Tomorrow’s Fieldtrip: the National Portrait Gallery October 23, 2006
Posted by umei in Uncategorized.add a comment
Dear all,
Here is the link to the National Portrait Gallery I want you to explore in order to prepare 5-10 minute group presentations tomorrow:
http://www.georgewashington.si.edu/portrait/index.html
Once you’re at the site, open the interactive link. There are 3 fields of exploration: symbolic, biographic, and artistic. Each group will be responsible for one of these fields tomorrow. Here are the groups:
Symbolic: Ha Yun and Yok
Biographic: Sujang and Yun
Artistic: Asel and John.
Joonmee’s task will be to ask questions. Please be sure your presentation has an introduction, a body, and a conclusion. Also, please be sure that you tell us who’s going to talk about what and that you have transitions between group members. (You recall how we did it before).
Good luck.
Eric
Holly Denvor (A.P.P.L.E.) October 17, 2006
Posted by umei in Uncategorized.add a comment
The work of Holly Denvor Becoming Members of Society: Learning the Social Meaning is a research, refered to the scientific audience, that could be acquainted with this theme of study and also to people which have a high education level, so that they can understand the style of the text. This field applies to the sociology, specifically to the gender explonation through the social spectrum.
The main purpose of the writer is to demonstrate the motives and prerequisites that served as the base for genders’ perception. She believes that the society’s expectation of the certain behaviors is the first condition to differentiate attitudes of male and female, begining from the first months of their lives till their roles in the public sceme. As the evidences, Holly Devor illustrates some North Americans’ ideologies, that come from traditional beliefs. Also she mentions some societies, such as Siberian, Madagascan, and Polynesian. Her arguments are based on the study of the different phenomena in the life, observing the male and female manners, speech, postures, physical development, and psyvological perception. Holly Denvor uses a lot of different resourses.
Asel
Deadline Extension for the Portfolio October 15, 2006
Posted by umei in Uncategorized.add a comment
Dear all,
I am extending the deadline to turn in the portfolio until Friday, October 20. I have done this because of a necessity to make some changes to our schedule due to the ICONS negotiation simulation, which will now begin on Monday, October 30 instead of the 23rd.
I am emailing each of you to inform you of this change.
See you tomorrow,
Eric
The Writing Portfolio October 13, 2006
Posted by umei in Uncategorized.add a comment
Dear all,
Here are the guidelines and criteria for the Writing Portfolio.
Writing Portfolio Objectives
The work in the portfolio is understood to be that of the writer alone and includes appropriate documentation of outside sources when necessary. Plagiarism will result in automatic failure.
I. The work in the portfolio demonstrates an understanding of and ability to use the writing process.
A. Understand APPLE
B. Use prewriting strategies
1. choose and narrow a topic
2. write a first draft
C. Use postwriting strategies to revise writing
1. use peer-, self-, and teacher-assessments
2. use editing and proofreading marks 3. write multiple drafts
II. The work in the portfolio demonstrates the ability to make a point and support it with evidence in an organized, cohesive way.
A. Effectively use a three-part organizational structure
1. Write effective introductions
2. Write effective conclusions
3. Use rhetorical forms appropriately
B. Write a clear, effective thesis statement and topic sentences
C. provide supporting evidence
D. Use cohesive devices within and between paragraphs III. The work in the portfolio demonstrates the ability to write clear, correct sentences with appropriate lexical choices and to use punctuation correctly to avoid fragments, comma splices, and run on sentences.
IV. The work in the portfolio demonstrates the ability to apply conventions of manuscript mechanics, capitalization, and correct English spelling.
Portfolio Requirements for the Fall 2006 Intensive Program Midterm:
1) Multiple drafts of your personal essay (“Myself as a Writer”), including prewriting and planning, intermediate drafts, and self, peer, and teacher assessments
2) Two reader response posts from our blog
3) One timed writing (e.g. a TOEFL essay)
4) A 1 ½-2 page (typed, double-spaced) reflection that does the following:
- interprets your portfolio by thinking about the drafts of the personal, the reader response posts, and the timed writing
- explains what the collection means to you as a whole and how this portfolio reflects you as a writer
- discusses how you think your writing, reading, and thinking skills are related and how they may have developed or changed over the course of the past six weeks
Use your own writing as evidence for the arguments you want to make.
Because this essay interpets and explains your portfolio, it tells me how to read and evaluate your portfolio. So what you tell me the portfolio means and how seriously you take it will directly guide my evaluation and grading. In reviewing your portfolio I will look for the following:
• a consideration of how thinking, writing, and reading are related for you
• evidence of critical analysis of your writing and your writing process
October 11, 2006
Posted by umei in Uncategorized.add a comment
Hi, these are my words:
assert
blithe
garish
cease
bondage
denominated
smothering
lavender
anticipatory
JOHN
Vocabulary October 10, 2006
Posted by umei in Uncategorized.add a comment
Dear Erik,
I am posting new 10 words for our new interesting activity:
abbreviate
embarrass
strive
concur
bargaining
abate
incentive
tenacity
satiation
shortage
Thank you,
Asel
Supplementary Revision Agenda October 6, 2006
Posted by umei in Uncategorized.add a comment
Dear all,
Here is a supplementary revision agenda to help you think about how and what to revise.
Global Revision Agenda
Thesis or focus:
o Does the essay have a central thesis or main idea?
o Can you, if asked, offer a one-sentence explanation or summary of what the essay is about?
Audience and purpose:
o Does the writer seem to be aware of having an audience for the essay?
o Does the essay have a clear purpose? What do you think the purpose is?
o Does the purpose fulfill what assignment asked?
Organization:
o Does the essay progress in an organized, logical way?
o Go through the essay and jot down notes on the main idea of each paragraph. Look at this list and see if you can think of a better organization.
o Make a brief outline. Does the organization make sense? Should any part be moved to another part?
Development:
o Are there places in the essay where more details, examples, or specifics are needed?
o Do any paragraphs seem much shorter and in need of more material than others?
o Is there anything in the essay that seems unclear and in need of more description, explanation, or support?
Local Revision Agenda
Sentence structure, punctuation, word choice, and spelling
o Are there a few grammatical problems that frequently occur? Keep a list of problems that recur and check for those.
o Read the essay aloud to see and hear if there are any missing or wrong words or other errors that you can spot.
o Are the sentences correctly punctuated? Do you need to check any punctuation rules?
Good luck.
Eric
Elective Writing Assignment Criteria October 3, 2006
Posted by umei in Uncategorized.add a comment
Dear all,
Below you will find criteria for the writing assingments you have elected to write a first draft for this week. Please review the criteria and ask questions if you require clarification either by email or in class.
Good luck.
Eric
Reaction Assigment Criteria October 3, 2006
Posted by umei in Uncategorized.add a comment
The Reaction
The reaction builds on summary in two ways. First, before you can react to a text, you must be able to summarize its main points. In other words, you must understand a text on its own terms before you can express an opinion about it. Second, reaction expands textual meaning by including reader response. It’s the kind of reader response, however, that distinguishes a good reaction from a bad one. A good reaction incorporates personal response and supports and develops that response with evidence. Reaction, then, asks you to go beyond mere summary in order to use it to make and support a point. This assignment asks you to select any text that we’ve read thus far in the semester that compels your interest and that allows you the opportunity to make a persuasive point about a particular issue. Your purpose is to summarize a text and use that text to make a point that persuades an academic audience that your opinion is reasonable. Your evidence will come from the text and from your own personal knowledge and insight. Your language should be descriptive, precise, and persuasive for your chosen audience. The essay should be approximately 1 ½ to 2 pages (typed, double-spaced) in length. Your reaction should contain the following elements: Paragraph 1—Introduction and context/background Paragraph 2—Summary of your text Paragraph 3—Your own reaction (point 1) Paragraph 4—Your own reaction (point 2) Paragraph 5—Conclusion that answers the question “So what?” (For example, Why should I care? What should I do? Why have I learned?)
What the reaction is:1) a means of going beyond the literal content of the source2) a tool to summarize ideas from academic sources3) a tool to personalize ideas from academic sources by reacting and making a point4) a means of providing support for that point
What the reaction is not:1) a mere expression of personal, unsupported opinion 2) a means of offering only negative criticism of sources while ignoring the positive3) a text that only summarizes sources
Persuasive Essay Assignment Criteria October 3, 2006
Posted by umei in Uncategorized.add a comment
The persuasive essay is an essay that makes a point and supports and develops that point with evidence. This assignment asks you to write a 350 word persuasive essay in response to 2-3 texts you’ve read over the course of the semester.
Your purpose is to make a point that persuades an educated audience that your opinion is reasonable. Your evidence will come from the texts you’ve read and from your own personal knowledge and insight. Your language should be descriptive, precise, and persuasive for your chosen audience. The essay should be approximately 250 words (2-3 pages, typed, double-spaced) in length. Your essay should contain the following elements: Paragraph 1—Introduction and context/background concluding with your thesis Paragraph 2—Summary of the main argument(s) against your thesis Paragraph 3—Subpoint 1 and evidence Paragraph 4—Subpoint 2 and evidence Paragraph 5—Subpoint 3 and evidence Paragraph 6—Conclusion that answers the question “So what?” (For example, Why should I care? What should I do? Why have I learned?) What the persuasive essay is:1) a means of going beyond the literal content of the source3) a tool to personalize ideas from sources by reacting and making a point4) a means of providing support for that point
What the persuasive essay is not:1) a mere expression of personal, unsupported opinion 2) a means of offering only negative criticism of sources while ignoring the positive3) a text that only summarizes sources
