...as discussed in class... the common final begins promptly at 8:00 in NORTH HALL 1006.
Best of luck!
Sunday, December 10, 2006
Monday, December 04, 2006
Crashing Classes
A number of people in the 1:00 section have approached me about getting into a Writing 2 section for next (Winter) quarter...and, importantly, they have asked about how to "crash" a class, etc. I'd like to take a moment here to give you some advice on crashing classes to help you maximize your chances.
First of all, I should point out that my section of Writing 2 is all full at this point--however, if you would like to be placed on the Wait List, please contact me as soon as possible. My section next quarter is an ACE class, though, which means (among other things) there are very rarely no-shows or drops--so, I wouldn't put all your eggs in that basket, as the chances of getting in are very, very slim.
So, how should you "crash" a class, then?
1. Find a section that will work for you. Since most Writing classes are (annoyingly) only listed as "STAFF" in the schedule of classes, you'll need to see the listing of teachers/courses which is posted outside the Writing Program office (South Hall 1520).
2. Email the teacher directly to inquire about a Wait List. Remember TONE and AUDIENCE. You are writing to someone you are hoping will let you into class. Only email the specific teacher--don't "blanket" the department, looking for a slot.
3. If you get put on a Wait List, attend the first class session to officially sign in and see if there will be room. Do not assume you will remain on the Wait List if you don't show on that first day--teachers give any open slots to the Wait List people who come in. So, you may be first on the List, but if you don't show, you're gone...
4. Arrive a few minutes early, at least, on that first day. Follow the teacher's instructions carefully for how to proceed.
5. If you cannot get the class you want in the Winter, just remember that there's always Spring...
6. If you haven't emailed the teacher in advance, you can always attend the first class, just to see, as well. In that case, be sure to arrive early and talk with the teacher.
I hope this helps a bit...
First of all, I should point out that my section of Writing 2 is all full at this point--however, if you would like to be placed on the Wait List, please contact me as soon as possible. My section next quarter is an ACE class, though, which means (among other things) there are very rarely no-shows or drops--so, I wouldn't put all your eggs in that basket, as the chances of getting in are very, very slim.
So, how should you "crash" a class, then?
1. Find a section that will work for you. Since most Writing classes are (annoyingly) only listed as "STAFF" in the schedule of classes, you'll need to see the listing of teachers/courses which is posted outside the Writing Program office (South Hall 1520).
2. Email the teacher directly to inquire about a Wait List. Remember TONE and AUDIENCE. You are writing to someone you are hoping will let you into class. Only email the specific teacher--don't "blanket" the department, looking for a slot.
3. If you get put on a Wait List, attend the first class session to officially sign in and see if there will be room. Do not assume you will remain on the Wait List if you don't show on that first day--teachers give any open slots to the Wait List people who come in. So, you may be first on the List, but if you don't show, you're gone...
4. Arrive a few minutes early, at least, on that first day. Follow the teacher's instructions carefully for how to proceed.
5. If you cannot get the class you want in the Winter, just remember that there's always Spring...
6. If you haven't emailed the teacher in advance, you can always attend the first class, just to see, as well. In that case, be sure to arrive early and talk with the teacher.
I hope this helps a bit...
Saturday, December 02, 2006
What to Turn in--and bring to class--on Tuesday
Tuesday will be an eventful day in class, so please be sure to bring all of the following with you. All items are required...
THIRD PAPER MATERIALS:
* The final draft, stapled on its own
* The pre-work (Rough Draft, "blocks" exercise we did--this was a handout, reading responses)
FOR THE IN-CLASS PRACTICE COMMON FINAL:
* A blue book
* Two pens
* The reading (see below--print it out, read it, and bring it)
Please email me with any questions...
THIRD PAPER MATERIALS:
* The final draft, stapled on its own
* The pre-work (Rough Draft, "blocks" exercise we did--this was a handout, reading responses)
FOR THE IN-CLASS PRACTICE COMMON FINAL:
* A blue book
* Two pens
* The reading (see below--print it out, read it, and bring it)
Please email me with any questions...
Don't Forget, Extra Credit
This extra-credit offer is only good for the 10:00 am class, as I offered the 1:00 pm class extra-credit two weeks ago...
DON'T FORGET--You can receive extra-credit if you email me your Final Draft of the third paper so that I RECEIVE it by Sunday at 9 pm. This must be your Final Draft, and once it is sent, that is it (you can't bring a "new, revised" final draft on Tuesday). The paper should be sent as a Word file, not in the text of the email.
If you do take advantage of this offer, please remember that your pre-work still needs to be turned in on Tuesday in class.
Please email me with any questions at all. Thanks...
DON'T FORGET--You can receive extra-credit if you email me your Final Draft of the third paper so that I RECEIVE it by Sunday at 9 pm. This must be your Final Draft, and once it is sent, that is it (you can't bring a "new, revised" final draft on Tuesday). The paper should be sent as a Word file, not in the text of the email.
If you do take advantage of this offer, please remember that your pre-work still needs to be turned in on Tuesday in class.
Please email me with any questions at all. Thanks...
Thursday, November 30, 2006
The Reading for the PRACTICE Common Final
* Please print this out, actively read it, and bring it to class on Tuesday for the practice final. Thanks...
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Culture and Technology/The myth of tech gadgets and social alienation
Jordan Kraemer
As mobile communications and media devices proliferate, the nagging worry frequently goes unchallenged: Gadgets like iPods, cell phones and laptops produce an increasingly disconnected public sphere. This is a familiar critique -- last year, a fellow student expressed in the campus newspaper a similar dissatisfaction with the popularity of MP3 players. He argued that, lost in our private worlds of music, we fail to reach out and connect with one another.
Certainly, I wonder about the social impact of new technology --particularly, the contradiction between identical, impersonal mass goods that can nevertheless be personalized, which fools us into a false sense of self-determination as we tailor each assembly-line product to fit our individual needs. But the issue of the relationship between technology and society remains a stubbornly complex one, resting on a number of assumptions that ought to be considered a little more carefully.
Most broadly, technology does not simply progress in some ineluctable, linear manner according to unbiased scientific advances, as British media critic Raymond Williams demonstrated many years ago. Technology is inseparable from culture and depends on the vested interests of those with power and resources. New technological needs arise according to new social forms, frequently dependent on innovations produced for entirely different purposes. The potential social effects of new technology cannot be considered separately from other kinds of social change, such as increasing mobility.
When fearmongering about the effect of new gadgets on the social sphere, some folks assume a simple relationship between social change and technology, where the rise of cell phones and iPods inevitably leads to social alienation. But this view requires a particular understanding of a public sphere that I don't find convincing. Before any of us had an MP3 player or a cell phone, did we regularly engage in conversations with strangers in the street or on the bus? If society has become increasingly atomized, it's not because new tech gadgets absorb us into our own private worlds, but rather because a dearth of social spaces exists to meet current social needs.
When I used to commute to work before iPods and cell phones became ubiquitous, I was always careful to bring a book with me, and even if I didn't, I rarely struck up conversations with strangers. Similarly, in college in the late 1990s, I might occasionally nod to a familiar face when walking to class, but generally, the "public sphere" of walkways and lawns rarely constituted a prime site of social engagement. Getting lunch with friends, socializing in the dorms, working together in the library --those spaces better allowed for creating social connections and were more specialized than a generic "public" space, because they connected us through existing social networks. Both then and more recently, technological wonders like instant messaging and WiFi contributed to social activity, allowing students to communicate easily from across campus, or in the requisite quiet of the library.
Ultimately, I question whether mobile communications and media devices really interfere with the public sphere, or simply provide communications and media for increasingly mobile populations. If opportunities for social interaction are dwindling in modern society, we need to look at how social spaces are produced and sustained. Most communal spaces these days are either private or commercial. Communal public space does not feature prominently in modern urban spaces, and to the extent that it does, people still seek out others with whom they already have some kind of common interest or connection.
If building community is the issue, then we must consider how such social connections are created in a mobile society. Technology can and does facilitate the production of communities of common interest, disseminating information and connecting people according to existing social networks. Our sprawling, mobile, mediated mass society may invite a level of social fragmentation that undermines social capital, but laying the blame on the latest tech toys simply misses the broader picture.
-------------------------------------------------------------------------
Culture and Technology/The myth of tech gadgets and social alienation
Jordan Kraemer
As mobile communications and media devices proliferate, the nagging worry frequently goes unchallenged: Gadgets like iPods, cell phones and laptops produce an increasingly disconnected public sphere. This is a familiar critique -- last year, a fellow student expressed in the campus newspaper a similar dissatisfaction with the popularity of MP3 players. He argued that, lost in our private worlds of music, we fail to reach out and connect with one another.
Certainly, I wonder about the social impact of new technology --particularly, the contradiction between identical, impersonal mass goods that can nevertheless be personalized, which fools us into a false sense of self-determination as we tailor each assembly-line product to fit our individual needs. But the issue of the relationship between technology and society remains a stubbornly complex one, resting on a number of assumptions that ought to be considered a little more carefully.
Most broadly, technology does not simply progress in some ineluctable, linear manner according to unbiased scientific advances, as British media critic Raymond Williams demonstrated many years ago. Technology is inseparable from culture and depends on the vested interests of those with power and resources. New technological needs arise according to new social forms, frequently dependent on innovations produced for entirely different purposes. The potential social effects of new technology cannot be considered separately from other kinds of social change, such as increasing mobility.
When fearmongering about the effect of new gadgets on the social sphere, some folks assume a simple relationship between social change and technology, where the rise of cell phones and iPods inevitably leads to social alienation. But this view requires a particular understanding of a public sphere that I don't find convincing. Before any of us had an MP3 player or a cell phone, did we regularly engage in conversations with strangers in the street or on the bus? If society has become increasingly atomized, it's not because new tech gadgets absorb us into our own private worlds, but rather because a dearth of social spaces exists to meet current social needs.
When I used to commute to work before iPods and cell phones became ubiquitous, I was always careful to bring a book with me, and even if I didn't, I rarely struck up conversations with strangers. Similarly, in college in the late 1990s, I might occasionally nod to a familiar face when walking to class, but generally, the "public sphere" of walkways and lawns rarely constituted a prime site of social engagement. Getting lunch with friends, socializing in the dorms, working together in the library --those spaces better allowed for creating social connections and were more specialized than a generic "public" space, because they connected us through existing social networks. Both then and more recently, technological wonders like instant messaging and WiFi contributed to social activity, allowing students to communicate easily from across campus, or in the requisite quiet of the library.
Ultimately, I question whether mobile communications and media devices really interfere with the public sphere, or simply provide communications and media for increasingly mobile populations. If opportunities for social interaction are dwindling in modern society, we need to look at how social spaces are produced and sustained. Most communal spaces these days are either private or commercial. Communal public space does not feature prominently in modern urban spaces, and to the extent that it does, people still seek out others with whom they already have some kind of common interest or connection.
If building community is the issue, then we must consider how such social connections are created in a mobile society. Technology can and does facilitate the production of communities of common interest, disseminating information and connecting people according to existing social networks. Our sprawling, mobile, mediated mass society may invite a level of social fragmentation that undermines social capital, but laying the blame on the latest tech toys simply misses the broader picture.
Wednesday, November 29, 2006
Thursday's Class
Just to remind everyone...tomorrow (Thursday) we will workshop. Be sure to bring 2 copies of your Rough Draft and the Course Reader.
See you then...
See you then...
Monday, November 27, 2006
Information About the Common Final
**If you haven't looked at the blog recently, please be sure to look at the past few posts, which have important information for the final weeks of class...**
As you know, you will have the Common Final on Monday, Dec. 11 at 8 am. I will discuss it with you at length in class this week, but to back it up, here is that information in writing.
1. The location will be announced during our last class session.
2. The reading for the Common Final will be distributed during our last class. It is essential that you are in class, as I cannot email the reading to you--you must be there to get an actual copy.
3. The prompt will be given at the exam itself.
4. We will have a practice exam on Tuesday, 12/4, and you will get tips (based on the practice exams) in our last class.
5. If you have a (legit) conflict with the time, please speak with me IMMEDIATELY. You must set up the alternate time in ADVANCE--students must bring proof of the conflict to the Office and they can take the exam at the Alternate time. Students who miss the exam for other reasons (e.g. they sleep in) cannot take it at the Alternate time and will lose that part of the grade.
6. You must bring the following to the exam:
*the readings
*blue book(s)
*pen(s)
*a photo ID (do NOT forget this one!)
7. If a student has a disability (and therefore needs extra time or has some other special needs, he/she must be registered with the DSP office to get special requests. Have the student get a copy of a letter from the DSP (this is standard procedure) and then get that letter to the office which will handle the arrangements. REQUESTS SHOULD BE MADE ASAP AS LAST MINUTE REQUESTS MAY NOT BE HONORED.
8. Students can use a dictionary and Hacker; however, they cannot use electronic dictionaries as it's too hard to keep track of what else might be in the memory of such devices.
AND HERE ARE SOME MORE FREQUENTLY ASKED QUESTIONS...
Q: Are they encouraged to write a draft first, and then revise for their
final copy?
A: They are certainly welcome to do that if they can manage their time.
Students are welcome to have study groups, to write on the readings, to
read them over and over.
REMINDER: Students will get the prompt for the exam at the exam itself.
They should NOT try to pre-write the exam.
Q: Is there a length requirement for the essay?
A: There is no requirement.
Q: Do they have to use the full two hours?
A: They do not have to use the full 2 hours.
As you know, you will have the Common Final on Monday, Dec. 11 at 8 am. I will discuss it with you at length in class this week, but to back it up, here is that information in writing.
1. The location will be announced during our last class session.
2. The reading for the Common Final will be distributed during our last class. It is essential that you are in class, as I cannot email the reading to you--you must be there to get an actual copy.
3. The prompt will be given at the exam itself.
4. We will have a practice exam on Tuesday, 12/4, and you will get tips (based on the practice exams) in our last class.
5. If you have a (legit) conflict with the time, please speak with me IMMEDIATELY. You must set up the alternate time in ADVANCE--students must bring proof of the conflict to the Office and they can take the exam at the Alternate time. Students who miss the exam for other reasons (e.g. they sleep in) cannot take it at the Alternate time and will lose that part of the grade.
6. You must bring the following to the exam:
*the readings
*blue book(s)
*pen(s)
*a photo ID (do NOT forget this one!)
7. If a student has a disability (and therefore needs extra time or has some other special needs, he/she must be registered with the DSP office to get special requests. Have the student get a copy of a letter from the DSP (this is standard procedure) and then get that letter to the office which will handle the arrangements. REQUESTS SHOULD BE MADE ASAP AS LAST MINUTE REQUESTS MAY NOT BE HONORED.
8. Students can use a dictionary and Hacker; however, they cannot use electronic dictionaries as it's too hard to keep track of what else might be in the memory of such devices.
AND HERE ARE SOME MORE FREQUENTLY ASKED QUESTIONS...
Q: Are they encouraged to write a draft first, and then revise for their
final copy?
A: They are certainly welcome to do that if they can manage their time.
Students are welcome to have study groups, to write on the readings, to
read them over and over.
REMINDER: Students will get the prompt for the exam at the exam itself.
They should NOT try to pre-write the exam.
Q: Is there a length requirement for the essay?
A: There is no requirement.
Q: Do they have to use the full two hours?
A: They do not have to use the full 2 hours.
Friday, November 24, 2006
Class Announcements (About the Final 2 Weeks)
I hope you all had a nice Thanksgiving...now that we're past the holiday, we're really in the final stretch for class. With that in mind, I'd like to take a moment to go over the schedule for the last two weeks. (Also, if you missed class on Tuesday), this will fill you in on what you need to do for this coming Tuesday).
Tuesday, 11/28: Come to class knowing which essay you will focus on in the third paper. Also, written on a piece of paper, bring in a one-sentence summary of the author's position on his/her subject. In class, we will complete a "Building Blocks" exercise designed to help you with your Rough Draft.
Thursday, 11/30: Bring 2 copies of your rough draft to class, where we will workshop (like with previous papers). In addition to the workshop, I will give information about the Common Final.
Tuesday, 12/6: FINAL DRAFT of the third paper is due. Like with the second paper, I want the Final Draft stapled on its own, and then all pre-work stapled separately. During class, we will take a "practice common final," so be ready to dive right in.
Thursday, 12/8: I will give back suggestions for the common final based on your practice exam. Also, we will complete Course Evaluations and some self-assessment work. Come to class with the grades for your first two papers.
Also, I will be adding extended office hours over these two weeks--announcements will be made in class.
Tuesday, 11/28: Come to class knowing which essay you will focus on in the third paper. Also, written on a piece of paper, bring in a one-sentence summary of the author's position on his/her subject. In class, we will complete a "Building Blocks" exercise designed to help you with your Rough Draft.
Thursday, 11/30: Bring 2 copies of your rough draft to class, where we will workshop (like with previous papers). In addition to the workshop, I will give information about the Common Final.
Tuesday, 12/6: FINAL DRAFT of the third paper is due. Like with the second paper, I want the Final Draft stapled on its own, and then all pre-work stapled separately. During class, we will take a "practice common final," so be ready to dive right in.
Thursday, 12/8: I will give back suggestions for the common final based on your practice exam. Also, we will complete Course Evaluations and some self-assessment work. Come to class with the grades for your first two papers.
Also, I will be adding extended office hours over these two weeks--announcements will be made in class.
Sunday, November 19, 2006
Important Info About THIS TUESDAY's class
As mentioned last week, I would like you to contact me if you are going to miss class this Tuesday. Often, people miss the Tuesday before Thanksgiving. Don't get me wrong--it IS an official class meeting--but it always seems like a lot of people make it their "absence" for the quarter, etc. If you are going to miss, please email me as soon as possible (many already have) so I can properly plan for class. (Meaning, my plans change if there are 20 people, 10 people, or, as happened once, 4 people...). Thanks so much for keeping me up-to-date on your plans!
Sunday, November 12, 2006
FOR BOTH CLASSES: What to Bring on Tuesday
This was mentioned on Thursday, but since it was a "Paper Day," I wanted to remind everyone (in case it slipped your mind). On Tuesday, please bring both the Course Reader AND Starting Lines. Also, don't forget the four readings (O'Malley, Estrada, Shrenk, and Statky) along with your Reading Response.
We've got a lot to cover this next week, so be ready to dive in, and always remember to email me with any questions at all.
Thanks...
We've got a lot to cover this next week, so be ready to dive in, and always remember to email me with any questions at all.
Thanks...
Thursday, November 09, 2006
For Students in the 10:00 class--Continued
Now that you've registered with blogger (see directions below), it's time to dive into the exercise. This project will accomplish two goals--first, it will help you continue to articulate your feelings about college; second, it will serve a larger social good in that you will help current high school students better understand the college experience.
Please go to: http://cihsucsbqa.blogspot.com/ . You will find 18 questions on that page. For each question, click on the little link underneath that says "Comment"...this will take you to another page where you will log in, and can write your answer. Once you've completed your answer, submit it, and go back to: http://cihsucsbqa.blogspot.com/ . Then, move on to the next question, and so on. You must answer AT LEAST 12 of the questions.
Tonight, I will go through and give you credit for completing this assignment. More directions will be given in class.
Please remember that this is a public forum, as well--I will be reading it. Also, remember who your audience is--high school students. Please keep this in mind as you answer. Thanks.
Please go to: http://cihsucsbqa.blogspot.com/ . You will find 18 questions on that page. For each question, click on the little link underneath that says "Comment"...this will take you to another page where you will log in, and can write your answer. Once you've completed your answer, submit it, and go back to: http://cihsucsbqa.blogspot.com/ . Then, move on to the next question, and so on. You must answer AT LEAST 12 of the questions.
Tonight, I will go through and give you credit for completing this assignment. More directions will be given in class.
Please remember that this is a public forum, as well--I will be reading it. Also, remember who your audience is--high school students. Please keep this in mind as you answer. Thanks.
Tuesday, November 07, 2006
For students in the 10:00 section (ACE)--UPDATE
As part of the final steps of the second unit, we have a special project that will take place online. To prepare for this project, please complete the following steps:
1. Go to http://www.blogger.com/signup.g and create a "blogger" account. Make sure your username is our FIRST NAME, so I can properly identify you on the page. If your name is "not available," simply add "ACE" onto it--for example, "BobACE" instead of "Bob." Do not use your last name, or nicknames.
2. Feel free to add whatever you'd like for the "About Me" section--but keep it "class-friendly," as this is, after all, a class project.
3. Make note of your username and password, then log off.
On Thursday, in class, I will give you further instructions.
1. Go to http://www.blogger.com/signup.g and create a "blogger" account. Make sure your username is our FIRST NAME, so I can properly identify you on the page. If your name is "not available," simply add "ACE" onto it--for example, "BobACE" instead of "Bob." Do not use your last name, or nicknames.
2. Feel free to add whatever you'd like for the "About Me" section--but keep it "class-friendly," as this is, after all, a class project.
3. Make note of your username and password, then log off.
On Thursday, in class, I will give you further instructions.
What to Turn in With the Final Draft on Thursday
As you know, the Final Draft of the Compare/Contrast paper is due Thursday. Like the last paper, however, you will turn in an entire portfolio on the due date, which reflects the entire process for the project.
This time, turning in the materials will be slightly different. Please read the following instructions carefully, and follow them exactly. Thank you.
This time, you will turn in two things:
1. The final draft, in MLA format, stapled.
2. Stapled together separately from the Final Draft, include one of the Rough Drafts, the Reading Responses, any pre-work, and the "editorial" exercise.
While you'll turn these in at the same time, I would like them stapled separately this time. Please email me with any questions at all.
This time, turning in the materials will be slightly different. Please read the following instructions carefully, and follow them exactly. Thank you.
This time, you will turn in two things:
1. The final draft, in MLA format, stapled.
2. Stapled together separately from the Final Draft, include one of the Rough Drafts, the Reading Responses, any pre-work, and the "editorial" exercise.
While you'll turn these in at the same time, I would like them stapled separately this time. Please email me with any questions at all.
Sunday, November 05, 2006
Extended Office Hours
Since you have a paper due this week (Rough Draft, Tues; Final Draft, Thurs), I thought I would offer some extended time to assist you as needed...with that in mind, my office hours on Tuesday will expand to include 12-1 pm. If you would like to meet with me, I will be in the HSSB Courtyard (not my office)--please just come on up and we can discuss your draft...
Thursday, October 26, 2006
Today's Class (and homework)
Today (Thursday) in class, we discussed some of the readings, and the requirements for the second paper. In addition, I gave three more readings for homework. Be sure to read these, and write a Reading Response:
"The Soul of a New University"
"The Implications of Considering Students as Consumers"
"The Purpose of Education"
"The Soul of a New University"
"The Implications of Considering Students as Consumers"
"The Purpose of Education"
Tuesday, October 24, 2006
Homework for Thursday
As discussed in class...
Read "Homemade Education," "The Idea of the University," and "Learning in the Key of Life," and write a Reading Response.
Read "Homemade Education," "The Idea of the University," and "Learning in the Key of Life," and write a Reading Response.
Sunday, October 22, 2006
This Week...
I've really enjoyed getting to read so many of your rough drafts over the past week--and again, thanks for all of your patience during this odd week while I was out of town.
Please remember to check the list of items to include with your Final Draft on Tuesday...and be sure to bring your course reader to class on Tuesday, as well.
See you then...
Please remember to check the list of items to include with your Final Draft on Tuesday...and be sure to bring your course reader to class on Tuesday, as well.
See you then...
Tuesday, October 17, 2006
What's Due with the Final Draft (and other news)
First of all, please remember that there is no class this Thursday (10/19).
Second, don't forget to email me with any questions at all. I will have limited email access Wed-Sat, but I will do my best to get back to you as quickly as possible.
Third, if you are going to email me, and it is going to include your rough draft, please remember the following: 1) It needs to be either a ".doc" or ".rtf" file; 2) You should include some specific questions/area of interest (don't just say "hey Krut, revise this"...); 3) It should get to me by Sunday at noon to allow proper time for me to read it and send comments.
And finally, as you know, you will not simply be turning in the Final Draft on Tuesday, 10/24. You must turn in:
*The Final Draft
*One copy of your Rough Draft (preferably the copy with the workshop comments on it).
*Any prework (The detail exercise, "steps of the event" exercise
Please staple all of this together with a sturdy staple. Also, don't forget to include your name and page numbers according to MLA format (see the Writer's Reference for this format).
As always, please email me with any questions at all..
Second, don't forget to email me with any questions at all. I will have limited email access Wed-Sat, but I will do my best to get back to you as quickly as possible.
Third, if you are going to email me, and it is going to include your rough draft, please remember the following: 1) It needs to be either a ".doc" or ".rtf" file; 2) You should include some specific questions/area of interest (don't just say "hey Krut, revise this"...); 3) It should get to me by Sunday at noon to allow proper time for me to read it and send comments.
And finally, as you know, you will not simply be turning in the Final Draft on Tuesday, 10/24. You must turn in:
*The Final Draft
*One copy of your Rough Draft (preferably the copy with the workshop comments on it).
*Any prework (The detail exercise, "steps of the event" exercise
Please staple all of this together with a sturdy staple. Also, don't forget to include your name and page numbers according to MLA format (see the Writer's Reference for this format).
As always, please email me with any questions at all..
Monday, October 16, 2006
Important Information for tomorrow's Class
It turns out that the Course Reader is missing a page that we need for tomorrow's (Tuesday) class...so, I've emailed it to everyone... If you did not get my email, please email me, so I can send it to you.
Please be sure to print it out and bring it to class tomorrow, along with the two copies of your rough draft...Thanks!
Please be sure to print it out and bring it to class tomorrow, along with the two copies of your rough draft...Thanks!
Sunday, October 15, 2006
This Week...details
As you know, the Rough Draft of the Personal Narrative essay is due on Tuesday. Please remember to bring two, typed copies to class for workshop. The Final Draft is due on Tuesday, 10/24.
...and, of course, please remember that there is no class session this Thursday (10/19).
...and, of course, please remember that there is no class session this Thursday (10/19).
Good Links to the Right
I have placed some important links to the right of this blog. Many of them are about grammar issues you've looked into for class, but if you are unfamiliar with any of them, please read them as soon as possible. Each link covers a common issue in student writing--I think we can all benefit from looking them over...
Monday, October 09, 2006
Important Announcement (for the 1:00 section)
This post is just for the 1:00-2:50 section.
IMPORTANT ANNOUNCEMENT:
Bring a blue book to tomorrow's class (Tuesday, 10/10). Blue books can be purchased (they're around 10 cents) at the bookstore or Arbor convenience store. We will be taking part in a "special exercise" tomorrow in class. With that in mind, the group projects (on grammar) will now be on Thursday...more schedule changes will come in class.
You do not need to bring any of your books now, either--just make sure you have a blue book and something to write with. Thanks!
IMPORTANT ANNOUNCEMENT:
Bring a blue book to tomorrow's class (Tuesday, 10/10). Blue books can be purchased (they're around 10 cents) at the bookstore or Arbor convenience store. We will be taking part in a "special exercise" tomorrow in class. With that in mind, the group projects (on grammar) will now be on Thursday...more schedule changes will come in class.
You do not need to bring any of your books now, either--just make sure you have a blue book and something to write with. Thanks!
Thursday, October 05, 2006
Your First Paper (Personal Narrative) Requirements
As discussed in class, the Course Reader mysteriously missed out on the inclusion of the First Paper details. So, here they are in writing (to back up our class discussion)...
Your First Essay--Personal Narrative (Understanding Experience)
The genre name sums up what this paper is all about--you will be writing about an event in your life, and its significance. When we talk about significance, we ask: how did this event affect your life? Did it make you realize something you didn't know before? Did it teach you something? Did it help you focus on your goals? The event on which you choose to write should be an experience that answers one of these questions. Each paper will be personal, and all of our events will be individual. However, there are certain things (Basic Features) that all essays should include. They are . . .
A Well Told Story: Your essay should tell the story of the event. It should be written clearly so that a reader can follow, and become involved. It is important here to remember that you are writing for others--although it is personal memory, its purpose is to share that experience with readers. Make sure the story is told in a manner the reader can follow.
A Vivid Presentation of Significant Scenes and People: Readers should not only be able to follow your story, but be able to actually visualize it. Make sure that the scenes and people involved are vivid. Can a reader see this person? Can a reader picture the scene? Be descriptive, and a reader becomes part of the event.
Indication of the Evexperiencingce's Significance: Through your writing, a reader should be able to gather the significance of the event. There are two ways of accomplishing this. Some writers choose to show the significance through the story. Others choose to directly explain the significance. Since each of us is unique, how you approach explaining the significance may be different for each writer. Personally, I find that a combination of the two works well. I recommend trying both, then choosing (or combining them). It is different for every writer. I suggest looking carefully at how the essays we read address this issue.
"Basic Features" adapted from The St. Martin's Guide to Writing
Techincal Requirements:
*2 full pages-4 pages--no more than 5 pages, font size 12, default margins
*no cover page is necessary--please refer to Writer's Reference for format specifics
*the following materials need to be included in your portfolio:
-Final Draft
-Rough Draft
-Workshop Comments
-All pre-work (homework, in-class work that relates directly to essay)
*all materials must be kept together in a manila envelope or stapled.
ROUGH DRAFT due Tuesday, 10/17
FINAL DRAFT/PORTFOLIO due Tuesday, 10/24
Please remember that if you have ANY questions at all, ask me. Stop by during office hours, email me, or set up an appointment.
Your First Essay--Personal Narrative (Understanding Experience)
The genre name sums up what this paper is all about--you will be writing about an event in your life, and its significance. When we talk about significance, we ask: how did this event affect your life? Did it make you realize something you didn't know before? Did it teach you something? Did it help you focus on your goals? The event on which you choose to write should be an experience that answers one of these questions. Each paper will be personal, and all of our events will be individual. However, there are certain things (Basic Features) that all essays should include. They are . . .
A Well Told Story: Your essay should tell the story of the event. It should be written clearly so that a reader can follow, and become involved. It is important here to remember that you are writing for others--although it is personal memory, its purpose is to share that experience with readers. Make sure the story is told in a manner the reader can follow.
A Vivid Presentation of Significant Scenes and People: Readers should not only be able to follow your story, but be able to actually visualize it. Make sure that the scenes and people involved are vivid. Can a reader see this person? Can a reader picture the scene? Be descriptive, and a reader becomes part of the event.
Indication of the Evexperiencingce's Significance: Through your writing, a reader should be able to gather the significance of the event. There are two ways of accomplishing this. Some writers choose to show the significance through the story. Others choose to directly explain the significance. Since each of us is unique, how you approach explaining the significance may be different for each writer. Personally, I find that a combination of the two works well. I recommend trying both, then choosing (or combining them). It is different for every writer. I suggest looking carefully at how the essays we read address this issue.
"Basic Features" adapted from The St. Martin's Guide to Writing
Techincal Requirements:
*2 full pages-4 pages--no more than 5 pages, font size 12, default margins
*no cover page is necessary--please refer to Writer's Reference for format specifics
*the following materials need to be included in your portfolio:
-Final Draft
-Rough Draft
-Workshop Comments
-All pre-work (homework, in-class work that relates directly to essay)
*all materials must be kept together in a manila envelope or stapled.
ROUGH DRAFT due Tuesday, 10/17
FINAL DRAFT/PORTFOLIO due Tuesday, 10/24
Please remember that if you have ANY questions at all, ask me. Stop by during office hours, email me, or set up an appointment.
Wednesday, October 04, 2006
Due by November 1
CLAS is an excellent resource for students--particularly during your first year. In addition to tutoring, they offer a number of worthwhile workshops.
You must attend at least two of these (schedule and list found here: http://www.clas.ucsb.edu/schedule/Gwrkschd.htm) and then write a typed, one-page summary of each workshop (so, two summaries). These summaries are due no later than November 1--meaning, you can turn it in any time beforehand.
Don't put this off--there is much worthwhile information offered. Also, please note that you have to sign up in advance (see the link above for details).
Please see me with any questions at all.
You must attend at least two of these (schedule and list found here: http://www.clas.ucsb.edu/schedule/Gwrkschd.htm) and then write a typed, one-page summary of each workshop (so, two summaries). These summaries are due no later than November 1--meaning, you can turn it in any time beforehand.
Don't put this off--there is much worthwhile information offered. Also, please note that you have to sign up in advance (see the link above for details).
Please see me with any questions at all.
Due Thursday
As announced in class...
1. Read the letter you received at the end of class on Tuesday, and write a letter in response (using the questions written on the back). This can be handwritten.
2. Read the first three essays ("A Woman in April," "Handed My Own Life," and "Levi's") in the Course Reader. Write a Reading Response.
Also, don't forget to bring the Course Reader and the Writer's Reference on Thursday.
Thanks...
1. Read the letter you received at the end of class on Tuesday, and write a letter in response (using the questions written on the back). This can be handwritten.
2. Read the first three essays ("A Woman in April," "Handed My Own Life," and "Levi's") in the Course Reader. Write a Reading Response.
Also, don't forget to bring the Course Reader and the Writer's Reference on Thursday.
Thanks...
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