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.
Tuesday, November 29, 2011
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!
Subscribe to:
Posts (Atom)