I just sent an important email

I just sent an email to everyone--if, for some reason, you did not receive it, please email me right away. The email included an important attachment you will need to print out for Tuesday's class.

Thanks--enjoy the rest of your long weekend!

This Friday: DuBois Event (EXTRA CREDIT)

As discussed in class today, there is a special event for ACE students this Friday. The annual DuBois Event presents the idea of grad school to ACE students in their first year, in hopes of providing a long-term look at educational opportunities.

The festivities start at 2:30 in the Harbor Room at the UCEN, where former UCSB grad student/TA John Gamber will give his keynote address, after which a graduate student panel will offer some words of encouragement to the crowd. Please be on time to receive the extra credit...

After that, there is a reception at the African American and American Indian Cultural Center (AAAIICC), building 434, EOP. There will be pizza and soda (yes, there will be food...) as well as a variety of graduate student roundtables.

At 6:00, there will be a poetry reading by Nila NorthSun, who will read for about 20-30 minutes, and then we’ll turn the ‘mic” over to students (and anyone else that wants to read). And yes, there is another point of extra credit for sticking around and taking part for this portion, too...

This is a really valuable experience--I usually don't offer extra credit, to be honest...but I'm not so naive as to not realize it is a Friday afternoon... See you there...

Information for Paper 2 Research

Tomorrow in class, we will begin to discuss the outside research you will need to complete for the second paper. While this class does not require as much outside research as the next level of writing course (WR 50 or a 109), I do want you to be introduced to some work in this area.

As you know, you will need to locate two additional sources to help your Explanatory Synthesis. This research must come from credible sources. The easiest way to locate credible sources is by working directly through the library--99.9% of the time, it won't steer you wrong.

To find research on your topic, here are some helpful links...

1. http://www.library.ucsb.edu/subjects/index.html By using this site, you can click on a variety of subject areas, and it will lead you through the steps to locate appropriate research. For this paper, you may want to explore some of these areas: Chemistry, Medicine, Psychology, Biology.

2. http://www.library.ucsb.edu/help/faqresearch.html#research This site will be helpful as an introduction to research at the library, if you need it.

3. http://www.library.ucsb.edu/learn/ This site will be helpful in evaluating sources and working with web sources. I am not requiring it as homework, per se, but it will benefit you in the long run.

4. http://www.bedfordstmartins.com/online/citex.html This is a helpful link about citing sources using a variety of styles.

5. http://library.osu.edu/sites/guides/chicagogd.php This site details how to cite using Chicago Style.

Hope this all helps!

PRINT and BRING to CLASS on THURSDAY

I just emailed everyone, but if you did not receive it for some reason....

The following information is important to bring to class tomorrow. Please print this out (if you didn't get the email) and bring it to tomorrow's class. Thanks!


Your Second Paper—Explanatory Synthesis: ADDICTION

The second paper will be focused on our work in the “Addiction” unit. For this essay, you will write an Explanatory Synthesis. An explanatory synthesis asks you to look at a particular point from a variety of perspectives. It is an objective discussion of the subject—you do not offer your opinion on the subject or viewpoints. An Explanatory Synthesis “provides an explanation”—it is there to “convey information.” A good way of looking at it is like an article in the newspaper. More details follow on this sheet, and will be discussed in class.

You can select one of the following topics for your paper…

*Compare/contrast any two kinds of addiction as discussed in the readings. Be specific—don’t just rely on the surface reasons.

*Compare/contrast different ideas on the causes of/reasons for addiction in people.

*Compare/contrast different solutions for addiction.

*Using the readings, discuss the two sides of the argument over internet addiction.

*Or, if you can identify a topic that syntethesizes two of the articles to explain something, that will work, as well---you just have to check it with me.


Now, for the specifics and technicalities…

*It must be at least 5 pages, no more than 6; font size 12; stapled or in a folder; double-spaced; etc.

*It must follow Chicago Style format for layout and citations (you must use at least one direct quote from each source you integrate, and all quoted/paraphrased material must be cited).

*unlike your last paper, there is some outside research required to help expand on your points. Once you have chosen your subjects, you must locate two credible sources on your topic to integrate into the essay.

*The Final Portfolio will include the Final Draft (with Works Cited page), Rough Draft, Workshop Comments, Reading Responses, Pre-Work, and an Assessment Exercise.


The reading schedule will be given in class.

Other important due dates---

Thurs, Feb 15: Know your topic and two essays for paper
Tues, Feb 20: Bring all research to class
Thurs, Feb 22: Rough Draft Due
Tues, Feb 27: Final Draft Due

Additional Readings for the Addiction Unit

It has come to my attention that, somehow, a bunch of pages are missing from the reader. As I try to get to the bottom of how the happened (and how to get my originals back from the printer!), we'll try something different. I have located the readings online, so all you need to do is to go the following sites to get the readings.

There is a wide variety in style and approach here--some are short little articles, others are in-depth research. Give yourself plenty of time to go through them, and remember to actively read. If you find yourself growing tired with one, take a break, and come back to it. I will expect that you have read all of them by class on Tuesday, 2/13--a reading response will be due on that day. Since the readings are longer, the reading response should be 2-3 pages instead of the usual 1-2, and can be about as many of the articles as you like (1, 2, or even all of them).

Here goes:

Internet Addiction: http://www.netaddiction.com/articles/newdisorder.htm

What Makes the Internet Addictive: http://www.netaddiction.com/articles/habitforming.htm

Hooked Online: http://www.webmd.com/content/article/12/1674_50516

Internet Addiction Disorder: http://www.chem.vt.edu/chem-dept/dessy/honors/papers/ferris.html

Is Internet Addiction Real?: http://www.apa.org/monitor/apr00/addiction.html

Addiction as a Disease: http://www.thirteen.org/closetohome/science/ (For this site, be sure to navigate through--look at the links for "Treatment" and "Prevention" as well)

Addiction Center: http://health.yahoo.com/centers/addiction/1435;_ylt=ArrLZhHRV2XWZZFV5rYbNde7lr0F(Also, through this site, check out at least three of the specific addictions in the side menu. Also, check out the "Treating Addiction" link)

What To Turn in With Your Paper Tomorrow

As you know, the first paper is due tomorrow. Please remember the following:

1. Your Final Draft should be stapled on its own--not with the pre-work.

2. The pre-work should all be stapled together as its own pile of materials. This includes a representative rough draft and the in-class work from the past 2 weeks (the "content" and "form" exercises). I have your reading responses already.

3. I mentioned this in class, but I want to repeat: You will receive one grade for the actual paper (on a typical A-F scale), and another grade exclusively for citation/APA format (25 points). The paper grade will go into your major paper percentage for the final course grade, while the citation grade will go into the "homework" percentage.

For the next week, we will be leading into our unit on addiction, which means we will be having a lot of interesting discussion and activities. Be ready to dive in tomorrow!

APA Format

As you know, you will use APA FORMAT for the upcoming paper. While this style is discussed in your Writer's Reference, here's another site to help you understand. At the bottom of the page, you will find a list of topics relating to the format--be sure to explore, so you are clear on formatting.

http://owl.english.purdue.edu/owl/resource/560/01/

Active Reading

Many of you may remember this information from last quarter, but I'd like to take a moment to reiterate the importance of active reading. Throughout Writing 2, you will read a number of articles, essays, and pieces of literature--all of which will require thorough, active reading. Here, at the beginning of the quarter, it is worth remembering what that means, and how to read in this manner. I've pasted the handout from last quarter here--take a look to refresh your memory...


Active Reading (from www.nsbe.org/programs/studytips2.php)

STEP ONE: SURVEY. Skim the chapter, reading only the chapter title, subtitles, italicized terms, boldface type, and introductory or summary sections. Make mental predictions about what you think the chapter will discuss.

STEP TWO: QUESTION. Change all chapter titles, subtitles, sections, and paragraph headings into questions. For example, the section heading “The Gas Laws of Boyle, Charles, and Avogadro” might become “What are the gas laws of Boyle, Charles, and Avogadro?” Similarly, you could transform “Distinguishing Heredity and Environment” into “How does one distinguish heredity from environment?” These questions become “hooks” on which to hang the reading material. *Write these questions out in a reading journal, leaving plenty of room for notes. Look over the questions to see the emphasis and overall direction of them. Determine if there are any questions you can answer before doing the reading.

STEP THREE: READ. Read the chapter section by section for the purpose of answering the questions generated in Step 2.

STEP FOUR: RECALL. Without looking at your book or notes, mentally visualize and sketch, in your own words, the high points of the material immediately upon completing the reading.

STEP FIVE: REVIEW. Look at your questions, answers, notes and book to see how well you actually recalled the reading (i.e. completed Step 4). Observe carefully the points you recalled incorrectly or simply omitted. Fix carefully in your mind the logical sequence of the entire idea or problem, or of all the concepts covered in each section or chapter. Finish up with a mental picture of the WHOLE concept, paragraph, or chapter you’ve just covered.


More Active Reading Strategies

Choose the strategies that work best for you or that best suit your purpose. You do not need to use them all every time you read.

Ask yourself pre-reading questions. For instance: What is the topic and what do you already know?

Define any unfamiliar terms.

Bracket the main idea of the reading and put an asterisk next to it. You will read the introduction or first paragraph carefully to find this information.

Put down your highlighter. Make margin notes or comments. Every time you feel the urge to highlight something, write instead. You can summarize the text, ask questions, give assent, or protest vehemently. Have a dialogue with the author. You can also write down key words to help you recall where important points are discussed.

Write questions in the margins. Answer the questions in a reading journal or on a separate piece of paper. If it is a textbook, try changing all the titles, subtitles, sections and paragraph headings into questions.

Make outlines, flowcharts, or diagrams that help you to visually map and understand ideas.

Read each paragraph carefully and then determine “what it says” and “what it does.” Write your comments in the margin. Answer “what it says” in only one sentence. Represent the main idea of ht paragraph in your own words. To answer “what it does” describe the paragraph’s purpose within the text: for example, “Provides evidence for the author’s first main reason,” “Summarizes an opposing view.”

Write a summary of an essay or chapter in your own words. Do this in less than a page. Capture the essential ideas and maybe one or two key examples. This is a great way to be sure you know “what it says.”

Write your own exam question based on the reading.

Teach what you have learned to someone else! This is one of the most effective ways to learn. If you try to explain aloud what you have been studying: 1) you’ll transfer the information from short-term to long-term memory and 2) you’ll really know what you understand and what you don’t.

Homework for Tuesday (1/16)

Great discussion in class on Thursday, everyone. I'm really looking forward to seeing where you go with this unit.

For Tuesday, please read pages 1-28 in the course reader, and write a reading response (but not on "The Lottery").

Email with any questions--see you then!

See You Tuesday (Writing 2 Begins)

Hi Everyone--

I'm looking forward to seeing you all, and catching up, on Tuesday. Writing 2 will mark a new beginning for our work, and I'm excited to dive in. Please bring the syllabus I emailed you last week (drop me a note if you did not receive it). See you then...

COMMON FINAL LOCATION

...as discussed in class... the common final begins promptly at 8:00 in NORTH HALL 1006.

Best of luck!

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...

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...

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...

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...

-------------------------------------------------------------------------

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.

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...

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.

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.

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!

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...