1. Take the survey: click here.
2. Email the professor to say you took the survey. One easy way: at the end of the survey it says something when you've finished. Copy and paste that to me and yourself in an email.
3. Keep a written record of the fact that you took the survey for our end-of-term grade conference.
Monday, April 28, 2014
Looking ahead to class on Friday 5.2
1. Look at the Instagram Assignment due next week (Monday 5.5): click here.
2. Look at the upcoming blog assignment due next week (Thursday 5.8): click here.
3. Look at the revised syllabus and course schedule: we're beginning Zeitoun on Friday. This is the book the professor gave you. If you don't have the book, contact the professor immediately.
4. Bring in two copies of Essay 2 for your peer review on Friday.
5. Grab some extra credit points! Click here.
Please note: We have posted eight blogs so far in this class. Blogs are a big part of your semester grade. Please make sure you have posted 8 blogs to your blog account. Before the end of the semester, you will have the chance to revise two blogs (see blog assignment four). However, all students need to make extra certain that out of class blogs (take-home blogs) are at least 200 words.
2. Look at the upcoming blog assignment due next week (Thursday 5.8): click here.
3. Look at the revised syllabus and course schedule: we're beginning Zeitoun on Friday. This is the book the professor gave you. If you don't have the book, contact the professor immediately.
4. Bring in two copies of Essay 2 for your peer review on Friday.
5. Grab some extra credit points! Click here.
Please note: We have posted eight blogs so far in this class. Blogs are a big part of your semester grade. Please make sure you have posted 8 blogs to your blog account. Before the end of the semester, you will have the chance to revise two blogs (see blog assignment four). However, all students need to make extra certain that out of class blogs (take-home blogs) are at least 200 words.
Midterm Questions
Directions
Choose
one of the topics below. Brainstorm and plan your argument, two or three
main supporting ideas, and write. This essay should be at least 600 words.
Remember
the parts of a strong argumentative essay: a short intro that presents the
issue and segues into an explicit thesis, several separate body paragraphs,
each with a topic sentence/supporting claim, and a brief conclusion leaving
the reader with a closing thought or two. Of course, refer frequently—via
summaries, paraphrases, and limited direct quotation —to Climate Casino and The Shock Doctrine, as well as other course texts, if possible.
The
last ten to fifteen minutes should be devoted to carefully proofreading. Good
luck!
1. How can climate change be understood as an economic issue? How is it related to the values or ideas we associate with capitalism, economy, or finance?
2. What are the biggest risks associated with climate change, and how can people minimize those risks?
3. Who and/or what is really causing climate change, and who should lead the response?
2. What are the biggest risks associated with climate change, and how can people minimize those risks?
3. Who and/or what is really causing climate change, and who should lead the response?
Blog 4 Assignment
For this assignment you will offer your perspective to classmates in ENG 101.
First, note that you will click on your name below to find the blogs
that need your comments. Follow the instructions provided below. Your
main goal is to offer an overall evaluation of the blog, communicate
what you believe to be their main ideas, and to provide
helpful 'constructive criticism' for their revision process.
What is the goal my response?
The goal of your response is to offer the writer some suggestions for revision based on the assignment they had for the blog. Remember, you shouldn't feel confused about what they're writing about - you are their audience. If you're confused, you need to say why. If they need to expand their ideas, you need to tell which ones, and also how to do it. Their interest and focus should also make you interested. If you weren't interested, they need tell them what they could have done to make you more interested.
As for how you should organize your response, see the directions below. Here are the specific steps:
Blog Comment Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog'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.
How do I leave a comment again?
Press the "No Comments" or "Comments" link at the end of their blog entry.
Consider pasting your response from Microsoft Word, or simply write in the box.
Fill out the web-bot verification boxes.
What if someone else has already left a comment?
Leave yours too.
What if I don't know why they're writing?
A) Their blogs *should* explain what they're doing. If they don't, that's something for you to offer criticism about.
B) Remember, each blog was in response to the assignment. The assignment and purpose should be clear in the blog. If it isn't, tell them, and tell them how they can make it more clear.
What is constructive criticism?
It's when you point out issues that need attention and offer suggestions for how to make the changes you propose.
What do I do?
See the directions above after you find your name below.
What if I have a question?
Email me!
Can I get extra credit for leaving feedback on more than my two assigned blogs?
Yes. Please email me for details.
Click on your name below to find the blogs that you'll leave comments for.
Allen, Allen
Amir, Amir
Andrew, Andrew
Aphril, Aphril
Carmen, Carmen
Fatima, Fatima
James, James
Jeremy, Jeremy
Julien, Julien
Kelly, Kelly
Maryem, Maryem
Nazneen, Nazneen
Noel, Noel [NOTE: review blog for Tuesday April 8]
Ruben, Ruben
Salem, Salem [Note: review blog for Tuesday April 1]
Sandra, Sandra [Note: review blog for Monday March 24]
Sanjida, Sanjida [Note: review blog for Monday, March 19]
Sissell, Sissell
Tanya, Tanya
Tiffany, Tiffany
Wanda, Wanda
What is the goal my response?
The goal of your response is to offer the writer some suggestions for revision based on the assignment they had for the blog. Remember, you shouldn't feel confused about what they're writing about - you are their audience. If you're confused, you need to say why. If they need to expand their ideas, you need to tell which ones, and also how to do it. Their interest and focus should also make you interested. If you weren't interested, they need tell them what they could have done to make you more interested.
As for how you should organize your response, see the directions below. Here are the specific steps:
Blog Comment Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog'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.
How do I leave a comment again?
Press the "No Comments" or "Comments" link at the end of their blog entry.
Consider pasting your response from Microsoft Word, or simply write in the box.
Fill out the web-bot verification boxes.
What if someone else has already left a comment?
Leave yours too.
What if I don't know why they're writing?
A) Their blogs *should* explain what they're doing. If they don't, that's something for you to offer criticism about.
B) Remember, each blog was in response to the assignment. The assignment and purpose should be clear in the blog. If it isn't, tell them, and tell them how they can make it more clear.
What is constructive criticism?
It's when you point out issues that need attention and offer suggestions for how to make the changes you propose.
What do I do?
See the directions above after you find your name below.
What if I have a question?
Email me!
Can I get extra credit for leaving feedback on more than my two assigned blogs?
Yes. Please email me for details.
Click on your name below to find the blogs that you'll leave comments for.
Allen, Allen
Amir, Amir
Andrew, Andrew
Aphril, Aphril
Carmen, Carmen
Fatima, Fatima
James, James
Jeremy, Jeremy
Julien, Julien
Kelly, Kelly
Maryem, Maryem
Nazneen, Nazneen
Noel, Noel [NOTE: review blog for Tuesday April 8]
Ruben, Ruben
Salem, Salem [Note: review blog for Tuesday April 1]
Sandra, Sandra [Note: review blog for Monday March 24]
Sanjida, Sanjida [Note: review blog for Monday, March 19]
Sissell, Sissell
Tanya, Tanya
Tiffany, Tiffany
Wanda, Wanda
Instagram Assignment Two
Imagine a future researcher, space alien, or time traveler came back to New York and said, in the future everything is flooded! What was life like before catastrophic global warming? Take a picture of something in the city that shows "life before global warming."
Post it to your Instagram or blog by this Friday.
Post it to your Instagram or blog by this Friday.
Course Syllabus and Reading Schedule has been revised.
See the syllabus under 'Pages.'
Will have handout in class.
J
Will have handout in class.
J
Enter the Creative Writing Contest
LaGuardia
Please include your contact information and a brief (100 words or less) biography.
CREATIVE WRITING
CONTEST
DEADLINE: Wednesday,
April 30, 2014
Winners will be
honored at the English Department’s Student Literary Forum, where
they will read their winning pieces. Winners will also be published
in Literary LaGuardia.
Send your best writing—fiction,
poetry, creative nonfiction, or plays—to: literarylaguardia@gmail.com. Please include your contact information and a brief (100 words or less) biography.
Sponsored by the
English Department’s Creative Writing Committee, the Writing and Literature
Major Committee, and Literary LaGuardia.
Friday, April 25, 2014
The ulimate source for quoting electronic/internet sources!!!!
For in-text citation, click here:
[click here]
BUT what does it look like in a bibliography or works cited page?
[click here]
BUT what about citing KINDLE, or YOUTUBE?
[click here]
OR TRY:
[click here]
[click here]
BUT what does it look like in a bibliography or works cited page?
[click here]
BUT what about citing KINDLE, or YOUTUBE?
[click here]
OR TRY:
[click here]
Class Agenda 4.25
1. Review for the Midterm - how do we review what we read? What are the questions? What will the format be?
2. First, discuss in pairs the article we read for Wednesday: "From Occupy to Climate Justice." Identify the main themes and passages. Take notes for yourself as you discuss.
3. Let's briefly talk about the essay as a class, and where it might fit into our second essay. How does it contrast or complement Nordhaus?
4. Now let's find out how to cite this piece, and other pieces from the internet.
In a bibliography: [ click here ]
Now, for quoting in a paragraph: [ click here ]
5. Now let's practice the first half of a quote sandwich. Remember: you must introduce the text to reader unfamiliar with it. When quoting, you must correctly cite it as a web article. How will it look? Let's briefly remind ourselves with They Say I Say.
Now add the bibliographical entry for the works cited page. What will it look like?
6. What if we wanted to explore this theme further? Let's search. Let's find a source. Now let's say we want to paraphrase that source in a paragraph where we're already citing another article (the Occupy one we just practiced). How do we cite this source to put it in conversation with the Occupy piece? How do we make those two pieces 'talk' together?
2. First, discuss in pairs the article we read for Wednesday: "From Occupy to Climate Justice." Identify the main themes and passages. Take notes for yourself as you discuss.
3. Let's briefly talk about the essay as a class, and where it might fit into our second essay. How does it contrast or complement Nordhaus?
4. Now let's find out how to cite this piece, and other pieces from the internet.
In a bibliography: [ click here ]
Now, for quoting in a paragraph: [ click here ]
5. Now let's practice the first half of a quote sandwich. Remember: you must introduce the text to reader unfamiliar with it. When quoting, you must correctly cite it as a web article. How will it look? Let's briefly remind ourselves with They Say I Say.
Now add the bibliographical entry for the works cited page. What will it look like?
6. What if we wanted to explore this theme further? Let's search. Let's find a source. Now let's say we want to paraphrase that source in a paragraph where we're already citing another article (the Occupy one we just practiced). How do we cite this source to put it in conversation with the Occupy piece? How do we make those two pieces 'talk' together?
Wednesday, April 23, 2014
Class Exercises and Activities for Essay 2 Going Forward...
There are several skills that we need to practice going forward. Many of these involve transforming our research for the second essay into the arguments, claims, paragraphs, and sentences we need to write for essay two.
Research skills
Emerging Arguments and Claims: As we research, our sources will help point us in the directions we want to argue. This is what we mean by text-based evidence: we are basing our claims on information, and we can 'back up' our claims by pointing to the research we've found. This means that we will discover our arguments as we go - maybe not all of them, but many of them.
In-text citations and bibliography: We have practiced successfully quoting from books like Climate Casino, but this essay asks us to get better with sources like PLANYC (except that now you are responsible for finding many of these sources on your own). We have to know what parts of internet sources should go in the direct quotation/citation part of our quote sandwiches. We also have to save a lot of information for the bibliography (the list of works cited at the end, which is in MLA style).
Incorporating information from multiple sources: We may not have room to introduce every source we find, and then have a direct quotation from them, and then explore that quotation. But we are using information from many sources. So what do we do? Consider these rules:
1. Keep track of where all your information comes from. You can summarize information from one website and cite it (put in parentheses) even if you don't quote from it. A reader should be able to figure out where you're getting the information.
2. So what information do you put in direct quotations? You use the information that best supports the claim you're making (and thus BEST supports the thesis). This might mean you have a paragraph with several citations of sources, but still only one direct quotation. In general, then, the quote sandwich for a research essay might expand to include 'ingredients' that refer to other sources, but the main 'meat' or 'cheese' of the quote sandwich is still the best quote you're using to support your topic-sentence claim (and, again, your thesis).
Quote Sandwiches
Our quote sandwiches are more important than ever because of our research. We will need to pay special attention now to introducing sources, in many cases because readers won't have encountered them. We need to take this responsibility seriously. There are two new ways we will introduce sources beyond the one we've already learned, which is summary of main ideas.
1. What are the strengths and weaknesses of our sources? What do they do well? What are they useful for? What are their limits? What do they leave out? How are they biased?
2. Why should a reader trust these sources? Who wrote them? Where are they from? Why should we trust them?
Essay Directions
We will need to continue practicing 'in-text directions' for our readers. In-text directions are sentences in the essay that tell the reader what's happening in the paper and why. For example, we might have templates like:
In this essay I will argue...
In this paragraph I will argue...
We should now turn to ____ because ____
The sources I use in this essay will be____. They are credible because______.
Thesis/topic sentence repetition
In the last essay, our repetitive argument language was around "preparation." In this essay, it is "adequate/not adequate" and "successful" or "not successful."
The city's response to Sandy was successful because ______, etc, but not successful because ____
Research skills
Emerging Arguments and Claims: As we research, our sources will help point us in the directions we want to argue. This is what we mean by text-based evidence: we are basing our claims on information, and we can 'back up' our claims by pointing to the research we've found. This means that we will discover our arguments as we go - maybe not all of them, but many of them.
In-text citations and bibliography: We have practiced successfully quoting from books like Climate Casino, but this essay asks us to get better with sources like PLANYC (except that now you are responsible for finding many of these sources on your own). We have to know what parts of internet sources should go in the direct quotation/citation part of our quote sandwiches. We also have to save a lot of information for the bibliography (the list of works cited at the end, which is in MLA style).
Incorporating information from multiple sources: We may not have room to introduce every source we find, and then have a direct quotation from them, and then explore that quotation. But we are using information from many sources. So what do we do? Consider these rules:
1. Keep track of where all your information comes from. You can summarize information from one website and cite it (put in parentheses) even if you don't quote from it. A reader should be able to figure out where you're getting the information.
2. So what information do you put in direct quotations? You use the information that best supports the claim you're making (and thus BEST supports the thesis). This might mean you have a paragraph with several citations of sources, but still only one direct quotation. In general, then, the quote sandwich for a research essay might expand to include 'ingredients' that refer to other sources, but the main 'meat' or 'cheese' of the quote sandwich is still the best quote you're using to support your topic-sentence claim (and, again, your thesis).
Quote Sandwiches
Our quote sandwiches are more important than ever because of our research. We will need to pay special attention now to introducing sources, in many cases because readers won't have encountered them. We need to take this responsibility seriously. There are two new ways we will introduce sources beyond the one we've already learned, which is summary of main ideas.
1. What are the strengths and weaknesses of our sources? What do they do well? What are they useful for? What are their limits? What do they leave out? How are they biased?
2. Why should a reader trust these sources? Who wrote them? Where are they from? Why should we trust them?
Essay Directions
We will need to continue practicing 'in-text directions' for our readers. In-text directions are sentences in the essay that tell the reader what's happening in the paper and why. For example, we might have templates like:
In this essay I will argue...
In this paragraph I will argue...
We should now turn to ____ because ____
The sources I use in this essay will be____. They are credible because______.
Thesis/topic sentence repetition
In the last essay, our repetitive argument language was around "preparation." In this essay, it is "adequate/not adequate" and "successful" or "not successful."
The city's response to Sandy was successful because ______, etc, but not successful because ____
NEW DATES: Midterm, Essay 2
The midterm for F 4.25 is now M 4.28.
The Peer Review for Essay 2 that was 4.28 is now 5.2.
The Due Date for Essay 2 that was 5.2 is now 5.5.
Please make the changes to your notes, course schedule, and calendars!!!
The Peer Review for Essay 2 that was 4.28 is now 5.2.
The Due Date for Essay 2 that was 5.2 is now 5.5.
Please make the changes to your notes, course schedule, and calendars!!!
Class Agenda 4.23
1. Essay Two Workshop: While your professor hands back your first essay with comments, students will use this time to work on their second essay.
2. When students receive their feedback from the first 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?
3. After 75 minutes, we will gather together a class to look at the assigned reading for today.
2. When students receive their feedback from the first 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?
3. After 75 minutes, we will gather together a class to look at the assigned reading for today.
Monday, April 21, 2014
Running Out of Time By The New York Times | Editorial 21 April 1
Next year, in December, delegates from more than 190 nations will gather in Paris to take another shot at completing a new global treaty on climate change. This will be the 21st Conference of the Parties under United Nations auspices since the first summit meeting in Rio de Janeiro in 1992.
FOR the most part, these meetings have been exercises in futility, producing just one treaty — in Kyoto in 1997 — that asked little of the big developing countries and was never ratified by the United States Senate. But if the Intergovernmental Panel on Climate Change’s most recent report is to be taken seriously, as it should be, the Paris meeting may well be the world’s last, best chance to get a grip on a problem that, absent urgent action over the next decade, could spin out of control.
The I.P.C.C., composed of thousands of the world’s leading climate scientists, has issued three reports in the last seven months, each the product of up to six years of research. The first simply confirmed what has been known since Rio: global warming is caused largely by the burning of fossil fuels by humans and, to a lesser extent, by deforestation. The second, released in Japan three weeks ago, said that profound effects were already being felt around the world, including mounting damage to coral reefs, shrinking glaciers and more persistent droughts, and warned of worse to come — rising seas, species loss and dwindling agricultural yields.
Thursday, April 17, 2014
It’s the End of the World as We Know It . . . and He Feels Fine
The “human machine,” as he sometimes puts it, has grown to such a size that breakdown is inevitable. What, then, do we do? [click here]
Paul Kingsnorth Kenneth O Halloran for The New York Times
Friday, April 11, 2014
Quiz 4.11
1. Yuen and Angus are having a disagreement. What do you think it's about, and whose side do you take?
Class Agenda 4.11
1. Quiz
2. Announcements: Blog 3 Due Sunday, Spring Break, Zeitoun book
PAPERS: Tried but could not finish. Starting Monday if you want your grade, please EMAIL ME and I can email you the grading grid/comments.
3. Point/counter-point: in teams, let's look at the debate over "catastrophism." Each team will take a different point. We will hear both sides at the end decide which argument is stronger.
4. Library! Second assignment!
2. Announcements: Blog 3 Due Sunday, Spring Break, Zeitoun book
PAPERS: Tried but could not finish. Starting Monday if you want your grade, please EMAIL ME and I can email you the grading grid/comments.
3. Point/counter-point: in teams, let's look at the debate over "catastrophism." Each team will take a different point. We will hear both sides at the end decide which argument is stronger.
4. Library! Second assignment!
Wednesday, April 9, 2014
Blogs going well
What are people's impressions of Sandy Storyline? Did any of it come as a surprise? What do you think of the website? (one point extra from quiz grade for giving your response here)
I was very impressed by the number of students who completed At-home blog #2.
Remember at-home blog number three!!!! (click here)
I was very impressed by the number of students who completed At-home blog #2.
Remember at-home blog number three!!!! (click here)
Monday, April 7, 2014
Blogging the class blog: issues and ideas
Did New York City allow for privatization of city resources during or after Hurricane Sandy?
I don't know the answer to this question. It's coming up frequently in our course blogs, but in order to maintain accuracy, we will have to do some research on this. How can we find the answers to this question? This needs to be a subject of class discussion, and needs to be incorporated into our research for Essay Assignment Two.
Allen has found an article that addresses this issue. Can students find other articles and paste them below? Each article you find will get you one quiz point, up to 10 quiz points, which means that you can make-up an entire quiz that you missed by pasting links to relevant research.
I don't know the answer to this question. It's coming up frequently in our course blogs, but in order to maintain accuracy, we will have to do some research on this. How can we find the answers to this question? This needs to be a subject of class discussion, and needs to be incorporated into our research for Essay Assignment Two.
Allen has found an article that addresses this issue. Can students find other articles and paste them below? Each article you find will get you one quiz point, up to 10 quiz points, which means that you can make-up an entire quiz that you missed by pasting links to relevant research.
Hurricane Sandy and the Shock Doctrine: template
This post is a response to an in-class assignment for my ENG 101 class at LaGuardia Community College about New York City's response to Hurricane Sandy. I argue that despite the city's timely reconstruction of the subway system, the city failed to protect many ordinary New Yorker's from the storm's harmful aftereffects. The city's failure to provide shelter for the most vulnerable, in particular, is a troubling legacy from the storm - and not necessarily a unique failure of New York. In fact, that failure may have been intentional, as many municipal and state governments have leveraged natural disasters to promote privitization and profit-driven schemes that Noami Klein calls "disaster capitalism." In "Blanking the Beach," Klein writes about the privatization of Sri Lanka after the 2004 tsunam and writes that the housing problems affecting displaced persons after the tsunami were "structural and deliberate" (79). In other words, governments put commercial interests or private companies ahead of providing land and resources to poor communities. Working off of Klein's idea, I call this concept intentional failure. Intentional failures occur when governments fail on purpose in order to create situations that benefit private interests. In the case of Sandy, governments failed to provide adequate housing to displaced people. They could have put people up in hotels indefinitely, for example, but they didn't - in part because they probably claimed to not have the revenue, and in part because the hotels couldn't subsidize the rooms. Yet raising taxes on rich New Yorkers and wealthy businesses could have produced the needed revenue to keep people in the housing, or the city could have passed a law requiring hotels to continue subsidizing people until they found fair priced, replacement housing. We can see these issues in article such as THIS and THIS and THIS (these are the first sites appearing on Google for the search phrase: "kicked out of hotels in new york after hurricane sandy homeless shelter."
Quiz 5
Relate one idea from the reading that you think you could bring into your second essay assignment. Explain the idea and how you might include it.
At-Home Blog 3 Due 4.13
New Due Date: Due BY Sunday 4.13
Assignment: Return to the Sandy Storyline website. Find ONE new story you haven't written about before, and build a quote sandwich around it. Begin the paragraph with a claim about New York's response to Sandy (drawn from the themes of the story you chose from Sandy Storyline). Then, see if you can create a keyword in response to the Sandy Storyline story you chose. Then proceed with the rest of the quote sandwich, modeled on the typical paragraph or on the sentences practiced in class on 4.7 (return to the class agenda on 4.7 for details - click here).
Provide a link to the Storyline story you chose at the bottom of your blog.
Tweet a link to your blog with the hashtag #sandystoryline when you're done (sign into Twitter and then click on the Bird icon at the bottom of your blog post).
Assignment: Return to the Sandy Storyline website. Find ONE new story you haven't written about before, and build a quote sandwich around it. Begin the paragraph with a claim about New York's response to Sandy (drawn from the themes of the story you chose from Sandy Storyline). Then, see if you can create a keyword in response to the Sandy Storyline story you chose. Then proceed with the rest of the quote sandwich, modeled on the typical paragraph or on the sentences practiced in class on 4.7 (return to the class agenda on 4.7 for details - click here).
Provide a link to the Storyline story you chose at the bottom of your blog.
Tweet a link to your blog with the hashtag #sandystoryline when you're done (sign into Twitter and then click on the Bird icon at the bottom of your blog post).
Class Agenda 4.7
1. Quiz
2. Announcements
3. Instragram: Log into your Instagram account and find one picture a classmate posted that strikes you as interesting. Tell them why you found their picture interesting in 2-3 sentences as a comment on their account.
4. Twitter:
a. Please log into Twitter and look at your privacy/security settings. Change them to "protected" if you wish to keep your Tweets within this class.
b. Next, find one idea from the reading you found interesting and paraphrase in a Tweet. Use the hashtag #shockdoctrine #sandy in your Tweet.
c. Find a Tweet from a classmate that you found interesting. Favorite it, and then reply to it. In your reply, tell the student how they might use their Tweeted idea for the second essay assignment.
5. Blog:
a. Return to your notes from Friday and look at the keyword your group found or created. In your blog, write a quote sandwich. Each part of the sandwich will have at least one sentence that does the following things:
it starts with a claim about New York's response to Hurricane Sandy (was the response adequate? Was the response inadequate? Make a claim and say why).
Then lead into an introduction of the text ("Blanking the Beach"),
then introduce the key word by "grabbing" it from a specific quote in the reading,
then define the term,
then explain its importance to the text,
then explain its importance to New York's experience with Hurricane Sandy
6. Class discussion: "Klein on Superstorm Sandy," "The Myth of Environmental Catastrophism"
2. Announcements
3. Instragram: Log into your Instagram account and find one picture a classmate posted that strikes you as interesting. Tell them why you found their picture interesting in 2-3 sentences as a comment on their account.
4. Twitter:
a. Please log into Twitter and look at your privacy/security settings. Change them to "protected" if you wish to keep your Tweets within this class.
b. Next, find one idea from the reading you found interesting and paraphrase in a Tweet. Use the hashtag #shockdoctrine #sandy in your Tweet.
c. Find a Tweet from a classmate that you found interesting. Favorite it, and then reply to it. In your reply, tell the student how they might use their Tweeted idea for the second essay assignment.
5. Blog:
a. Return to your notes from Friday and look at the keyword your group found or created. In your blog, write a quote sandwich. Each part of the sandwich will have at least one sentence that does the following things:
it starts with a claim about New York's response to Hurricane Sandy (was the response adequate? Was the response inadequate? Make a claim and say why).
Then lead into an introduction of the text ("Blanking the Beach"),
then introduce the key word by "grabbing" it from a specific quote in the reading,
then define the term,
then explain its importance to the text,
then explain its importance to New York's experience with Hurricane Sandy
6. Class discussion: "Klein on Superstorm Sandy," "The Myth of Environmental Catastrophism"
Friday, April 4, 2014
Quiz 4
Connect an idea from the reading to a previous class discussion or course text. Explain the connection by summarizing the idea and describing its relationship to one of our discussions or other texts.
Class Agenda 4.4
1. Quiz
2. Annoucements
collect essays
3. Reflection on your writing process: letter to the professor. Answer the following questions in a brief letter to the professor. 1. Overall, are you confident that your essay meets the expectations of the assignment? Why or why? 2. What was the most difficult part of the assignment for you? How did you overcome it? 3. Based on your experience with the first essay, what would you do differently next time? 4. What writing skills or techniques do you think we need to work on most as a class going forward? 5. How this assignment change your thinking on climate change?
4. Discussing the reading: groupwork. Together with a team of classmates, explore two different aspects of the reading: 1) locate and define a "keyword" you'd use in future writing, and give at least two examples about where and how you could use it; 2) Find a passages in the reading that your team considers "important" or "necessary" for others to read. Locate, summarize the passage and explain why it matters to the rest of the class.
5. In-class writing: Return to your notebooks. Write a reflection that answers the following question: How does a passage from the reading connect with what you've learned or read in class so far? Link the reading to other passages, texts, or ideas from class discussion.
6. Essay assignment two: click here.
2. Annoucements
collect essays
3. Reflection on your writing process: letter to the professor. Answer the following questions in a brief letter to the professor. 1. Overall, are you confident that your essay meets the expectations of the assignment? Why or why? 2. What was the most difficult part of the assignment for you? How did you overcome it? 3. Based on your experience with the first essay, what would you do differently next time? 4. What writing skills or techniques do you think we need to work on most as a class going forward? 5. How this assignment change your thinking on climate change?
4. Discussing the reading: groupwork. Together with a team of classmates, explore two different aspects of the reading: 1) locate and define a "keyword" you'd use in future writing, and give at least two examples about where and how you could use it; 2) Find a passages in the reading that your team considers "important" or "necessary" for others to read. Locate, summarize the passage and explain why it matters to the rest of the class.
5. In-class writing: Return to your notebooks. Write a reflection that answers the following question: How does a passage from the reading connect with what you've learned or read in class so far? Link the reading to other passages, texts, or ideas from class discussion.
6. Essay assignment two: click here.
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