Monday, March 31, 2008
Finals Week
Due to my teaching obligations at KCC, I am unable to meet during our scheduled final exam time, which is Monday, April 21st. However, I am free all day on Tuesday, April 22nd. I realize many of you will have exams throughout the day, but I would like to try to schedule a time in which the majority of you can meet so you can receive your final portfolios as well as your final grade. For any students that can't meet at the designated time, we will work out a time for you to pick up your portfolio. Please respond to this post with any available time you have on this day.
Homework for Thursday, April 3rd
1. Work on extra credit assignment (if you opt to complete this). The handouts can be found at the bottom of the page under Final Portfolio and Extra Credit Assignments.
2. Continue to work on the Assessment Activity (under Homework and Class Assignments). You may post individual responses as you complete them as opposed to waiting to complete all of them. Just be sure to include which question you are responding to along with your answer.
3. Based upon peer review, revise the analysis paper. Email me your final copy (stemalya@kellogg.edu) by 2 p.m.
2. Continue to work on the Assessment Activity (under Homework and Class Assignments). You may post individual responses as you complete them as opposed to waiting to complete all of them. Just be sure to include which question you are responding to along with your answer.
3. Based upon peer review, revise the analysis paper. Email me your final copy (stemalya@kellogg.edu) by 2 p.m.
Wednesday, March 26, 2008
Strong Bad Analysis
As I'm reading through your paragraphs from yesterday's class, most of them are quite good. I thought I would share a thesis that not only clearly states what analytical points the author is going to focus on but also incorporates a bit of humor as well.
Between Strong Bad's evil look with glares as his eyeballs to his fists out ready throw a punch, even though the picture is in black and white, you know that he is one butt-kicking badass.
For those of you revising your paragraphs, I apologize that I can't find the an identical image of the one I presented in class, but here's the best I could come up with.
Between Strong Bad's evil look with glares as his eyeballs to his fists out ready throw a punch, even though the picture is in black and white, you know that he is one butt-kicking badass.
For those of you revising your paragraphs, I apologize that I can't find the an identical image of the one I presented in class, but here's the best I could come up with.
Tuesday, March 25, 2008
Homework for Thursday, March 27th
1. If need be, revise your analysis piece written in class on Tuesday, March 25th. (I'll let you know if you need to revise it, and you'll post the revision on your blog.) If you're unfamiliar with the inspiration for today's writing prompt, Strong Bad, you can get a bit more insight by reading some of his emails.
2. Begin to work on the cumulative Assessment Activity (found under Homework Assignments). It does not have to be completed until Thursday, April 10th, but as it is will require lengthy and thoughtful responses, begin working on it immediately. This should be posted on your blog by the 10th.
3. Read a sample analysis "Stay Sweet As You Are" on page 44 to notice the organization and content of a well-written analysis piece. Continue on through the analytical tips for idea generation, key features, and design structure (pages 50-58) to gain some tips for writing your own paper.
2. Begin to work on the cumulative Assessment Activity (found under Homework Assignments). It does not have to be completed until Thursday, April 10th, but as it is will require lengthy and thoughtful responses, begin working on it immediately. This should be posted on your blog by the 10th.
3. Read a sample analysis "Stay Sweet As You Are" on page 44 to notice the organization and content of a well-written analysis piece. Continue on through the analytical tips for idea generation, key features, and design structure (pages 50-58) to gain some tips for writing your own paper.
Tuesday, March 18, 2008
Analysis Paper Due Dates
I've extended the due dates for the analysis paper by one week, so the rough draft is due for peer review on Tuesday, April 1st, and the final copy is due to me on Tuesday, April 8th. Since I'm giving you an extension, this will eliminate time to complete Paper #4. Therefore, to compensate for the loss of points, the analysis paper will be worth 200 points, rather than the usual 100.
Monday, March 17, 2008
Homework for Thursday, March 20th
1. Complete the Twilight Zone activity (given to you in class) and post the results on your blog.
2. Read this tutorial which gives you good advice on evaluating source material in preparation for selecting an analysis article of your choosing. Don't worry about adding your own analysis at the end of Source Number #4.
3. Find an article, preferably on your chosen topic, that presents a solid analysis. However, if you can't find one on your paper topic, just select one that fits the necessary components of an analysis paper. Post the link to the article, along with your discussion of why it made the cut, on your blog.
2. Read this tutorial which gives you good advice on evaluating source material in preparation for selecting an analysis article of your choosing. Don't worry about adding your own analysis at the end of Source Number #4.
3. Find an article, preferably on your chosen topic, that presents a solid analysis. However, if you can't find one on your paper topic, just select one that fits the necessary components of an analysis paper. Post the link to the article, along with your discussion of why it made the cut, on your blog.
Tuesday, March 11, 2008
Classwork for Tuesday, March 11th
I'm really sorry I have to cancel class today, particularly since we only meet once per week. I really would be there if I could. I'm giving you a couple of assignments for you to post on your blog by Thursday at 2 p.m. in lieu of what we would have done in class today.
1. Discuss the readings-
Based upon the readings for today, "What is an Academic Paper" and "How to Write Consistently Boring Literature", look at both of them from an analytical viewpoint. How are they analyzing, or discussing, the same issue. What components work and don't work in each of them. How do they each address audience? What effect does the overall design or structure have on each piece? Post your answers on your blog.
2. Complete Grammar Activities-
On the main blog, read the following handouts: 1. Active vs. Passive Voice and Cliches and 2. Parallelism and Adjectives. Then complete the following worksheets: 1. Active vs. Passive Voice Worksheet and 2. Parallelism Worksheet
Post the results on your blog.
3. Complete the Analysis Skills Activity-
To do this, choose from one of the two texts to analyze, and answer a few, or all, of the questions provided. Then, find one or two people outside of the class to analyze the same piece, asking them the same questions you answered. On your blog, post the questions' responses as well as your take on the similarities or differences between your responses and others'. For example, how does their take on the text differ from yours based solely on mindset? Since you're aware you're writing an analytical piece, you're looking at it from that perspective, but your roommate may examine it from a different angle.
Here are the two texts:
The Red Wheelbarrow ~ William Carlos Williams
so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white chickens.
New York Senator Hillary Clinton on being compared to her husband:
"I want to be judged on my own merits. I don't want to be advantaged or disadvantaged. I'm very proud of my husband's administration. I think that there were a lot of good things that happened and those good things really changed people's lives....And, you know, it did take a Clinton to clean after the first Bush, and I think it might take another one to clean up after the second Bush."
-From the Democratic Debate on January 31st, 2008
Questions:
1. What is your initial response to this?
2. Why do you react the way you do? Is it an intellectual reaction or an emotional reaction?
3. How does this text work? What are its components? How is it organized?
4. What does the author/creator want the audience to believe, feel, or do?
5. What would you say its thesis is?
6. What genre does it fit into? Or does if defy genre labeling? In what ways?
7. How do you know what you know about this object?
1. Discuss the readings-
Based upon the readings for today, "What is an Academic Paper" and "How to Write Consistently Boring Literature", look at both of them from an analytical viewpoint. How are they analyzing, or discussing, the same issue. What components work and don't work in each of them. How do they each address audience? What effect does the overall design or structure have on each piece? Post your answers on your blog.
2. Complete Grammar Activities-
On the main blog, read the following handouts: 1. Active vs. Passive Voice and Cliches and 2. Parallelism and Adjectives. Then complete the following worksheets: 1. Active vs. Passive Voice Worksheet and 2. Parallelism Worksheet
Post the results on your blog.
3. Complete the Analysis Skills Activity-
To do this, choose from one of the two texts to analyze, and answer a few, or all, of the questions provided. Then, find one or two people outside of the class to analyze the same piece, asking them the same questions you answered. On your blog, post the questions' responses as well as your take on the similarities or differences between your responses and others'. For example, how does their take on the text differ from yours based solely on mindset? Since you're aware you're writing an analytical piece, you're looking at it from that perspective, but your roommate may examine it from a different angle.
Here are the two texts:
The Red Wheelbarrow ~ William Carlos Williams
so much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white chickens.
New York Senator Hillary Clinton on being compared to her husband:
"I want to be judged on my own merits. I don't want to be advantaged or disadvantaged. I'm very proud of my husband's administration. I think that there were a lot of good things that happened and those good things really changed people's lives....And, you know, it did take a Clinton to clean after the first Bush, and I think it might take another one to clean up after the second Bush."
-From the Democratic Debate on January 31st, 2008
Questions:
1. What is your initial response to this?
2. Why do you react the way you do? Is it an intellectual reaction or an emotional reaction?
3. How does this text work? What are its components? How is it organized?
4. What does the author/creator want the audience to believe, feel, or do?
5. What would you say its thesis is?
6. What genre does it fit into? Or does if defy genre labeling? In what ways?
7. How do you know what you know about this object?
Monday, March 10, 2008
Homework for Thursday, March 13th
1. Complete the Project Proposal for the analysis paper, posting the paragraph on your blog.
2. In NFG, read "Explaining Processes" (Chapter 36, 299-303).
3. For evaluation purposes, what should be the key aspects that need to be included in this paper? How important should the Idiot's Guide be? Should research be an important component? Discuss your ideas of where emphasis should and shouldn't be placed for this paper.
2. In NFG, read "Explaining Processes" (Chapter 36, 299-303).
3. For evaluation purposes, what should be the key aspects that need to be included in this paper? How important should the Idiot's Guide be? Should research be an important component? Discuss your ideas of where emphasis should and shouldn't be placed for this paper.
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