Wednesday, February 10, 2010
Class Minutes: 1301.20
This is the place to post what happened in class. Add it as a comment, and make sure to date it. Your purpose is to give anyone who was not in class a sense of what was said. What observations did all of you make about the presentations? Since I am now requiring that you connect rhetorical considerations (genre, purpose, audience) to the overall argument the author makes, what kind of advice can you give to those who weren't in class?
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February 25 Dr. Chalaire will be out.
ReplyDeleteCheck class blog Quiz over "They Say/I Say"
We talked about templates, what they are and how they are used. Templates are preset patterns for you to fill in the blanks. They are used for us to fill in our ideas and help us think in depth about our ideas for us to write down.
What the "They Say/I Say" concept is about.
THEY SAY
-Authors
-Audience
-Anyone w/ a conversation
I SAY
-What you have to say about what they say.
-Whatever the topic, it's key you do some research to support your conversation/argument.
Also our responses need substance and engagement when we write about others questions/comments on their Q&Rs.
Look on Assignment sheet to catch up on things you missed, we have a 2 week period to do so.
Presentation over Wardle on Thursday Feb. 11th.
If you are lost in the Assignment sheet, we are on week 4.
February 16, 2010
ReplyDeleteToday Dr. Chalaire showed us a web page which we will be using it to get some articles if you check on your week to week work on the fifth week there are some of the articles this is the web page:
http://www.jstor.org/?cookieSet=1
The rest of the class we did our presentations, Dr. chalaire gave us some examples in order to make our presentation better. We need to work more and explaing more of each of the parts in the retorical analysis.
*Remember this thursady we will meet at the same computer lab.
Can anyone add to the explanations about what I want you all to begin doing in your presentations?
ReplyDeleteI normally do genre in the class presentations and I have noticed that on all the papers, we read, along the bottom or top it gives more info as to where the text came from exactly. And by seeing that you can look up the book it came from and then you would be able to help you understand the article a little bit more. In class, Dr. C mentioned for genre including if it was non-fiction or fiction, where it came from like a book or something like that, then what kind of book it was like if that book was used for class or what.
ReplyDeleteFebruary 16, 2010
ReplyDeleteJust to elaborate on what Ivett said about explaining more on the three parts of a rhetorical analysis. We need to have a better comprehension and delivery of what the genre, audience, and purpose of an article are. The way we are giving our presentations is unsatisfactory and uninformative. We are saying four to five statements at the most on any given part. We need to be able to analyze and correlate how each rhetorical tool feeds off of another. This is how we will be getting a deeper understanding of what we are learning and it will greatly improve our presentations. After all, this is the main reason we are in this class.
Here are some ways to improve our presentations:
1. Print out articles, highlight important information and write your own interpretations of what the writer is trying to say on the side of the article.
2. Start writing down notes and key points for your presentation and essay on a separate notebook as you are reading the article.
3. Share your ideas and arguments with your teammates and accept any feedback.
4. Organize your ideas and prepare notes prior to giving your presentation.
5. Remember that we are trying to intertwine the genre, purpose, and audience and giving our presentations on how they work for each other. Dissect the articles and go to deep into what the writer is saying. Do not be afraid to come up with your own arguments and ideas.
When doing presentations, it is always important to prepare thoroughly ahead of time with your group members. First, you should fairly divide the main four presentation parts, the overview, audience, genre, and purpose, amongst your group members.
ReplyDeleteNext, you should read the article thoroughly, taking notes and highlighting text that you think is useful and important. When you are writing your rhetorical analysis paper go back to the text and your reading notes, to help you identify the different parts of the article. Use a lot of specific examples and quotes from the text to support the points that you try to make. Try to find words or phrases that act as evidence.
When you finish with your paper, take the parts that you are presenting from the article and write a little speech from them. In the speech state your name, what part or parts you are presenting, your argument, supporting points and evidence directly form the text (this is very important) and your conclusion or summation.
You should practice in front of a mirror your speech for the class, imagine them in front of you watching attentively. Be calm, remember that they can't do anything to you. Take your time, go at your own pace when reading, don't rush. Speak out loud, so that if the class was in front of you, they could all hear you. Finally, recite your speech, don't be afraid to add to it and improvise or make eye contact, but only if you're comfortable.
If you do all these things, then you are certain to give an excellent presentation. Just relax and you'll do fine.
Thanks for the input, guys. Mike, I think the second paragraph on page two of your paper offers a specific example of the thinking that can get you to make the connection. Wardle argues that we should be teaching about writing, that students can acquire valuable skills by becoming part of the conversation. You learned a lot listening, so it stands to reason that those doing the talking might learn quite a bit. In fact, they (teachers) might benefit even more if they heard your thoughts on their conversation. A professional journal, listening to the argument of an "expert" talking to other "experts" is always informative: why? how?
ReplyDeletep.s. and so you might want to copy and paste that part of your paper here :)
ReplyDeleteFeb. 18th, 2010.
ReplyDeleteHello every one!!
If you miss class here is what we did today and the homework for Tuesday, 23rd. Today in class we go to the lab and post some works in our personal blogs and in the class blog, and Dr. Chalaire told us the homework for next week. The next presentation that we would have is the next class (Tuesday, 23rd.) we would have to make a writing version of the presentation on how your opinion or what you are talking about is related to the overal information in the article. The article would be "Inventing the University" by David Bartholomae. Make sure to bring a hard copy to class. See you all in class.
Have a great day!!
Ok, here is the paragraph Dr. C requested.
ReplyDeleteThanks Dr. C
Well now that we’ve established to whom and what the article is about, we must now find out
what the genre or kind of writing piece it is. What type of writing did Wardle use, was it useful, did it
work? After reading the article I’m sure most people understood it, I know I didn’t as much that’s why I
have to go back a few times to fully comprehend what’s going on. So while I was reading, for the who
knows what time, I came to realize that the genre of the writing is right in front of you the whole time.
What I mean by this is while I was reading I was learning all the mistakes and problems that were
occurring with the FYC, and the ways they can be fixed; I was learning. So this means if I learned from
what was going on and if it wasn’t for Wardle writing this I wouldn’t have known, then it must be an
informative article. A message sent to those that were meant to read it, and learn about different ways
of teaching, and using different methods of teaching. The message informs those people to do so with
what Wardle provides.
If you are having trouble with presenting, as far as gaining the information, (something Dr. C really likes ;) just so you know) I can try to explain what methods I tend to use.
ReplyDelete1. While reading your articles begin looking for things that seem important, even though they may not be, highlight or underline it with a little note to the side so you can refer and remember it. Example of this would be like,
"How can I get novice writers to see the obvious value of revision?" but "What do all writers need to see, think, and do to improveour attitudes toward revision?" (1, Revising Attitudes, Dethier)
Here I write a note like;
"This could possibly be the/a part of the purpose."
2. watch the wording, text is only ink on paper, not the person talking to you one-on-one. So sometimes if something doesn't make sense as written, its cause it probably doesn't. Try reading it in a different view, try reading it as if you were the writer, see what they are trying to make out to you (readers), basically what you are learning, try teaching.
3. I also take breaks almost every page to recap on what it was I just read. This can help you get a better understanding and also help remember what the article was about.
Ummm... just touching up on Cynthia Mtz. post, the article is on both Bartholomae and Dethier (from Acts of Revision).
ReplyDeleteClass minutes for feb/23/10
ReplyDeleteFor those who missed class today you won't be able to see the professor for the rest of the week; she is going to be out on thursday feb/25/10. Eventhough she wont be able to attend you can still go to the lab and catch up on any missing work you have to submit.
In class today she explained that we should be working on week 6 on the syllubus and should be all submitted by the biggining of week 7 otherwise there will be point deductions for every assignment turned in. As for work in class we got into our groups and discussed the Presentations on both "Inventing the University" and "Revising Attitudes" (Dethier in Acts of Revision. In your group you were to come to an agreement to what part we were supposed to do in the presentation.
"Your focus on this assignment should be the connection between the rhetorical parts (genre, purpose, audience) to the whole argument." Dr.C.
Remember you can go to the lab on thursday but there will be no attenence.
Re: Mike's 2/22 post (the paragraph from his paper).
ReplyDeleteRemember when we talked about the term "metacognition"? When Mike says that he was learning as he was trying to learn, that's the process of metacognition. As you struggle to analyze Wardle's argument, you are seeing how seeing the difference that audience makes, you are using an academic article (genre) as a learning tool, you can see how she constructs her case, and you can see the rhetorical moves she makes (they say/I say). In the process of learning, you are learning the content.
March 2, 2010
ReplyDeleteWeek 7- The syllabus is incorrect on what articles we are reading. Grobman is this week.
Remember to take quizzes.
"Presentation/Connections" if on schedule should be completed this week. This is about how genre/purpose/audience connect to argument. 1pg.
Personal blog is for 3 major projects
1.Reflective- Is about yourself how you feel about your writing career so far. Your experiences in writing.
2.Annotated Bibliography- This is showing the MLA format source and then a half page summery/evaluation of the article.
3.Research project- (Week 8)
Today we talked about...
-Pg.29 textbook, gives two examples, "believe/ doubt"
-We got into groups and did the, ven-diagram, describe similarities and dissimilarities of authors ponts. We put them into groups and described why they were put together.
-We also took a quiz in class (Intro to reflective eassy)
It is important to attend class Tuesday March 9 of week 8 because we are having a quiz that you cannot make up if u miss.
ReplyDeleteAlso do not forget to bring your text books to class Tuesday and have the Grobman article read.
the teacher talked to us briefly in the beginning of the lab and left shortly after.
Tuesday March 23
ReplyDeleteWhile you were out skipping class. Dr. Chalaire changed up the schedule and this i think is how it is now.
March 30 Tuesday-1st rough draft of the research paper due, pretty much just do like Bishop says and become an owl and just fill up those pages because we might not use all of what we're going to write on them
April 1 Thursday-annotated bibligraphy is due there should be ten sources the seven articles and the three other ones from the Elbow-Barthomea paper
April 6 Tuesday- peer reviews of rough draft are due and when we leave the comments Dr. C would like us to Praise-Question-Plan(PQP)
it suppose to benefit everyonr. Making the reader think of questions the whole time having to pay attention to it and the writer gets constructive criticism
April 8 Thursday- the 2nd reflective essay will be due. It will need to be put on the personal blog. It should include experience, reading and i forgot the last one but something like how the class helped os something like that.
Re: the Reflective Essay
ReplyDelete#1: your previous experience with writing, reading, and learning;
#2 will be revised to include previous and current progress in reading/writing/learning;
#3,your final draft, will blend pre-college and complete 1301 reading/research/writing
results.
Re: Rough Draft due 3/30
You are to fill-up 4 pages.
Ann. Bib., rough draft, and peer reviews should be posted to your personal blogs.
One more thing. . . Go to Bb and post your research question to the Db "Research Question." AND the long awaited quiz that I forgot to give you--that cannot be made up--will happen on Thursday, tomorrow, 25 March.
3/30/2010
ReplyDelete-She let us know that she will be dropping everyone that is failing by April 9th
- she taught us once again how to upload the papers to our personal blog:
--make the paper pdf
--upload to gmail in the documents tab
--get link
--copy
--go to blog and click on add link
--paste link
--name paper
--and publish it
-she said everyone has to do interview or surveys for the research paper
- handed out a paper that she wants us to turn in by Thursday
-gave us another article that we might be able to relate to for revision
-gave us a paper with an example of an annotated bib
-finally we got in groups of 2 to discuss our questions for the research.