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.
Thursday, October 13, 2011
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.
Subscribe to:
Posts (Atom)