Then told me you took it.
https://www.surveymonkey.com/s/SCL_2014
Friday, June 6, 2014
Final Reflection, Podcast, Final Grades
1. Our final reflection is today, worth 5% of your grade.
2. The following names completed the podcast. If you are NOT on this list I need to see a 200-250 word blog about the podcast (what did you learn? what was it like? how was it to see the class on the podcast?). People who participated and DO NOT need to write blogs: Ruben, Jeremy, Sissell, Andrew, Tanya, Sanjida, Noel, Salem, Fatima, James, Kelly.
3. Grade: Our conferences are Monday at our normal time and place. I need EVERYTHING FROM YOU (revisions, late assignments) and ALL work completed TODAY. If you are missing something or need 48 more hours, please talk to me or email me TODAY.
2. The following names completed the podcast. If you are NOT on this list I need to see a 200-250 word blog about the podcast (what did you learn? what was it like? how was it to see the class on the podcast?). People who participated and DO NOT need to write blogs: Ruben, Jeremy, Sissell, Andrew, Tanya, Sanjida, Noel, Salem, Fatima, James, Kelly.
3. Grade: Our conferences are Monday at our normal time and place. I need EVERYTHING FROM YOU (revisions, late assignments) and ALL work completed TODAY. If you are missing something or need 48 more hours, please talk to me or email me TODAY.
Friday, May 30, 2014
Class Agenda 5.30: MUST ATTEND, Podcast, Readings for Monday
1. click here to see course reading schedule.
2. All students must participate in the podcast. It is 10% of your grade.
2. All students must participate in the podcast. It is 10% of your grade.
Thursday, May 22, 2014
Class Agenda 5.23
1. Reflections on Essay three: Keep it as simple as possible. There are different moments in Zeitoun that have lessons for New Yorkers. Pick at least two passages and build quote sandwiches around them. Each passage tells us something important about Zeitoun's decisions during the storm and emergency, and/or also what happened to him. Your job is to create a claim that explains the 'lesson' of either his action or what happened to him. You could also focus on Kathy. These two claims will become your thesis (or three, depending on how much you want to say, or how confidence you are in your claims).
Thesis template
On the one hand, Zeitoun's rescue of neighbors after the storm has lessons for New Yorkers because ______________. New Yorkers should know that ____________________. On the other hand, the military conditions in New Orleans also demonstrate that _____________. One lesson might definitely be _______________________.
2. As you read over each other's papers, just know that I'm looking for a solid, tightly argued 3-page paper with an introduction, two supporting paragraphs, and a meaningful conclusion. You are still creating quote sandwiches.
3. As for critical thinking, consider these strategies:
4. If you have time, click here: [Critical thinking mini-lesson] [you also might want to explore the student blogs from this group of 101s...look around].
Thesis template
On the one hand, Zeitoun's rescue of neighbors after the storm has lessons for New Yorkers because ______________. New Yorkers should know that ____________________. On the other hand, the military conditions in New Orleans also demonstrate that _____________. One lesson might definitely be _______________________.
2. As you read over each other's papers, just know that I'm looking for a solid, tightly argued 3-page paper with an introduction, two supporting paragraphs, and a meaningful conclusion. You are still creating quote sandwiches.
3. As for critical thinking, consider these strategies:
· Close-reading of language. How can we go beyond paraphrase and “interpret” the meaning of the passage by focusing on specific words?
· Connecting the idea to a relevant passage in the same text. How can we connect this passage with another to deepen its meaning?
· Connecting the main idea to another text. How can we connect a main idea we’ve discovered in the passage and relate it to a relevant idea that we’ve found elsewhere?
4. If you have time, click here: [Critical thinking mini-lesson] [you also might want to explore the student blogs from this group of 101s...look around].
Peer Review Essay 3
Peer Review Guidelines
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Open with a general statement of assessment about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
Evaluate the essays in your peer review groups by responding thoughtfully to each of the following criteria. Focus on the criteria you feel students should most address in their drafts.
Responses must be specific in order to count.
Attach written suggestions from your peers to your final drafts for full peer review credit.
1. Thesis: Contains a central assertion that places a central idea at the forefront of the essay (20%)
2. Structure: Essay organized around topic sentences; each paragraph provides context; essay explains direct quotations (30%)
3. Evidence: Essay successfully places direct quotes into each body paragraph; essay cites those quotes correctly according to MLA guidelines; essay contains a bibliography (20%)
4. Critical Thinking: Essay interprets quotes in original ways that go beyond class discussion; essay connects main ideas to other texts or moments in text; essay utilizes keywords and defines them (20%)
5. Polish and Originality (10%): Essay employs original ideas and shows evidence of revision
1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific criticism according to criteria below.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions (from the text Tutoring Writing)
1. Open with a general statement of assessment about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
Evaluate the essays in your peer review groups by responding thoughtfully to each of the following criteria. Focus on the criteria you feel students should most address in their drafts.
Responses must be specific in order to count.
Attach written suggestions from your peers to your final drafts for full peer review credit.
1. Thesis: Contains a central assertion that places a central idea at the forefront of the essay (20%)
2. Structure: Essay organized around topic sentences; each paragraph provides context; essay explains direct quotations (30%)
3. Evidence: Essay successfully places direct quotes into each body paragraph; essay cites those quotes correctly according to MLA guidelines; essay contains a bibliography (20%)
4. Critical Thinking: Essay interprets quotes in original ways that go beyond class discussion; essay connects main ideas to other texts or moments in text; essay utilizes keywords and defines them (20%)
5. Polish and Originality (10%): Essay employs original ideas and shows evidence of revision
Monday, May 19, 2014
Extra Credit Events
If you attend an extra credit event and write a blog about it, you can get up to 50 extra quiz points. That's good for 5 quizzes! If the total quiz points you achieve exceed the number of quizzes given, then those points can start to count beyond the quiz grade.
To achieve the points, compose a blog that explains the event you attended to the rest of the class. Where did you go? What happened? What did you think?
1. EC event one: The Graduate Center event.
2. EC event two: The Student Literary Forum. TH 5.29, 3.30-5pm, E-501
To achieve the points, compose a blog that explains the event you attended to the rest of the class. Where did you go? What happened? What did you think?
1. EC event one: The Graduate Center event.
2. EC event two: The Student Literary Forum. TH 5.29, 3.30-5pm, E-501
Class Agenda 5.19
1. When students receive their feedback from the second essay, they will
email the professor a response to the paper's comments. Respond to the
following questions: Do you understand the comments? Do you have
questions about the grade or the comments? Do you plan to revise? What
will you do differently for the second essay?
2. In-class blog: follow the directions here and craft a blog that you may be able to use for Essay 3.
3. Writing Lab: Work on Essay 3. Use this time to prepare your draft for peer review Friday. The professor can read what you've drafted so far. Some of you may also want to:
- catch up with Zeitoun reading: click here.
- consider Zeitoun within post 9-11: click here.
- consider Zeitoun and Katrina: click here
2. In-class blog: follow the directions here and craft a blog that you may be able to use for Essay 3.
3. Writing Lab: Work on Essay 3. Use this time to prepare your draft for peer review Friday. The professor can read what you've drafted so far. Some of you may also want to:
- catch up with Zeitoun reading: click here.
- consider Zeitoun within post 9-11: click here.
- consider Zeitoun and Katrina: click here
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