider the “feelings” at earlier stages of the assembly line.
With Fast Food Nation as your inspiration, this essay asks you to become your own investigative researcher. Your assignment is to research the feelings that arise during the production of fast food. The stages of food production that you will research will be the fast food kitchen and the CAFOs (Concentrated Animal Feeing Operations) – the factory farms. The feelings that you find could come from the workers, the supervisors, the “growers” or ranchers, or the animals.
Your argumentative/thesis statement will be present in your introduction. It will communicate to your readers what feelings you found in your research, and will explain what you believe is the significance of those findings.
Research Agenda
For the essay, you will research fast food kitchens, CAFOs, and/or other growing/ranching sites where fast food has its origins. Narrow your research by asking the following question: what feelings are made here?
Your goal is communicate to readers who is feeing what, why they are feeling that way, what causes those feelings, what effect those feelings have, and why these feelings might be significant.
You must find at least one source for every location that you research. For example, you should find a source on
**fast food kitchens
** a source on CAFOs,
** and/or a source on ranchers/growers.
You may use Fast Food Nation or the film Food, Inc. as a source for this assignment, but you must find at least two other sources, including one academic/peer reviewed source. There is no limit to sources that a student can use.
The minimum sources a student must include are two academic sources other than Fast Food Nation and Food, Inc.
We will also use our library visit ON TUESDAY 10/25 from 9.15-10.15 am as an opportunity to review and learn techniques for research. Students are also strongly encouraged to visit a fast food restaurant first-hand to observe how feelings are made there.
Interviews with workers are possible, but students must incur the risks of this investigative strategy on their own. They are *not* required, although some students have found them useful in the past.
Students with personal experience are strongly encouraged to use them in their essays (especially introductions and conclusions), but they will *not* substitute for academic sources.
Introduction
The essay requires that you produce a statement in your introduction that clarifies, defines, and explains what you see as the major relationship between the feelings of two different places in the chain of production and consumption that makes fast food possible. In this statement, you will have to say what your research means, and use the rest of the essay to support this idea.
Thesis: The important 2-3 sentence argumentative statement in the introduction that provides a map of what follows in the essay.
Topic Sentences/Topic centered paragraphs: Topic sentences should describe what follows in the paragraph.
Transitions: Sentences that link paragraphs in the essay together.
Peer Review: Students that miss peer review must take their essays to the Writing Center.
Writing Center: Students are strongly encouraged to attend the Writing Center, but will not receive extra credit.
Grading Grid
Essay incorporates a minimum of two original research sources with proper quote integration, in-text citations, and works cited page (20%)
1 5 6 7 8 9 10
Essay explains two different stages of the assembly line and organizes a coherent thesis statement how feelings are made, by who, for what purpose, and what their effects are (30%)
1 5 6 7 8 9 10
Essay contains a 2-3 sentence “critical thinking” explanations in several research paragraphs that fully explain the significance of feelings discovered in research (20%)
1 5 6 7 8 9 10
Essay contains a revised sense of organization (topic sentences, unified paragraphs, transitions) (20%)
1 5 6 7 8 9 10
Essay contains a revised sense of style at the sentence level (free from major grammatical issues, has awareness of sentence boundaries) (10%)
1 5 6 7 8 9 10
Monday, October 3, 2011
Issues from the Letters
Issues from the Letters:
1. conclusions/concluding paragraphs
2. Many people said a critical thinking strategy they employed was "explaining quotes." This isn't a strategy we went over in class.
3. paraphrasing
4. People revealed problems getting "stuck" or "overthinking" during the introduction
5. the problem of "repetition"
Highlights:
"To be honest with you my writing process was endless. With what I started out with at least 50% of it has changed over the period. Everyday or every other day I would edit sentences, change words, move paragraphs and subtract paragraphs also. It seemed endless. At times I got frustrated because I wanted to make my writing stand out, while keeping it simple and sticking to the topic. So what I found was easiest was writing each paragraph like we did in class following the same guidelines. Instead of doing the entire essay, I found that when I did the essay paragraph by paragraph I had stronger topic sentences, and more organized details and somewhat of a better flow to each paragraph. Throughout this process I also made a lot of minor errors...
I worked with two other people for Peer Review and it went great. The two people found a lot of small errors which were important. One helped me fix two of my run ons. And another helped me establish a new idea to my thesis that made a world of sense to me."
***
"My essay evolved a lot over the past three weeks. I had to change my opening paragraph a lot. I had to put a brief summary about what the reader was going to be reading about and also give them a little information about the author. Being that I kept on adding more information and discussing more topics, I would go back to my first paragraph and make sure that its been told that I was going to be discussing that topic."
1. conclusions/concluding paragraphs
2. Many people said a critical thinking strategy they employed was "explaining quotes." This isn't a strategy we went over in class.
3. paraphrasing
4. People revealed problems getting "stuck" or "overthinking" during the introduction
5. the problem of "repetition"
Highlights:
"To be honest with you my writing process was endless. With what I started out with at least 50% of it has changed over the period. Everyday or every other day I would edit sentences, change words, move paragraphs and subtract paragraphs also. It seemed endless. At times I got frustrated because I wanted to make my writing stand out, while keeping it simple and sticking to the topic. So what I found was easiest was writing each paragraph like we did in class following the same guidelines. Instead of doing the entire essay, I found that when I did the essay paragraph by paragraph I had stronger topic sentences, and more organized details and somewhat of a better flow to each paragraph. Throughout this process I also made a lot of minor errors...
I worked with two other people for Peer Review and it went great. The two people found a lot of small errors which were important. One helped me fix two of my run ons. And another helped me establish a new idea to my thesis that made a world of sense to me."
***
"My essay evolved a lot over the past three weeks. I had to change my opening paragraph a lot. I had to put a brief summary about what the reader was going to be reading about and also give them a little information about the author. Being that I kept on adding more information and discussing more topics, I would go back to my first paragraph and make sure that its been told that I was going to be discussing that topic."
Letter to Professor: Blogs and Twitter
Did you complete blog assignment one?
Did you complete blog assignment two? If so, explain your strategy for completing the blog. If not, what was the largest obstacle to you completing the blog?
Do you have an account with Twitter? If so, have you used your account? If you have used your account, how would you describe the Tweeting process? If you haven't used your account, why not?
If you don't have an account with Twitter, why is that?
How often do you check the main blog page for this course? Do you think you would feel more knowledgeable about the class if you did? Why or why not?
Did you complete blog assignment two? If so, explain your strategy for completing the blog. If not, what was the largest obstacle to you completing the blog?
Do you have an account with Twitter? If so, have you used your account? If you have used your account, how would you describe the Tweeting process? If you haven't used your account, why not?
If you don't have an account with Twitter, why is that?
How often do you check the main blog page for this course? Do you think you would feel more knowledgeable about the class if you did? Why or why not?
Letter To Professor: Assignment One
If you are turning in your first assignment today, please answer the following questions: How would you describe your writing process for this essay (in other words, how did the draft evolve over the past three weeks)? Did you workshop your essay in Peer Review? How many suggestions did you incorporate from Peer Review? What kind of critical thinking strategies did you employ in your paragraphs, and why do you think they're effective? How confident are you in the essay? What do you think is still the largest problem with the essay? What will you do differently next time, for assignment two?
If you do not have an essay to turn in today, please answer the following questions: What is the reason you don't have your essay today? At what point in your writing process did you realize you couldn't complete the assignment? What actions did you take when you realized this? Did you workshop your essay in Peer Review? If so, did you revise the essay after the Peer Review? If not, why didn't you bring an essay to Peer Review? How many hours a week are you working? Do you have any other work responsibilities I should know about? How many hours a week do you spend on television, internet, socializing, and other non-education related activities? Are you confident that you're spending enough time on your education, or is another factor involved? What is the factor, or what are the factors?
If you do not have an essay to turn in today, please answer the following questions: What is the reason you don't have your essay today? At what point in your writing process did you realize you couldn't complete the assignment? What actions did you take when you realized this? Did you workshop your essay in Peer Review? If so, did you revise the essay after the Peer Review? If not, why didn't you bring an essay to Peer Review? How many hours a week are you working? Do you have any other work responsibilities I should know about? How many hours a week do you spend on television, internet, socializing, and other non-education related activities? Are you confident that you're spending enough time on your education, or is another factor involved? What is the factor, or what are the factors?
Wednesday, September 28, 2011
Blog Assignment Two: Explaining Contradictions
Contradictions are statements that assert claims that cannot really be true. We could also think of contradictions as statements or arguments that seem inconsistent. For example, the McDonald's memos said that the McDonald's brand essence should work because parents "want the kids to love them...it makes them feel like a good parent" (Schlosser 50).This statement is a contradiction because if McDonalds' actually cared about parent-child relationships they would strongly encourage parents to develop relationships based on trust, mutual respect, and love - not a happy meal or a visit to a Playland. Contradiction is a form of saying one thing and doing another. We could also think of contradiction as a form of conflict. When one thing disagrees with another thing, they contradict.
For this blog, students should find a contradiction in a text from the course. They should then compose a blog that 1) names the contradiction, 2) explains the contradiction, and 3) investigates what they think the contradiction means. Students shouldn't feel the need to take a side, but rather to identify the conflict from a neutral position.
In the above example, the contradiction between McDonald's advertising and its corporate memos points to the tension in the need for marketing to exploit emotional insecurities in consumers in order to win their business. This tension means that the company whose slogans and commercials appeal directly to positive emotions only work because those positive emotions replace the negative emotions that already exist in family life between parents and children. Ironically, working parents are working long hours in part because "McJobs" pay so little. Little leisure time leaves parents with no time to cook homemade meals, and no energy to play with their own children. They then take their children to McDonalds, which is a reason they are so tired and poor in the first place. Without saying whether or not McDonald's is good or bad, the contradiction between McDonald's advertising, its motivations, and its "reality" allows us to explore how the fast food system works.
The contradiction will probably appear in one or more places in the text, or in a couple texts. Students can focus on whatever passage or moment they want to focus on. Students should quote and cite examples in their blog.
It will be up to each student to choose whatever contradiction he or she concentrates on. They should introduce their contradiction by giving it a specific name. They should remember to introduce any course texts to outside readers.
In this blog, students will practice: summary, direct quotation, citation, and analysis.
For this blog, students should find a contradiction in a text from the course. They should then compose a blog that 1) names the contradiction, 2) explains the contradiction, and 3) investigates what they think the contradiction means. Students shouldn't feel the need to take a side, but rather to identify the conflict from a neutral position.
In the above example, the contradiction between McDonald's advertising and its corporate memos points to the tension in the need for marketing to exploit emotional insecurities in consumers in order to win their business. This tension means that the company whose slogans and commercials appeal directly to positive emotions only work because those positive emotions replace the negative emotions that already exist in family life between parents and children. Ironically, working parents are working long hours in part because "McJobs" pay so little. Little leisure time leaves parents with no time to cook homemade meals, and no energy to play with their own children. They then take their children to McDonalds, which is a reason they are so tired and poor in the first place. Without saying whether or not McDonald's is good or bad, the contradiction between McDonald's advertising, its motivations, and its "reality" allows us to explore how the fast food system works.
The contradiction will probably appear in one or more places in the text, or in a couple texts. Students can focus on whatever passage or moment they want to focus on. Students should quote and cite examples in their blog.
It will be up to each student to choose whatever contradiction he or she concentrates on. They should introduce their contradiction by giving it a specific name. They should remember to introduce any course texts to outside readers.
In this blog, students will practice: summary, direct quotation, citation, and analysis.
Grading Grid for Blogs, Blog Comments, and Twitter
ENG 101 Language of Human Rights Grading Grid: Blog, Blog Comment, Twitter
Name
1. Blog meets assignment criteria; blog contains effective topic sentences, correct direct quotation and citation (25%)
1 5 6 7 8 9 10
2. Blog provides reader with context, textual introduction, and directions (25%)
1 5 6 7 8 9 10
3. Blog comment addresses writing strategies discussed in class (25%)
1 5 6 7 8 9 10
4. Blog comment offers specific suggestions for revision (25%)
1 5 6 7 8 9 10
Total:
Tweets (out of 2)
/2
Tuesday, September 27, 2011
Forms to Know
LaGuardia Human Subject form Information:
http://www.lagcc.cuny.edu/irb/
CUNY-wide IRB information, with downloads. See: Research Determination Form.
http://www.cuny.edu/research/ovcr/human-subjects-research/forms-research.html
http://www.lagcc.cuny.edu/irb/
CUNY-wide IRB information, with downloads. See: Research Determination Form.
http://www.cuny.edu/research/ovcr/human-subjects-research/forms-research.html
Start Using Twitter!
Everyone should be following everyone else on Twitter. I have been keeping count of Tweets for a week. Let's move forward.
LIB 110: Detailing the Plan
Directions:
1. Individually, students will (1) make a list of the steps they need to take to create their video. The steps should be in chronological order. Next, they will (2) begin composing a paragraph that justifies their project to an outside authority at the college. They should answer the following questions:
* What is the tentative name of the project?
* What questions will the project address?
* What do they think the project will show when it's done?
* Why is it important for this project to be undertaken?
2. Students will enter their teams and compare steps. Each group will do two things:
* Each team must produce a "master plan" for what needs to happen and when. This plan must specify dates.
* Each team must be produce a "master rationale." This will provide the answers to the questions above.
3. Each team must come up with a "ethics plan" for contacting individuals inside and outside the LaGuardia community.
* How will you identify yourself? How will you identify the project?
* How will you set up interviews?
* How will you conduct research before interviews?
* How will you record interviews?
* What ethical guidelines will you follow during interviews?
4. All students must turn in the master plan and master rationale by the end of the hour.
Students will work in the following gender-balanced teams:
C3G Productions : Christina, Gregory, Christopher, Carol
The Wolf Pack Production: Krystalee, Danny K., Amanda, Javed
Feed Me Productions: Anggie, Kadeshia, Jessica, Juan, Liz
Life Behind Food Productions: Nikhal, Lily, Glenn, Danny B., Audrey
Get Your Eat On Productions: Camille, Jennifer, Jana, Evelyn, Dionne
1. Individually, students will (1) make a list of the steps they need to take to create their video. The steps should be in chronological order. Next, they will (2) begin composing a paragraph that justifies their project to an outside authority at the college. They should answer the following questions:
* What is the tentative name of the project?
* What questions will the project address?
* What do they think the project will show when it's done?
* Why is it important for this project to be undertaken?
2. Students will enter their teams and compare steps. Each group will do two things:
* Each team must produce a "master plan" for what needs to happen and when. This plan must specify dates.
* Each team must be produce a "master rationale." This will provide the answers to the questions above.
3. Each team must come up with a "ethics plan" for contacting individuals inside and outside the LaGuardia community.
* How will you identify yourself? How will you identify the project?
* How will you set up interviews?
* How will you conduct research before interviews?
* How will you record interviews?
* What ethical guidelines will you follow during interviews?
4. All students must turn in the master plan and master rationale by the end of the hour.
Students will work in the following gender-balanced teams:
C3G Productions : Christina, Gregory, Christopher, Carol
The Wolf Pack Production: Krystalee, Danny K., Amanda, Javed
Feed Me Productions: Anggie, Kadeshia, Jessica, Juan, Liz
Life Behind Food Productions: Nikhal, Lily, Glenn, Danny B., Audrey
Get Your Eat On Productions: Camille, Jennifer, Jana, Evelyn, Dionne
Critical Thinking: Making Connections, Showing Relationships
Critical thinking tends to become most visible in essays in the second half of supporting, body paragraphs. After students have paraphrased their direct quote for readers, they then must turn to the important task of interpreting that quote, or saying what it means. This usually gives students the opportunity to demonstrate their creative intellectual powers.
Students should think of the critical thinking section as a location for multiple meanings. It is fine to offer two or more perspectives on the meaning of a quote.
* Connect the quoted material and passage back to your overall thesis statement. Highlight, perhaps, one of the big ideas from the thesis statement.
* Just after the paraphrase is usually an occasion for "close-reading," or the special practice of explaining what specific words from the quote mean.
* Introduce a keyword. Define the keyword. This will spur students to explain relationships between one idea and another. Students can then connect one idea from the text to another.
* Connect the material to another passage from the book. Find a "theme" that can shows up in the quoted material and one that appears, perhaps in another form, in another moment of the text.
* Refer the reader to another text altogether, or information from outside the text. Connect the paragraph to an idea from another course, or from another text in the same course.
Students should think of the critical thinking section as a location for multiple meanings. It is fine to offer two or more perspectives on the meaning of a quote.
* Connect the quoted material and passage back to your overall thesis statement. Highlight, perhaps, one of the big ideas from the thesis statement.
* Just after the paraphrase is usually an occasion for "close-reading," or the special practice of explaining what specific words from the quote mean.
* Introduce a keyword. Define the keyword. This will spur students to explain relationships between one idea and another. Students can then connect one idea from the text to another.
* Connect the material to another passage from the book. Find a "theme" that can shows up in the quoted material and one that appears, perhaps in another form, in another moment of the text.
* Refer the reader to another text altogether, or information from outside the text. Connect the paragraph to an idea from another course, or from another text in the same course.
Control and Profits
The fast food companies rely on meatpacking companies to generate the food products consumers will purchase. They know that meat products must be uniform and cheap. In order to keep meat products cheap the meatpacking corporations exert acute control over the production process. Their power comes from this control, and this power leads directly to real material profits.
First, the companies act as an oligopsony: a group of buyers that have enormous power of cattle ranchers because they are few and the ranchers many (117). Additionally, the meatpacking companies have “captive” cattle supplies to put downward pressure on cattle prices when ranchers go above their desired price. Once the meat has been processed, the final costs are kept down by the fast food companies themselves. They hire “marginalized workers,” or vulnerable workers that are disabled, immigrants, or elderly (71). Paid with a minimum wage, these workers can’t complain out of desperation. They serve the meat products to consumers, and lack better choices.
First, the companies act as an oligopsony: a group of buyers that have enormous power of cattle ranchers because they are few and the ranchers many (117). Additionally, the meatpacking companies have “captive” cattle supplies to put downward pressure on cattle prices when ranchers go above their desired price. Once the meat has been processed, the final costs are kept down by the fast food companies themselves. They hire “marginalized workers,” or vulnerable workers that are disabled, immigrants, or elderly (71). Paid with a minimum wage, these workers can’t complain out of desperation. They serve the meat products to consumers, and lack better choices.
Monday, September 26, 2011
Stroking
In Fast Food Nation Eric Schlosser discusses the concept of “stroking,” which is a psychological technique used by fast food managers to encourage positive emotions in employees. This is a necessary part of company strategy because these workers are otherwise alienated from their work, as it’s “deskilled,” repetetive, and low-paying.
Stroking can also be a useful way to understand an anecdote from a subsequent chapter about selling “success” to middle-management employees of the fast food chains. In this later example, Schlosser explains how celebrity speakers at a “Success Authority” convention tell platitudes to the attendees about achieving their dreams through hard-work and self-confidence.
Both of these instances of stroking seem to imply that forging temporary emotional connections in workers is a necessary part of supplementing work that’s unattractive or not emotionally fulfilling on its own, no matter what position in the corporate heirarchy that variuos workers belong to. While the profit motive makes sense for companies as a whole, it’s often not enough to fulfill individual workers within the company.
Thursday, September 22, 2011
TWITTER: Follow ME: JRCFOODETHICS
Some of you have not posted your Twitter ID's on your blog.
All of you should now search for each other on Twitter, as well as for myself. When you find someone from the class, "follow" them. Some of you will not get credit for today's assignment. You can start Tweeting by completing the assignment for Monday.
All of you should now search for each other on Twitter, as well as for myself. When you find someone from the class, "follow" them. Some of you will not get credit for today's assignment. You can start Tweeting by completing the assignment for Monday.
Blog Link Malfunctions
Jessica, we can't get into you blog without registering on your blog site. Can you please use a blogger.com blog so we can see your work? Also, what is your Twitter ID?
Camille, your link isn't working! Can you re-send the URL?
Audrey, there's no blog and no Twitter ID!
Camille, your link isn't working! Can you re-send the URL?
Audrey, there's no blog and no Twitter ID!
SURVEY!!!!
If you have not taken this survey yet, take it!!!!!!!!
https://www.surveymonkey.com/s/Community2-0_StudentPreSurvey_Fall2011
https://www.surveymonkey.com/s/Community2-0_StudentPreSurvey_Fall2011
Weekend Blog Response
The list below links students to their assigned blog.
Javed- Evelyn
Danny K. - Kadeshia
Danny B. - Jennifer
Jana - Audrey
Carol - Liz
Camille - Jessica
Amanda - Christopher
Gregory - Anggie
Krystalee - Christina
Lily - Nikhal
If for some reason I have not paired you, email me ASAP at jrogers@lagcc.cuny.edu
Javed- Evelyn
Danny K. - Kadeshia
Danny B. - Jennifer
Jana - Audrey
Carol - Liz
Camille - Jessica
Amanda - Christopher
Gregory - Anggie
Krystalee - Christina
Lily - Nikhal
If for some reason I have not paired you, email me ASAP at jrogers@lagcc.cuny.edu
Grading Grid: Assignment One Peer Review and Revision
Grading Grid Assignment One: Corporate Food and Labor
ENG 101: The Ethics of Food
Name:
1. Thesis Statement: defines relationship between food companies and food workers; two-three sentence thesis statement expands upon that definition; introduction provides context (text(s), author(s)); opening anecdote (20%)
1 5 6 7 8 9 10
2. Body Paragraphs: topic sentences refer to thesis statement; summarizes relevant moments from text; provides analysis of relevant evidence (30%)
1 5 6 7 8 9 10
3. Direct Quote and Citation: correct citation; paraphrase follows quotes; analysis extends arguments; (20%)
1 5 6 7 8 9 10
4. Conclusion: Introduces new aspect of essay for reader’s consideration; provides memorable concluding statement (10%)
1 5 6 7 8 9 10
5. Sentence Structure: Sentences are free from distracting errors; they contain obvious polish; there’s evidence they were read out loud (10%)
1 5 6 7 8 9 10
6. Context and Audience: Texts contain proper introduction; chapters contain proper introduction; key words are explained; (10%)
1 5 6 7 8 9 10
Key Suggestions:
Reading Quiz Three: Ethics of Food
Directions
Briefly answer one of the two following sets of questions. Students should answer in their own words. If students use language from the text, they should correctly cite the text. It is not necessary to cite the text.
Skill: Summary
1. Explain why the fries "taste good." Why does processed food have flavor? Does the flavor come from the food? Give specific examples. (4-5 sentences).
2. What do independent ranchers have in common with chicken growers?
Open note, or open text with annotations.
Briefly answer one of the two following sets of questions. Students should answer in their own words. If students use language from the text, they should correctly cite the text. It is not necessary to cite the text.
Skill: Summary
1. Explain why the fries "taste good." Why does processed food have flavor? Does the flavor come from the food? Give specific examples. (4-5 sentences).
2. What do independent ranchers have in common with chicken growers?
Open note, or open text with annotations.
Peer Review Guidelines and Response
You will always need three copies of your essay brought to class for peer review.
Peer Review is a necessary part of revising writing assignments in stages. It’s beneficial to writers to always be writing for an audience. It’s beneficial for student readers to see how other students approach similar writing tasks. It’s also important that writers write in communities. Socializing the experience of writing helps develop ideas and accelerate thinking.
The actual experience of peer review can be a strange adjustment for those who have no experience with it. It’s important to remember the following rules:
1. No matter how attached you feel to a piece of writing, it isn’t you. It’s something you made that has an existence of its own. Comments and criticisms about this piece reflect it, not you.
2. No matter how unattached you are to a piece of writing, peer review can help you become more attached. Remember that someone else will take pleasure in reading your words and ideas.
3. When discussing someone else’s writing, it’s generally a good idea to say something positive about the piece first.
4. When you make a criticism, always make a specific suggestion for how to revise the part of the essay you’re criticizing.
5. Always begin with “higher-order” concerns first. Higher order concerns involve the essay as a whole: the coherency of paragraphs (how unified and organized they are), whether or not the essay fulfills the assignment, and the general meaning of the piece. Look at the big picture. DO not spend time discussing grammar unless it impedes your ability to understand the piece. You may mark grammar issues on the page by circling them, but do not spend time discussing them unless you cannot understand an idea.
6. Do not go easy on someone because it’s a strange and unfamiliar thing to do. The more critical you are of an essay the better grade someone will get. You will help another writer by honestly telling them what you think can be improved, and how you think they can improve it.
Tuesday, September 20, 2011
LIB 110: Production Teams
C3G Productions: Chris, Christina, Carol, and Gregory
- needs camera and maybe editor
Get Your Eat On Productions: Jana, Camille, Jennifer, Evelyn, Dionne
- needs camera, editor
Feed Me Productions: Liz, Anggie, Jessica, Kadeshia, Juan
- needs?
Life Behind Food Productions: Nikhal, Glenn, Danny B, Audrey
- needs camera, editor
The Wolf Pack Production ("We Hunt the Facts Down"): Amanda, Krystalee, Daniel, Javed
- needs camera, editor, Guy Fox masks
- needs camera and maybe editor
Get Your Eat On Productions: Jana, Camille, Jennifer, Evelyn, Dionne
- needs camera, editor
Feed Me Productions: Liz, Anggie, Jessica, Kadeshia, Juan
- needs?
Life Behind Food Productions: Nikhal, Glenn, Danny B, Audrey
- needs camera, editor
The Wolf Pack Production ("We Hunt the Facts Down"): Amanda, Krystalee, Daniel, Javed
- needs camera, editor, Guy Fox masks
LIB 110: Team Formation, Brainstorming Ideas
Directions:
1. Students will be placed in video teams. They will exchange contact information if they don't have it already.
2. Students will give their video teams a production company name (vote or nomination within team).
3. Students will select a video project theme. They may refer to ideas from the professor or create their own or some combation of both.They will brainstorm it. They will imagine "pitching it" to the class and to the professor.
4. The students will begin assessing what they will need to do for their project, and how they can use the LIB 110 course hour. They will share any relevant skills they have with the team.
5. They will pitch their idea to the class.
6. We will discuss teamwork and evaluation of each other.
Video Ideas
Interview decision-makers around LaGuardia about food on campus (facilities, cafeteria)
Create news segment about food surrounding LaGuardia (food carts, diners, cafes)
Create news segment about LaGuardia students
Track and follow relevant student clubs (Food and nuitrition club, Environmental Club, etc)
Follow food back to its "source": discover where LaGuardia food comes from, transmit that to viewers
Create video from Fast Food Nation or other course text
Students will work in the following gender-balanced teams:
TEAM ONE: Christina, Gregory, Christopher, Carol
TEAM TWO: Krystalee, Danny K., Amanda, Javed
TEAM THREE: Anggie, Kadeshia, Jessica, Juan, Liz
TEAM FOUR: Nikhal, Lily, Glenn, Danny B., Audrey
TEAM FIVE: Camille, Jennifer, Jana, Evelyn, Dionne
1. Students will be placed in video teams. They will exchange contact information if they don't have it already.
2. Students will give their video teams a production company name (vote or nomination within team).
3. Students will select a video project theme. They may refer to ideas from the professor or create their own or some combation of both.They will brainstorm it. They will imagine "pitching it" to the class and to the professor.
4. The students will begin assessing what they will need to do for their project, and how they can use the LIB 110 course hour. They will share any relevant skills they have with the team.
5. They will pitch their idea to the class.
6. We will discuss teamwork and evaluation of each other.
Video Ideas
Interview decision-makers around LaGuardia about food on campus (facilities, cafeteria)
Create news segment about food surrounding LaGuardia (food carts, diners, cafes)
Create news segment about LaGuardia students
Track and follow relevant student clubs (Food and nuitrition club, Environmental Club, etc)
Follow food back to its "source": discover where LaGuardia food comes from, transmit that to viewers
Create video from Fast Food Nation or other course text
Students will work in the following gender-balanced teams:
TEAM ONE: Christina, Gregory, Christopher, Carol
TEAM TWO: Krystalee, Danny K., Amanda, Javed
TEAM THREE: Anggie, Kadeshia, Jessica, Juan, Liz
TEAM FOUR: Nikhal, Lily, Glenn, Danny B., Audrey
TEAM FIVE: Camille, Jennifer, Jana, Evelyn, Dionne
Reading Quiz: "Behind the Counter"
One of the main ideas from the chapter "Behind the Counter" is "throughput." This idea is essential to understanding why fast food companies use "de-skilled" workers. Yet the use of de-skilled workers can also alienate those workers from their jobs, since they are required to perform the same, repetitive tasks again and again for low wages -- and sometimes, as Eric Schlosser relates, for even nothing at all.
In this quiz, define throughput and its connection to de-skilled workers. Explain what other de-skilled workers corporations also target. Then name and define one of the techniques that Schlosser cites that companies use to keep those workers "happy" on the job.
Open note; open textbook if student shows annotated pages.
In this quiz, define throughput and its connection to de-skilled workers. Explain what other de-skilled workers corporations also target. Then name and define one of the techniques that Schlosser cites that companies use to keep those workers "happy" on the job.
Open note; open textbook if student shows annotated pages.
Monday, September 19, 2011
In-Class Assignment: Composing Supporting Paragraphs With Evidence from the Text
Directions for in-class assignment:
First, students will locate and discuss a relevant passage for class discussion assigned by the professor.
Second, students will individually locate a passage from the reading that connects to the first essay assignment, or that they found interesting. The passage should be one-two sentences in length. They will note the page number and take notes on what they believe to be the main points of the passage. They should also make note of the "context" for the passage they select. (The context is anything important for a reader to know about the text they're working from, and from the "moment" of the text they've found. They will also write down (in note form) what they believe the passage "means," and/or why it's important.
In small groups, students will then share the passage they found. Students should at least take notes on the page numbers of the texts the other student's chose, and any other information they might find valuable. After students share each other's passages, other students should offer each other another possibility about what the text means, or why it's important.
Finally, students will compose a paragraph that reflects their passage. This paragraph should begin with a topic sentence that is also a claim (a claim is a smaller, supporting argument that supports a thesis statement). The paragraph should then alert the reader to context for the passage they will describe. Students should then quote the passage using direct quotes, with the page number in parentheses at the end of the sentence (page number). After the quote, students should paraphrase the quote. Then they should explain why it's important, what it shows, what it means, and/or what a reader should learn after reading it.
Students should then post the assignment to their blog.
NOTE:
Students should avoid the pronoun "you."
Students should read their sentences out loud.
Students should write the paragraph to an audience of LaGuardia students and professors who are not taking this course.
First, students will locate and discuss a relevant passage for class discussion assigned by the professor.
Second, students will individually locate a passage from the reading that connects to the first essay assignment, or that they found interesting. The passage should be one-two sentences in length. They will note the page number and take notes on what they believe to be the main points of the passage. They should also make note of the "context" for the passage they select. (The context is anything important for a reader to know about the text they're working from, and from the "moment" of the text they've found. They will also write down (in note form) what they believe the passage "means," and/or why it's important.
In small groups, students will then share the passage they found. Students should at least take notes on the page numbers of the texts the other student's chose, and any other information they might find valuable. After students share each other's passages, other students should offer each other another possibility about what the text means, or why it's important.
Finally, students will compose a paragraph that reflects their passage. This paragraph should begin with a topic sentence that is also a claim (a claim is a smaller, supporting argument that supports a thesis statement). The paragraph should then alert the reader to context for the passage they will describe. Students should then quote the passage using direct quotes, with the page number in parentheses at the end of the sentence (page number). After the quote, students should paraphrase the quote. Then they should explain why it's important, what it shows, what it means, and/or what a reader should learn after reading it.
Students should then post the assignment to their blog.
NOTE:
Students should avoid the pronoun "you."
Students should read their sentences out loud.
Students should write the paragraph to an audience of LaGuardia students and professors who are not taking this course.
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