Monday, March 31, 2014
Quiz 3
What is the shock doctrine? What is disaster capitalism? How are they related to climate change?
Make $20 and Advance Research!
Adult
Students in Higher Education: Histories, Goals and Challenges
|
I am a graduate student in Sociology at the
Graduate Center of the City University of New York, and I am doing my
dissertation research on ‘adult undergraduates’ – people who are at least 25
years of age, enrolled in college, and seeking their bachelor’s degree. If this describes you, I would like to invite
you to participate in this study.
Why research adult undergrads? The simple fact is that ‘non-traditionally
aged’ students make up an important and growing part of the college-going
population, but not much is known about them.
Also, colleges and financial aid policy tend to be oriented towards
‘traditional’ students – those directly out of high school who can concentrate
fully on schooling – and often do not serve non-traditional students very
well. I am hoping that my research can
help to change this.
I would like to interview you about your educational
history, your reasons for going to college, and your present experiences as a
student. The interview will take between
45-60 minutes. Since I know that you are
busy, I will work around your schedule - the interview will take place at a
time and place convenient for you. I
will compensate you $20 for your time.
To protect your privacy, you will be completely
anonymous in any published research – that means neither your name nor anything
about you (neighborhood, college, etc.) will be mentioned by name. I will send you the interview questions ahead
of time for you to review.
If you are interested in participating, please
email dmonaghan@gc.cuny.edu
and write ‘Research Participation’ in the subject line. Thank you for your time!
About the researcher: David Monaghan is a 5th year Ph.D
student in Sociology at the Graduate Center, CUNY. His research is in the area of inequality in
higher education.
This research has been approved by
the Institutional Review Board of the Graduate Center, CUNY.
Essay One Draft
Dear Mayor De Blasio,
Greetings, my name is Ruben Aponte and I would like to introduce myself as a very dedicated student attending Laguardia Community College. My intention is to compliment and criticize the projects and ideas New York has sought out to prepare the city for climate change. Actually, to be completely honest this letter has been created for a class assignment to share opinion about New York City’s readiness to deal with climate change. Although the city’s proposals will benefit the economy in current times of peril, there is definitely a lack of solid ideas that suggest each plan of action will deal appropriately with climate change for the future. I am concerned about the city’s readiness to deal with hurricanes and flooding. However, despite the fact that I agree New York is taking action to prepare the city for climate change, I disagree the city is adequately prepared to deal with climate change in general. For this reason city officials should hire researchers, scientist, and engineers that understand the consequences and events global warming will cause to New York residents. As a result learning about global warming will help eliminate skepticism of potential consequences.
Before I elaborate my reasons let me explain the science of climate change. Climate change is an important issue because our specie hostility towards the planet will cause most natural species including our own to go extinct. According to the book The Climate Casino, “We humans control the future of our planet. with its lakes, forests and oceans teeming with life”(Nordhaus 13). This means the damage the human species cause to the planet can be prevented just by taking care of the Earth. To take our planet's health into consideration our priority should focus on eliminating greenhouse gases that arise from burning coal or fossil fuels. It’s important because, if we continue our habits, the Earth will rapidly become hotter. Having large ice sheets melt worldwide will obviously cause ocean levels to rise, causing the potential threat of flooding to parts of New York City. In addition, climate change has the potential to cause ocean acidification that becomes a large menace to natural underwater species. As a result climate change will affect the City of New York in unprecedented ways since the last dramatic change in climate 2.6 million years ago. The planet will be a much better place without global warming. The risk involved with climate change is that the consequences have never been recorded to present “accurate,” data for New York residents to believe the impact of climate change and how it can affect their daily lives and activities. According to The Climate Casino, “Global warming is a special problem for two central reasons: it is a global externality caused by people around the world in their everyday activity of using fossil fuels and other climate affecting measures, and it casts a long shadow into the future, affecting the globe and its people and natural systems for decades and even centuries into the future”(Nordhaus 18). This means the use of fossil fuels should be regulated to the point that greenhouse gases are no longer considered an externality, I think that anyone who uses any instruments that emit greenhouse gases should compensate for the damages fossil fuels are causing the atmosphere. It’s important because climate change will affect every individual on this planet including future generations; necessary is a plan of action to protect the climate. The implied meaning of this passage suggest implementing “special” solutions to dealing appropriately with climate change such as setting a price on atmospheric pollution.
The City of New York is producing gradual changes to prepare for climate change. According to the Green Building And Energy Efficiency by PlaNYC webpage, city officials are implementing “PlaNYC,” to achieve, by 2030, an important reduction in the amount of greenhouse gases the City emits by about less than one third. In addition to implementing “Green codes,” the purpose of which will be to insure that heating oil is regulated and monitored, will help reduce the amount of pollution that taints air in New York City. This idea is important because reducing global warming begins with eliminating pollution. In addition, improvising more ideas that regulate air pollution will set examples for other major cities to follow. Other objectives include the “Energy Efficiency policy.” The goal of this policy is to significantly reduce building energy use. To confront this issue, City officials will work to improve energy efficiency for buildings that already exist and provide effective strategies that recommend the best methods to reduce cost. This passage suggest that New York is in fact seeking methods to make the city more verdurous by taking initiative to prepare to produce more energy at less cost to the environment. Another strategy to reduce climate change will be to slowly prepare city residents to convert to vehicles that are more friendly to the environment such as driving electric vehicles. According to the PlaNYC webpage the City plans to prevent climate change by advocating for vehicles that run on tesla electricity. The City regards this plan as the “Mission Electric New York,” that hopefully by the year 2015 electric vehicles in New York will prosper and pioneer the path to changing the world we live in. The “Mission Electric,” project is the construction of new factories with the sole purpose of constructing electric vehicles to significantly reduce the price of such automobiles allowing market prices to compete with other vehicles in market.
Energy efficiency is a top priority to prepare New York City for climate change. The transition to energy efficiency will significantly reduce the price of living in New York and create job opportunities. According to the PlaNYC webpage, “To reach its aggressive sustainability goals, New York City needs to do more than improve new construction and renovations. It has to proactively address energy waste in it’s existing structures, a problem that is difficult to tackle because New York City has over a million of them”(PlaNYC webpage). This means City officials plan to eliminate unnecessary energy waste by providing solutions for buildings that already exist in New York. It’s important because the transition to reduce energy waste in existing buildings is a sensitive topic that is relatively difficult because persuading building owners to spend money to potentially do good for Earth is apparently impractical.
New York City residents contribute to climate change but are not conscient. William Nordhaus states, “Global warming begins and ends with human activities, growing food, heating our homes, and even going to school”(Nordhaus 15). Economic activity includes most actions that people rely on to make life simpler and easier such as driving or using certain products. What goes unmonitored are the consequences that the New York population contributes to climate change. However, the City lifestyle necessities requires residents to actively contribute to climate change as most of New York’s population depends on vehicles to travel across borders. Driving happens to be the activity that contributes dearly to the devastation of the atmosphere’s balance, especially when the City is famous for congested traffic. The atmosphere becomes heavily tainted to the point that a shroud of deadly Co2 becomes semi visible. In addition, if New York residents choose to drive vehicles that are Eco friendly, the city would be able to contribute a fair share to prevent climate change As a result, the problem is not so much the amount of people that are on Earth, but the dependency of using vehicles and instruments that cause long term damage to the planet.
In conclusion climate change is a serious problem that requires the attention of individuals who care about the future of Earth. In addition, implementing strategies that reduce CO2 will contribute to saving the planet’s equilibrium and delay adverse consequences. I believe educating present and future generations on the harm of global warming will give New York City residents the direction to overcome global warming. Overcoming global warming will require the participation of nations to work together to achieve solutions for problems that once seemed impossible until finally solved.
Front Page New York Times 3.31
First Instagram Assignment
Take a picture of something you believe is vulnerable to climate change (right here in New York). To be vulnerable is to be exposed; it is to be fragile.
Class Agenda 3.31
1. Quiz. (10m)
2. Announcements
3. In-class Twitter assignment. (10m)
Tweet one: #shockdoctrine - summarize the shock doctrine
Tweet two: #climatecasino - answer the question: do you think disaster capitalists will take, or are taking, advantage of climate change?
Tweet three: #sandystoryline summarize one of stories you heard on sandy storyline
Tweet four: ReTweet someone's Tweet from class that you found interesting
Favorite: favorite three other people's tweets that you found interesting
Follow: be sure you are following @jrclagcc and everyone else from class following him (hint: also search for the hashtags and follow people using them)
4. Instagram: sign up for an Instagram account that you will use for this class. (10m)
5. Class discussion: "Blank is Beautiful" (30m)
6. Film: The Shock Doctrine (30m)
7. Essay One Draft: Checking the grading grid (30m)
2. Announcements
3. In-class Twitter assignment. (10m)
Tweet one: #shockdoctrine - summarize the shock doctrine
Tweet two: #climatecasino - answer the question: do you think disaster capitalists will take, or are taking, advantage of climate change?
Tweet three: #sandystoryline summarize one of stories you heard on sandy storyline
Tweet four: ReTweet someone's Tweet from class that you found interesting
Favorite: favorite three other people's tweets that you found interesting
Follow: be sure you are following @jrclagcc and everyone else from class following him (hint: also search for the hashtags and follow people using them)
4. Instagram: sign up for an Instagram account that you will use for this class. (10m)
5. Class discussion: "Blank is Beautiful" (30m)
6. Film: The Shock Doctrine (30m)
7. Essay One Draft: Checking the grading grid (30m)
Friday, March 28, 2014
In-class blog: Times article
When Dr. Jabob's warns that the "political process" is playing "Russian roulette" with the risks of climate change, he's focusing on the ways that the city's political leadership is either demonstrating cowardice or incompetence in its handling of the future risks to the city. It's not simply that "we" New Yorkers are whistling in the dark, as it were, but that our government leaders either lack the will or the knowledge to make the necessary changes or take the necessary steps. We can see this in his emphasis on "the political process," since it's clearly government officials who must lead the necessary changes or take the necessary steps. This indictment of the city's political leadership may not be complete fair, however, because in reality the city's officials lack the kinds of power needed to address the system. The sheer costs required for the necessary changes would inevitably mean making huge cuts to current programs or raising taxes. Although an argument can be made that the city's 389,000 millionaires or the 70 billionaires could be tapped to pay for the common good, they wouldn't agree, and they certainly wouldn't finance the campaigns of any city official who tried to raise taxes on them. This means that any official interested in making those decisions would have to take on the real centers of power in politics -- the money powers -- and probably lose their next election. In a strange way, politicians are trapped between the voters, who mostly represent the common New Yorker, and the class that pays for their campaigns -- the wealthy. In the end, they must serve the interests of the wealthy to keep their jobs and fund their re-elections. They're not afraid to confront the reality of climate change. They're afraid to lose their donor base.
Borrowed Time on Disappearing Land
Thursday, March 27, 2014
Class Agenda 3.28
1. Announcements: read this blog!
2. Responding to your blogs.
3. the New York Times article: locating, defining, and using keywords
read sections of the article in class. select keywords and see if they are useful to our papers. practice critical thinking.
4. in-class writing: employing a keyword
5. Casino reading: partner work
6. looking ahead: blog two assignment, essay one assignment, new reading schedule
2. Responding to your blogs.
3. the New York Times article: locating, defining, and using keywords
read sections of the article in class. select keywords and see if they are useful to our papers. practice critical thinking.
4. in-class writing: employing a keyword
5. Casino reading: partner work
6. looking ahead: blog two assignment, essay one assignment, new reading schedule
Responding to your blogs
*choosing the ideas you want to emphasize
if you don't do the reading, you will not know what ideas to emphasize. If you don't annotate what you read, you will forget what you found important. Finding ideas mean re-reading what you already read, and writing about the ideas you find most interesting that are also relevant to the assignment.
The assignment is simple: is New York prepared? Why or why not? Consider giving three reasons.
*the thesis statement: 2-3 sentences.
The thesis is an argument. It means that someone else can disagree with it. The ideas in the thesis will repeat in the topic sentences in the paragraphs. The sole purpose of the paragraphs is to defend the thesis.
*unified paragraphs and quote sandwiches
A unified paragraph is one that is about one main idea. All the sentences relate back to that one main idea. One can find that main idea in the topic sentence. The paragraph is structured as a quote sandwich.
*structuring the thesis into paragraphs
The thesis will become split up into topic sentences. Those sentences will become the main ideas, or claims, for those supporting paragraphs.
*connecting ideas from paragraph to paragraph (flow)
Before you write a topic sentence, you might want to write a transition sentence. The transition sentence connects the main idea in one paragraph to another. The entire transition could hinge on one word. Consulting They Say I Say is a good idea here.
*the writing voice
Students shouldn't worry too much about the voice. You want to sound professional above all: this means you use vocabulary from the reading, but you define it in your own words. As a writer, your job is teach your subjects to your reader. Your reader needs to understand your writing and your ideas, but also learn about the ideas you've learned from the reading.
*the Writing Center
It's in B-200. What's more important to you? Feedback, your grade, and becoming a better writer, or something else? College is a long-term investment. Work is a short-term investment. Strike the right balance.
*introductions
Lead off with a story or an image. Do not lead off with a general, generic statement. Transition from the story or image into your thesis. Imagine how easy it will be to start off with cinematic details of Hurricane Sandy...
*grammar
Don't obsess over grammar. Read your work out loud before turning it in. Your reader should be able to make sense of your ideas and understand them.
*critical thinking v tangents
Making connections is a sign of sophistication and intelligence. Those aren't necessarily tangents. Show the steps of your thinking. Does it make sense to someone not in your head? Get someone else to read the paper - your friends or family. Do they get it? What parts are confusing? Revise.
*conclusions
Go big. Don't repeat your thesis. Be creative. Say why your ideas matter. Leave an impression. Make it personal.
*citations and bibliography
Correct citations matter. You must have a bibliography of sources at the end in MLA style. The attempt counts. Leaving it out will cost you. It doesn't have to be perfect for this essay.
*the science paragraph
if you don't do the reading, you will not know what ideas to emphasize. If you don't annotate what you read, you will forget what you found important. Finding ideas mean re-reading what you already read, and writing about the ideas you find most interesting that are also relevant to the assignment.
The assignment is simple: is New York prepared? Why or why not? Consider giving three reasons.
*the thesis statement: 2-3 sentences.
The thesis is an argument. It means that someone else can disagree with it. The ideas in the thesis will repeat in the topic sentences in the paragraphs. The sole purpose of the paragraphs is to defend the thesis.
*unified paragraphs and quote sandwiches
A unified paragraph is one that is about one main idea. All the sentences relate back to that one main idea. One can find that main idea in the topic sentence. The paragraph is structured as a quote sandwich.
*structuring the thesis into paragraphs
The thesis will become split up into topic sentences. Those sentences will become the main ideas, or claims, for those supporting paragraphs.
*connecting ideas from paragraph to paragraph (flow)
Before you write a topic sentence, you might want to write a transition sentence. The transition sentence connects the main idea in one paragraph to another. The entire transition could hinge on one word. Consulting They Say I Say is a good idea here.
*the writing voice
Students shouldn't worry too much about the voice. You want to sound professional above all: this means you use vocabulary from the reading, but you define it in your own words. As a writer, your job is teach your subjects to your reader. Your reader needs to understand your writing and your ideas, but also learn about the ideas you've learned from the reading.
*the Writing Center
It's in B-200. What's more important to you? Feedback, your grade, and becoming a better writer, or something else? College is a long-term investment. Work is a short-term investment. Strike the right balance.
*introductions
Lead off with a story or an image. Do not lead off with a general, generic statement. Transition from the story or image into your thesis. Imagine how easy it will be to start off with cinematic details of Hurricane Sandy...
*grammar
Don't obsess over grammar. Read your work out loud before turning it in. Your reader should be able to make sense of your ideas and understand them.
*critical thinking v tangents
Making connections is a sign of sophistication and intelligence. Those aren't necessarily tangents. Show the steps of your thinking. Does it make sense to someone not in your head? Get someone else to read the paper - your friends or family. Do they get it? What parts are confusing? Revise.
*conclusions
Go big. Don't repeat your thesis. Be creative. Say why your ideas matter. Leave an impression. Make it personal.
*citations and bibliography
Correct citations matter. You must have a bibliography of sources at the end in MLA style. The attempt counts. Leaving it out will cost you. It doesn't have to be perfect for this essay.
*the science paragraph
This paragraph will have a topic sentence unlike the other paragraphs, which are there to support your thesis. In this paragraph, you will explain the science of climate change, and what you believe to be the most relevant aspects of climate change to New York City. Students will be awarded more points for more details and richer explanations.
Tuesday, March 25, 2014
If You're Interested...
People May Die of Thirst as Fossil Fuel Production Exhausts and Pollutes Our Fresh Water Supply
Mark Karlin, BuzzFlash at Truthout: The radical new extraction methods of the fossil few industry are threatening the world's freshwater supply. In combination with global warming, the net result could be disastrous in the coming years.
Read the BuzzFlash Commentary
http://www.truth-out.org/Monday, March 24, 2014
Citing the New York Times Article
OVERALL
CLICK HERE for citations based on electronic sources that go in bibliographies (list of sources at the end of your paper.)
CLICK HERE for in-text citation rules. How to site websites is toward the bottom under "Citing non-print sources from the internet.)
CITING PLAN NYC30
CITING TIMES ARTICLE
CLICK HERE for citations based on electronic sources that go in bibliographies (list of sources at the end of your paper.)
CLICK HERE for in-text citation rules. How to site websites is toward the bottom under "Citing non-print sources from the internet.)
CITING PLAN NYC30
Citing non-print or sources from the Internet
With more and more scholarly work being posted on the Internet, you may have to cite research you have completed in virtual environments. While many sources on the Internet should not be used for scholarly work (reference the OWL's Evaluating Sources of Information resource), some Web sources are perfectly acceptable for research. When creating in-text citations for electronic, film, or Internet sources, remember that your citation must reference the source in your Works Cited.
Sometimes writers are confused with how to craft parenthetical citations for electronic sources because of the absence of page numbers, but often, these sorts of entries do not require any sort of parenthetical citation at all. For electronic and Internet sources, follow the following guidelines:
- Include in the text the first item that appears in the Work Cited entry that corresponds to the citation (e.g. author name, article name, website name, film name).
- You do not need to give paragraph numbers or page numbers based on your Web browser’s print preview function.
- Unless you must list the Web site name in the signal phrase in order to get the reader to the appropriate entry, do not include URLs in-text. Only provide partial URLs such as when the name of the site includes, for example, a domain name, likeCNN.com or Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.
CITING TIMES ARTICLE
In-text citations for print sources with known author
For Print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.
Human beings have been described by Kenneth Burke as "symbol-using animals" (3).
Human beings have been described as "symbol-using animals" (Burke 3).
Bibliographies and Citation
Students should practice "direct quotations" and (in-text citation) for their first essays (remember citations go at the END of the sentence, in these parentheses).
Students will submit, too, a bibliography of their sources along with their final draft. They can do this at the end of their final paragraphs (skip a couple lines). I don't need an entire extra sheet of paper.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
Note: they call citation/bibliography "works cited."
Notice that the link has sample papers, in-text citations, and citation abbreviations in gray in the box near the top of the screen.
Notice that it gives you suggestions for how to cite sources from books ("books") as well as the internet ("web sources: free web"). The Times article is a web source.
For bibliographies, don't forget about EASY BIB (click on it!).
Students will submit, too, a bibliography of their sources along with their final draft. They can do this at the end of their final paragraphs (skip a couple lines). I don't need an entire extra sheet of paper.
HERE is a link to the LaGuardia library website for helpful hints on direct quotation and citation and bibliographies.
Note: they call citation/bibliography "works cited."
Notice that the link has sample papers, in-text citations, and citation abbreviations in gray in the box near the top of the screen.
Notice that it gives you suggestions for how to cite sources from books ("books") as well as the internet ("web sources: free web"). The Times article is a web source.
For bibliographies, don't forget about EASY BIB (click on it!).
Blogging the Peer Review
The paragraph about science
Creating a topic sentence for this paragraph can be tricky. Try a template like, "Before I explain the reasons why I believe New York is/isn't prepared for climate change, I'd like to describe what aspects of climate change are most important to understand as a New Yorker. Climate change is caused by...Perhaps the most important science to understand as a New Yorker is....
Quotations and Paragraphs: does every paragraph need a quotation?
Not the introduction.
The conclusion is your choice.
The paper would be most interesting with a quotation in every other paragraph. You could possibly get away without one in the paragraph about the science of climate change, but you might be risking your reader's interest and your authority as a writer.
Every paragraph that supports the thesis must have evidence - in other words, it must have a direct quotation.
Topic sentences
Watch out for the topic sentences. Go back to your notes from last week. Topic sentences contain the main idea of the paragraph, but they also make a claim (a mini-argument) that supports your thesis, too. The evidence you use in your paragraphs supports the claim found in the topic sentence.
What are the rules for citing websites, such as the Plan NYC-30 website?
I'm going to post the citation rules in a second. We'll discuss it later this week or next.
CLICK HERE for citations based on electronic sources that go in bibliographies (list of sources at the end of your paper.)
CLICK HERE for in-text citation rules. How to site websites is toward the bottom under "Citing non-print sources from the internet.)
Creating a topic sentence for this paragraph can be tricky. Try a template like, "Before I explain the reasons why I believe New York is/isn't prepared for climate change, I'd like to describe what aspects of climate change are most important to understand as a New Yorker. Climate change is caused by...Perhaps the most important science to understand as a New Yorker is....
Quotations and Paragraphs: does every paragraph need a quotation?
Not the introduction.
The conclusion is your choice.
The paper would be most interesting with a quotation in every other paragraph. You could possibly get away without one in the paragraph about the science of climate change, but you might be risking your reader's interest and your authority as a writer.
Every paragraph that supports the thesis must have evidence - in other words, it must have a direct quotation.
Topic sentences
Watch out for the topic sentences. Go back to your notes from last week. Topic sentences contain the main idea of the paragraph, but they also make a claim (a mini-argument) that supports your thesis, too. The evidence you use in your paragraphs supports the claim found in the topic sentence.
What are the rules for citing websites, such as the Plan NYC-30 website?
I'm going to post the citation rules in a second. We'll discuss it later this week or next.
CLICK HERE for citations based on electronic sources that go in bibliographies (list of sources at the end of your paper.)
CLICK HERE for in-text citation rules. How to site websites is toward the bottom under "Citing non-print sources from the internet.)
Class Agenda 3.24
1. Peer Review Guidelines
Sample Comments
Grading Grid
2. In-class blog: Write a paragraph describing the feedback you received on your paper. Tell your readers what your peers liked best, what they thought needed work, and steps you plan to take to revise this paper. Finally, reflect on any concerns you have. What are your biggest concerns for this assignment? What do you need from class until its due? What kinds of help are you going to seek out, if any?
3. Skills Review
PARAPHRASE
Direct Quotation
In-class blog: Return to the Times article (CLICK HERE) you blogged about and that's at the basis for this assignment. Find a new quote you could use for your essay and correctly produce a "quote sandwich" about it.
4. In-class Twitter: Send out a Tweet to your followers that sums up or previews an idea from your recent blog. Use the hashtag (#) #climatecasino -- then send out a Tweet with your recent blog about the Times article.
5. Blog Review
Fatima
Wanda
Nickia
Sample Comments
Grading Grid
2. In-class blog: Write a paragraph describing the feedback you received on your paper. Tell your readers what your peers liked best, what they thought needed work, and steps you plan to take to revise this paper. Finally, reflect on any concerns you have. What are your biggest concerns for this assignment? What do you need from class until its due? What kinds of help are you going to seek out, if any?
3. Skills Review
PARAPHRASE
Direct Quotation
In-class blog: Return to the Times article (CLICK HERE) you blogged about and that's at the basis for this assignment. Find a new quote you could use for your essay and correctly produce a "quote sandwich" about it.
4. In-class Twitter: Send out a Tweet to your followers that sums up or previews an idea from your recent blog. Use the hashtag (#) #climatecasino -- then send out a Tweet with your recent blog about the Times article.
5. Blog Review
Fatima
Wanda
Nickia
Paraphrase Sentence Example
By 1938, humans had already added 150,000 million tons of CO2 to the atmosphere (Callendar 33).
In his essay, Callendar reported that by 1930 humans had already added 150,000 million tons of CO2 to the atmosphere.
In his essay, Callendar reported that by 1930 humans had already added 150,000 million tons of CO2 to the atmosphere.
Sample Comments for Peer Review
1. I like the way you use the evidence from The Climate Casino to back up your thesis statement. For instance, you give a good explanation for why New York is not prepared for rising sea levels in your third paragraph.
2. One thing that I think needs improvement is how you summarize from thebook. Sometimes I can't tell if you're using your own words or using the words other people wrote. Maybe if you write "the author says" before some phrases I can have a better idea of this.
3. There is too much information in your fourth paragraph. I think that if you just focused on how carbon dioxide enters the atmosphere the paragraph would be more effective. I think that's a strong point because New York will need to plant a lot of trees to get all the new carbon dioxide out of the air.
2. One thing that I think needs improvement is how you summarize from thebook. Sometimes I can't tell if you're using your own words or using the words other people wrote. Maybe if you write "the author says" before some phrases I can have a better idea of this.
3. There is too much information in your fourth paragraph. I think that if you just focused on how carbon dioxide enters the atmosphere the paragraph would be more effective. I think that's a strong point because New York will need to plant a lot of trees to get all the new carbon dioxide out of the air.
Assignment One Grading Grid
1. Thesis: Contains a central assertion that places a central idea at the forefront of the essay; thesis statements is 2-3 sentences; thesis statement answers the main question posed by the assignment (30%)
2. Structure: Essay organized around topic sentences; each paragraph provides "they say" context; essay uses summary and paraphrase to explain main ideas from reading (30%)
3. Evidence: Essay successfully places direct quotes into each body paragraph; essay cites those quotes correctly according to MLA guidelines; essay explains direct quotations; 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; essay offers original perspectives and argument (20%)
Peer Review Guidelines
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 (30%)
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%)
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 (30%)
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%)
Updated Course Schedule
Revised and Updated Syllabus ENG 101 – Writing Climate Change
M 3.24. – Peer Review
Essay One Peer Review: Bring THREE COPIES
F – 3.28 Casino (91-115)
BLOG TWO due BY Monday 3.31 at
midnight
M – 3.31 “Blank is Beautiful”
(2-19) - packet
F – 4.4 “Blanking the Beach” (64-86) - packet
Essay One
Due In Class
Essay
Assignment Two
Instagram assignment due by 4.3 at
6pm
M – 4.7 “Klein
on Superstorm Sandy” (129-134)
“The Myth of
Environmental Catastrophism” (134-147)
Instagram due Thursday by 5 pm
F – 4.11 “Eddie Yuen’s Reply” (148-151)
BLOG THREE due by TH 4.10
M – 4.14 SPRING
BREAK
Instagram TWO assignment due T 4.22
W 4.23 WEDNESDAY IS A MONDAY
“Wen
Stepheson, From Occupy to Climate Justice” (152-)
Casino (116-135)
F 4.25 MIDTERM
ESSAY
BLOG
FOUR due by TH 4.09
M 4.28 Casino (149-168)
Essay Two Peer Review
F 5.2 Casino (169-196)
Essay Two Due
Essay Assignment Three
M 5.5 Zeitoun
(1-19); Zeitoun (35-54; (68-81);
Instagram
Three Due by S 5.4
F 5.9 Zeitoun
(81-146)
BLOG FIVE due by TH 4.08
M 5.12 Zeitoun
(146-222)
F 5.16 (189-222)
Instagram
Four due by TH 5.15
M 5.19 (223-292)
F 5.23 (292-325)
Essay Three Peer Review
M 5.26 college closed
BLOG SIX due by S 5.25
M 6.2 Essay
Three Due
Instagram
Five due by S 6.1
Saturday, March 22, 2014
Remember Peer Review Monday!
Please bring THREE COPIES of your essay one draft (must be at least two pages minimum, double-spaced)
Friday, March 21, 2014
Transitioning from blogs to essay/letter assignment
You have class notes and your blogs. Now you need to write your letter. What do you do?
ONE WAY. For some of you, it may be productive to ask yourself what your thesis is right now: is NYC prepared for climate change or not? In some ways yes, in some ways no? Make a list. You can change your thesis, but maybe see what you say.
Now look at all the information. What information do you have that you'd like to use to support your thesis? What ideas do you want to focus on because you think they're most important to New York?
ANOTHER WAY. Look at your notes and blog with this letter/essay assignment in mind. What ideas do you think would be most relevant for the mayor to consider? Make a list. Now take the points you want to write about and create a thesis, or just write a paragraph and worry about the intro/thesis later.
ONE WAY. For some of you, it may be productive to ask yourself what your thesis is right now: is NYC prepared for climate change or not? In some ways yes, in some ways no? Make a list. You can change your thesis, but maybe see what you say.
Now look at all the information. What information do you have that you'd like to use to support your thesis? What ideas do you want to focus on because you think they're most important to New York?
ANOTHER WAY. Look at your notes and blog with this letter/essay assignment in mind. What ideas do you think would be most relevant for the mayor to consider? Make a list. Now take the points you want to write about and create a thesis, or just write a paragraph and worry about the intro/thesis later.
Quote Sandwich
Topic Sentence - contains main idea that supports thesis, and can stand alone as a claim
Intro: set
up: frame – top of the quote sandwich
Nordhaus writes that we need economic growth,
regardless of rising temperatures, in order to lift “the billions of people who will be stuck in poverty and disease for
the indefinite future” (Nordhaus 82). PARAPHRASE.
CRITICAL THINKING: I agree/I disagree…One
the one hand, I argee; on the other hand, I disagree because… This idea is
important because… We need to focus on this idea because…
[MLA Citation:
author’s last name first, then page number]
Thursday, March 20, 2014
Class Agenda 3.21
1. Announcements:
catch up on reading over the weekend: no new reading assignment for Monday;
professor will revise syllabus and course assignments over the weekend
All students must have a Tweet with #climatecasino by Monday
2. No Quiz
3. Group Work: identifying key passages in recent reading assignments; professor assigns different passages to groups; they report to class: summarize the passage from Climate Casino and explain
how you might fit into your first essay assignment (the letter)
a. the professor will assign you a page number and a passage
b. together with two other students, you will summarize the passage in question
c. you will explain the importance of your passage to the class in TWO minutes, in your own word. SELL IT!
d. you will offer the class a way to add the idea from this passage into your first essay assignment
4. Quote sandwich practice
in class we will practice creating a quote sandwich - professor will come around to notebooks
5. Blogs into drafts - how could we take ideas from our blogs and revise them into our assignments?
BLOGS
Andrew
Ruben
6. In-class writing: is New York prepared for climate change?
catch up on reading over the weekend: no new reading assignment for Monday;
professor will revise syllabus and course assignments over the weekend
All students must have a Tweet with #climatecasino by Monday
2. No Quiz
3. Group Work: identifying key passages in recent reading assignments; professor assigns different passages to groups; they report to class: summarize the passage from Climate Casino and explain
how you might fit into your first essay assignment (the letter)
a. the professor will assign you a page number and a passage
b. together with two other students, you will summarize the passage in question
c. you will explain the importance of your passage to the class in TWO minutes, in your own word. SELL IT!
d. you will offer the class a way to add the idea from this passage into your first essay assignment
4. Quote sandwich practice
in class we will practice creating a quote sandwich - professor will come around to notebooks
5. Blogs into drafts - how could we take ideas from our blogs and revise them into our assignments?
BLOGS
Andrew
Ruben
6. In-class writing: is New York prepared for climate change?
Tuesday, March 18, 2014
Career Plans?
LaGuardia's Faculty Council is hosting an event titled "Let's Talk: Career Opportunities" from 2pm-4pm in the E-Building atrium on Wednesday, April 2nd. This event will provide students opportunities to explore career options associated with their major through small-group discussions with faculty in their discipline. Several programs/majors will be represented at the event.
Monday, March 17, 2014
Class Agenda 3.17
1. No Quiz.
2. Announcement: Dear Class, a colleague of mine will be running the first hour of class today. As you know, my son was sick on Friday. We ended up taking him to Urgent Care with a serious, infectious virus. Then my wife and I caught the same virus. I was too sick to come into class today, and I also need to protect you from the virus. It's contagious for three days. I'll be better by Friday and not contagious, so I'll see you then. What a weekend!
2. Class Today: Since we are the lab today we will work on our computers for one hour. For the second hour of class you will be dismissed early; however, some of you may want to be take the opportunity to catch up on any missing class work. In general, the most important tasks for catch-up would be to finish your blog (due today!) if you haven't, and to set up your Twitter account.
3. Class Activity: I was very impressed last week in our class discussion when you explained the information in several graphs from our text Climate Casino. Summarizing visual information is an important skill that involves what's called quantitative reasoning, and it goes hand in hand with your ability to summarize the science of climate change. So for today's lab, I'd like you to write an in-class blog that compares and contrasts TWO of the graphs from our text. Follow the instructions below. When you are finished (minimum 200 words) you may be dismissed from class (just please tell my colleague).
4. Directions: Separate post. CLICK HERE.
2. Announcement: Dear Class, a colleague of mine will be running the first hour of class today. As you know, my son was sick on Friday. We ended up taking him to Urgent Care with a serious, infectious virus. Then my wife and I caught the same virus. I was too sick to come into class today, and I also need to protect you from the virus. It's contagious for three days. I'll be better by Friday and not contagious, so I'll see you then. What a weekend!
2. Class Today: Since we are the lab today we will work on our computers for one hour. For the second hour of class you will be dismissed early; however, some of you may want to be take the opportunity to catch up on any missing class work. In general, the most important tasks for catch-up would be to finish your blog (due today!) if you haven't, and to set up your Twitter account.
3. Class Activity: I was very impressed last week in our class discussion when you explained the information in several graphs from our text Climate Casino. Summarizing visual information is an important skill that involves what's called quantitative reasoning, and it goes hand in hand with your ability to summarize the science of climate change. So for today's lab, I'd like you to write an in-class blog that compares and contrasts TWO of the graphs from our text. Follow the instructions below. When you are finished (minimum 200 words) you may be dismissed from class (just please tell my colleague).
4. Directions: Separate post. CLICK HERE.
In-class Writing Directions 3.17
1. Select one graph from our text Climate Casino. If you don't have the book, find a graph from the PDFs I've linked to our course blog. Remember, when you write your blog, address it to a Laguardia student who isn't in our class. State who you are, what you're doing, and why. Then, when you read over your blog for revision, be sure to ask yourself if they'd be be able to understand your points.
2. To fully explain a graph you will need to consider following skills; each might correspond to a different paragraph, or you may choose to organize it differently. Then, examine your graph, making notes where useful. Finally, write a response that summarizes, interprets, and connects the information in the data.
- Summary: explains the information for a reader who has not seen it yet.
· hint: be sure to address what the information says as well as how it measures and presents its data.
· does the data communicate any pattern, trend, or story?
hint: imagine someone else can't see the graph, but needs to know what it looks like.
hint: imagine someone else can't see the graph, but needs to know what it looks like.
- Interpretation: explains the information for a reader wondering what the graph means.
· hint: interpretation requires that you explain the significance of something: why is this data important? Who should care about it?
· Can you imagine reasons that would explain any pattern, trend, or story in the data?
- Integration: explains the data’s links to an idea, issue, or claim from class or course text.
· hint: return to your class notes or class text, and explain the significance of the data for the idea, issue, or claim you choose.
- Critique: explains the data for what’s missing, unclear, or inaccurate.
· hint: is there a problem in the way this data presents its information, methods, or sources?
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