tag:blogger.com,1999:blog-59863160891168919362024-03-13T07:31:14.265-07:00LaGuardia 2011 Ethics of Food BlogProfessor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.comBlogger70125tag:blogger.com,1999:blog-5986316089116891936.post-58610784171900946582011-12-06T06:52:00.000-08:002011-12-06T06:52:32.535-08:00Final Exam InformationThe 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. <br />
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The structure of the exam is consistent with in-class essays (thesis, 600 words) and with our discussions about it from class discussions. <br />
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The meeting to discuss grades will occur on Monday, December 19th.Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-62583756026048209392011-11-29T11:00:00.000-08:002011-11-29T11:00:06.452-08:00LIB 110 Video Project; Filming ThursdayAll groups should be ready to film Thursday. All groups should have their lines memorized, their props in place, and be dressed for the camera. <br />
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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:<br />
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The most important thing I learned this semester was ________________________________________.<br />
The thing I would change most about food would be ________________________________________.<br />
At my ideal college, I would be able to have the choice of eating _______________________ on campus.<br />
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Students will make these statements clearly to the camera, with eye contact.Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-11765179796319668002011-11-29T10:07:00.000-08:002011-11-29T10:07:02.733-08:00Student Survey<a class="weblink" href="https://www.surveymonkey.com/s/c20_post_FA2011" target="browserView">https://www.surveymonkey.com/s/c20_post_FA2011</a>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-60897432574179155202011-11-29T06:04:00.000-08:002011-11-29T07:02:28.327-08:00Creating Bibliographies and Incorporating Research<b>Bibliography</b><br />
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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.<br />
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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 <i>within </i>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.<br />
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<b>Google "MLA Works Cited"</b><br />
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For those without HACKER, google that phrase (<a href="http://owl.english.purdue.edu/owl/resource/747/05/">HERE</a>). <br />
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<b>Research Activity</b><br />
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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.<br />
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<strong>Creating Annotations</strong><br />
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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. <br />
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<b>Bibliographies and Research Necessary</b><br />
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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).Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-10289332011799816772011-11-28T05:58:00.000-08:002011-11-28T05:58:40.046-08:00End of Semester Workshop I: Revising, Drafting, Planning<b>Revising: </b><i>for students who have not completed essays one and two with grades of 60 or higher. </i><br />
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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.<br />
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<b>Drafting ENG 103: </b><i>for students who have completed essays one and two, turn to the ENG 103 research supplement. </i><br />
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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 <i>The CAFO Reader </i>or <i>Eating Animals</i>). 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 <i>as a whole</i>.<br />
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<b>Planning: Discussing Essay Three</b><br />
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Students will discuss the reading from the <i>The CAFO Reader </i>and watch a few more clips from <i>Unnatural Selection</i>. <b><br />
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<b>Planning: Production Teams</b><br />
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Students will return to groups at the end of class<b> </b>for approximately 15 minutes to conclude their plans for filming during class on Thursday. <br />
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<b>Tomorrow: </b>Bibliographies...Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-86759778505242503762011-11-22T06:30:00.000-08:002011-11-22T06:30:12.173-08:00Assignment Three Grading Grid<strong>Grading Grid Assignment Three</strong><br />
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1. <strong>Thesis statement: </strong>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%)<br />
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2. <strong>Citation, evidence, context: </strong>all sources introduced and essay provides specific context; citation correct; works cited/bibliography correct; refers to <em>Food, Inc</em> and <em>Unnatural Selection </em>and <em>CAFO Reader</em> (30%)<br />
1 5 6 7 8 9 10<br />
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3. <strong>Paragraphs and Critical Thinking</strong>: Topic sentences refer to thesis; critical thinking strategies present in paragraphs; keywords named and defined (30%)<br />
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<div style="margin: 0in 0in 0pt;">4. <b>Sentence Structure: </b>Obvious polish; doesn’t detract from meaning or intention (10%)</div><div style="margin: 0in 0in 0pt;">1 5 6 7 8 9 10</div><br />
<div style="margin: 0in 0in 0pt;">5. <b>Conclusion: </b>Extends ideas of essays; new speculations; (10%)</div><div style="margin: 0in 0in 0pt;">1 5 6 7 8 9 10</div></div>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-62477993321738429062011-11-21T06:05:00.000-08:002011-11-21T06:28:44.794-08:00Short Week: Peer Review, Beginning Videos, Late AssignmentsStudents 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.<br />
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<b>Late or Outstanding Assignments</b><br />
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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.<br />
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<b> Videos</b><br />
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All new and revised screenplays must be approved by the professor prior to filming.<br />
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<strong>Essay Two Grades</strong><br />
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Students should email <a href="mailto:jrcqueens@yahoo.com">jrcqueens@yahoo.com</a> 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. <br />
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<b> </b>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-92174461594999032512011-11-15T07:48:00.000-08:002011-11-15T08:02:06.850-08:00Video Project: Screenplay Considerations<strong>Voiceovers</strong><br />
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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). <br />
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<strong>Timing</strong><br />
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Do a dry run - how long does it go?<br />
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<strong>Camera Work</strong><br />
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Who is filming? Do you know the definition of close-up, medium-shot, and long-shot? Check <a href="http://www.releasing.net/filmmaker/long_medium_close-up_shots.html">HERE</a>.<br />
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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 <a href="http://pov.imv.au.dk/Issue_13/section_5/artc1A.html">HERE</a>):<br />
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<em>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).</em><br />
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<strong>Credits</strong><br />
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Remember to leave time for the credits to roll at the end; build those into your screenplay!Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-81692058472232962062011-11-15T07:18:00.000-08:002011-11-15T07:18:31.825-08:00Blogging the Assignment Three Workshop<strong>Keywords and Life</strong><br />
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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). <br />
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Whatever keywords you use, they should 'mediate' between CAFOs and life and/or help explain how those two terms work together. <br />
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<strong>Creating Arguments</strong><br />
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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.'Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-68467467179558382692011-11-15T06:03:00.000-08:002011-11-15T07:18:56.018-08:00Assignment Three Discussion: Defining Life<b>Assignment: CAFOs and Life</b><br />
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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 <i>The CAFO Reader</i>, where the subject of life appears -- this often happens when the subject of death, disease, and the manipulation of bodies appear.<br />
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<b>Directions</b><br />
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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.<br />
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<b>Keywords</b><br />
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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.<br />
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<b> After Keywords: Sharing</b><br />
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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.<br />
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<b> After Sharing: Blogging</b><br />
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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. <br />
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<b>After Blogging: Discussion</b><br />
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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.Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-38399168879744784172011-11-14T07:14:00.000-08:002011-11-14T07:16:40.204-08:00Mini-Workshop Conversation Points1. 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. <br />
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2. As you look over your partner's draft, address the following points by leaving sentences as comments:<br />
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* 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?<br />
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* Are there keywords? Are those keywords defined?<br />
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* Does the writer have an paragraphs? Are the topic sentences connected to the thesis statement?<br />
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* 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?<br />
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3. Discuss and share the points you made with your partner and then elaborate on them in person.<br />
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4. Do you have any questions about the assignment for the professor?Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-85687313574921120922011-11-14T06:10:00.000-08:002011-11-14T07:28:02.290-08:00Essay Three<b>Length: </b>2.5-3 pages<br />
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<strong>Peer Review: Tuesday Nov 22</strong><br />
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<b>Assignment Goal</b><br />
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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)?<br />
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<b>Assignment Description</b><br />
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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 <i>The CAFO</i> reader and any new sources the professor introduces in the next few weeks (<i>Unnatural Selection, The Eleventh Hour</i>). 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.Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-20525936562029136872011-11-14T05:52:00.000-08:002011-11-14T06:31:32.707-08:00Monday: Essay Three Workshop and Video Projcets<b>Directions</b><br />
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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.<br />
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<strong>Cluster Task</strong><br />
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Before they settle in to their revisions, students should go to <a href="http://www.environmedicalethics.blogspot.com/">THIS</a> website and enter in their name, blog address, and email addresses in the comment space on the first blog posting ("Welcome...")<br />
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<b>Mini-Workshop</b><br />
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After the first hour, the professor will partner students together to give feedback and make suggestions about their draft.<br />
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<b> Midterm Grade</b><br />
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While students compose, they should send the professor an email. Subject: Midterm Grade. Message: Student's name. Please send to <a href="mailto:jrcqueens@yahoo.com">jrcqueens@yahoo.com</a><br />
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<b>Reading</b><br />
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We will discuss the reading for today and hear presentations tomorrow, Tuesday.<br />
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<b> Video Projects</b><br />
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After the mini-workshops, students will gather into their groups so that they can type up their video screen plays. Check out the format <a href="http://www.scriptologist.com/Magazine/Formatting/Formatting_II/formatting_ii.html">HERE</a>. <br />
<b> </b>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-41788845085067912622011-11-10T07:52:00.000-08:002011-11-10T11:55:26.107-08:00Blog Five: The CAFO SystemFor 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)?Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-38155519192229000602011-11-01T07:47:00.000-07:002011-11-01T07:47:05.928-07:00LIB 110 Location Change: Attendance Will Be Taken in Poolside CafeThe 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!Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-80320169859093371152011-10-31T07:09:00.000-07:002011-10-31T08:39:35.983-07:00Grading Grid Midterm<b>Thesis Statement: </b>midterm essay contains 2-3 sentence thesis statement; key words from thesis statement are defined in introduction (20%)<br />
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<b>Evidence and Texts:</b> 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%)<br />
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<b>Structure: </b>topic sentences refer to the thesis statement; paragraphs are unified and coherent; essay contains conclusion; main texts are introduced at the beginning (20%)<br />
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<b>Critical Thinking: </b>essay connects key ideas from one text to another; essay develops original key words wherever possible; essay employs critical thinking strategies (20%)<br />
1 5 6 7 8 9 10Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-10030403081007473252011-10-31T06:10:00.000-07:002011-10-31T08:38:00.318-07:00Presentations, Midterm Review, Blog Workshop<b>Presentations</b><br />
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We should be on for three presentations to begin class.<br />
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<b>Midterm Review</b><br />
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After the presentations, students will gather into groups. They will refresh themselves on the midterm tomorrow using their notes. They should revisit:<br />
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<b> </b>- <i>Fast Food Nation</i> notes and blogs<br />
- <i>The End of Overeating </i>notes and blogs<br />
- <i>Eating Animals</i> notes and blogs<br />
- <i>Food, Inc</i> notes and blogs<br />
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<b>Midterm Structure</b><br />
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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.<br />
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<b> Blog Workshop</b><br />
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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 <i>Language and Human Rights</i> 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. <b> </b>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-80913040978557147472011-10-27T05:53:00.001-07:002011-10-27T05:53:49.575-07:00Essay Two: ConclusionsGenerally, 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.<br />
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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.<br />
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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. <br />
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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. <b><br />
</b>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-36621626899443835442011-10-27T05:52:00.000-07:002011-10-27T05:52:03.719-07:00Blog Four: From Farm to Fridge at LaGuardia<b>Directions</b><br />
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First, students should watch the following four-minute video (<a href="http://www.youtube.com/watch?feature=player_embedded&v=hP3y3OwSHyk&oref=http%3A%2F%2Fstatic.ak.facebook.com%2Fcommon%2Freferer_frame.php&has_verified=1">here</a>).<br />
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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.<br />
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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?<br />
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<b> </b>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-33699318837851457342011-10-24T12:28:00.000-07:002011-10-24T12:28:52.437-07:00Presentation DirectionsStudent 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. <br />
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Student presentations of the reading are worth 20 points (10 reading quizzes).Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-48061868790058924532011-10-20T14:44:00.000-07:002011-10-20T14:44:06.575-07:00Blog Comment: Ethics of Food Meet Language and Human Rights!<b>Directions</b><br />
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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 <i>Lynch Law in All its Phases </i>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.<br />
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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...").<br />
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<b>Extra Credit</b><br />
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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.<br />
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<b>Names and Links</b><br />
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Glenn - Rashid's Blog<br />
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http://rashidsintrotolang.blogspot.com/<br />
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Christina - Dani's Blog<br />
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http://dstrubelbanks.blogspot.com/<br />
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Krystalee - Ana's Blog<br />
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http://anat2011.blogspot.com/<br />
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Christopher - Elyce's Blog [if you don't find her third blog, contact me]<br />
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http://elycelj.blogspot.com/<br />
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Kadeshia - Rajiv's Blog<br />
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http://rajiv1611.blogspot.com/<br />
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Liz - Moreen's Blog<br />
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http://moreent04.blogspot.com/<br />
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http://echoray.blogspot.com/<br />
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Javed - Juana's Blog<br />
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http://juanan0208.blogspot.com/<br />
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Lily - Adnan's Blog<br />
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http://arazz669.blogspot.com/<br />
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Camille - Cesia's Blog<br />
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http://cesia93.blogspot.com/<br />
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Jessica - Kathy's Blog<br />
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http://kathyvioleta.blogspot.com/<br />
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Jennifer - Moise's Blog<br />
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http://moisey93.blogspot.com/<br />
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Danny B.- Rudy's Blog<br />
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http://rudyj77.blogspot.com/<br />
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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]<br />
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http://bloggle2257.blogspot.com/<br />
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Amanda - Mohammad's Blog [he also goes by Aliou]<br />
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http://alioub.blogspot.com/<br />
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Jana - Melina's Blog<br />
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http://melinab1013.blogspot.com/<br />
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Danny K. - Arsenio's Blog<br />
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http://jaylanguage718.blogspot.com/<br />
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Gregory - Michelle's Blog<br />
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http://wwwmichellenichole.blogspot.com/<br />
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<b>Extra Credit</b><br />
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Lauren's Blog<br />
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http://laurenbyron.blogspot.com/<br />
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Joel's Blog [if the third blog isn't posted, comment upon "contradiction" blog]<br />
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http://joel-humanrights.blogspot.com/<br />
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Theresa's Blog [only leave a comment if ANY of the assigned blogs appear - they will be obvious]<br />
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http://tbzn3rdii3.blogspot.com/Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-37127499097822750492011-10-20T06:00:00.001-07:002011-10-20T07:16:41.890-07:00Peer Review Grading Grid; Essay Two<b>Grading Grid</b><br />
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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%)<br />
1 5 6 7 8 9 10<br />
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2 .Thesis statement addresses how feelings are made, who makes them, who feels them, and consequences of them (30%)<br />
1 5 6 7 8 9 10<br />
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3. Essay contains “critical thinking” explanations in paragraphs that explain significance of feelings (20%)<br />
1 5 6 7 8 9 10<br />
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4. Essay contains a revised sense of organization (topic sentences, unified paragraphs, transitions) (20%)<br />
1 5 6 7 8 9 10<br />
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5. Essay contains a revised sense of style at the sentence level (free from major grammatical issues, has awareness of sentence boundaries) (10%)<br />
1 5 6 7 8 9 10Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-13498955766805433042011-10-18T08:25:00.000-07:002011-10-18T08:25:11.928-07:00Context and Main: Eating Animals<span style="font-family: Calibri;">Jonathan Saffran Foer’s son motivated him to write his book on food ethics and factory farming, <i style="mso-bidi-font-style: normal;">Eating Animals. </i>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, <i style="mso-bidi-font-style: normal;">The End of Overeating</i>, 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. <o:p></o:p></span><br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">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, <i style="mso-bidi-font-style: normal;">something matters</i>. Something is worth living for.<o:p></o:p></span></div><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">In the first chapter of <i style="mso-bidi-font-style: normal;">Eating Animals</i> 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). <o:p></o:p></span></div>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-4893031437406888092011-10-17T08:08:00.001-07:002011-10-17T08:08:42.941-07:00Library Visit Next TuesdayPlease be ON-TIME for the Library Visit. An in-class quiz will be given after the visit based on the session.<br />
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<b>COME TO: </b><br />
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E101-B on Tuesday, 10/25, 9:15 AM – 10:15 AMProfessor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-5986316089116891936.post-74860021838743823632011-10-17T06:01:00.000-07:002011-10-17T08:24:59.745-07:00Summarizing Main Ideas: Eating Animals<b>Finding Main Ideas</b><br />
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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 <i>Eating Animals</i>. One dependable strategy is finding the author's keywords, defining them, and writing down why they're important to the text. <br />
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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. <br />
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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. <br />
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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.Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0