Class Work
1. Rate the introductory essay - use the EMCC Rubric (Partner Activity) Make changes in pencil or pen if you did not bring your jump drive or e-mail the document to yourself. Submit the final copy along with the rubric. Note: A famous quotation must be part of your essay.
2. Thinking about setting - "The Yellow Wallpaper" - What evidence did you find to support the belief that this was a Gothic story? What evidence did you find to support the belief that Jane was just emotionally ill?
PBS - movie: http://www.youtube.com/watch?v=4FFkaaXzj8k&feature=related
http://www.youtube.com/watch?v=BAJm6gFJb4I
http://www.youtube.com/watch?v=q8Iy1fbw6sQ&feature=related
http://www.youtube.com/watch?v=sdk4cre_jT4&feature=related
http://www.youtube.com/watch?v=4YdQHSqpcI8&feature=related
http://www.youtube.com/watch?v=PVn2KJie8Xo&feature=related
http://www.youtube.com/watch?v=zPCYupOUcbo&feature=related
http://www.youtube.com/watch?v=lNdm4UyL5Wo&feature=related
http://www.youtube.com/watch?v=gWJ4ZtLlRvE&feature=related
How does the movie differ from the short story? Was there a real lady in the wall?
3. Group responses to nine questions/sharing/discussion
4.. "Porphyria's Lover" by Robert Browning (Setting and characters)
5. Looking at setting in "There Will Come Soft Rains" by Ray Bradbury http://www.jerrywbrown.com/datafile/datafile/110/ThereWillComeSoftRains_Bradbury.pdf
6. Learn to write about setting: handouts and activities
7. Research , , , what questions and ideas need research? What researched information can you include in your essay on setting? (Brainstorm)
8. Register for EasyBib. http://www.easybib.com/
Homework
Write the draft of your setting paper. What's your point? Are you trying to prove that setting impacts behavior? Are you trying to prove that the setting in "The Yellow Wallpaper" had no impact on the actions of the characters as medical issues were in play? Is the color "yellow" symbolic of the time period and therefore the main problem in the story? (Other ideas are fine! These are offered as suggestions only.) What's your point? This is the thesis. What you are trying to prove?
You need to reference information from at least two sources. You also need to quote someone in the class. This person can either agree or disagree with you, but figure out how to use something they say in your essay.
You will use in-text citations. (We will review these in more detail on Tuesday. You must include a Works Cited page.
You may bring a paper copy of the draft, or you may have an electronic copy. E-mail the paper to yourself as an attachment. Folks seem to leave jump-drives at home. Your e-mail can be reached from any computer.
Wednesday, September 28, 2011
Monday, September 26, 2011
Tuesday, September 27, 2011
Welcome to the first day of the marathon class!
Class Work
1. Review the syllabus. . .
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 102 T/TH 12:15 pm-4:15 pm
First – Year Composition – 3 Credit Hours – English 102 T/TH 12:15 pm-4:15 pm
Mariposa 133
Instructor: Mrs. Patricia Eaton
Blog: http://www.102eatonenglish.blogspot.com/
Required Texts: Write Now by Daniel Anderson – the book is available for purchase in the campus book store. You MUST have y our own copy. You have until next Tuesday to register on-line. You will be given a personal code to use. You cannot share this text!Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Required Texts: Write Now by Daniel Anderson – the book is available for purchase in the campus book store. You MUST have y our own copy. You have until next Tuesday to register on-line. You will be given a personal code to use. You cannot share this text!Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Adjunct Office: 623-935 8139 - Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays. Papers may be left with Ms. Terri Propes or put into the night drop box after hours.)
Office Hours: By appointment – my schedule is flexible.
Note: This syllabus is subject to change based upon the progress of the class. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information. Also, be sure to check the blog for updates and links to required readings. Homework reading, writing, and research assignments will be posted on the BLOG.
Course Description
(Prerequisite: English 101 with a grade of “C” or better.)
English 102 builds upon skills developed in English 101. This course will require students to analyze and respond to text-based writing. Students will examine essays, short stories, and poetry. Students will be responsible for writing a minimum of three short critical essays to develop skills in textual analysis, written expression, and proper documentation. One of these writing assignments will be counted as an essay exam. These essays should be approximately three to five pages in length, typed, double spaced throughout, and have one-inch margins on all sides. Place your name, the date, and the course title in the upper left hand corner of the first page. Follow MLA formatting and guidelines for documentation.
In addition, students will be introduced to research strategies, note-taking, organization, and documentation in order to write well-developed and properly documented research papers. In completing research papers, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase, and to integrate the ideas of others into their own sustained written examination of a subject.
The length of the research paper should be between 1,500-2,500 words.
Course Competencies
1. Develop skills in selecting, researching, analyzing, synthesizing, and documenting a 1,500-2,500 word research paper.
2. Compile a preliminary bibliography of potential research resources.
3. Use a variety of print and on-line library resources, including electronic databases, to locate information on the selected topic.
4. Use effective strategies for taking and organizing notes.
5. Analyze, interpret, and evaluate information found in research sources.
6. Paraphrase in language that is distinctly the student’s and quote source information accurately in order to avoid plagiarism.
7. Summarize a passage to reflect the central idea, most significant supporting details, or, and emphasis of the original work.
8. Compose an outline with an effective pattern of organization for the paper.
9. Compose a focused and clearly stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotations to support the thesis
11. Document information from researched sources using MLA or APA documentation form.
12. Revise the draft of the paper, incorporating feedback received during editing, to produce a finished research paper that observes Standard English usage and manuscript form.
13. Explain and practice the principles of academic integrity throughout the research, writing, and revision process.
14. Write a minimum of three additional papers which involve critical reading and writing.
15. Write at least one argumentation paper which demonstrates sound, logical development.
16. Expose students to various forms of literary expression.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail patricia.eaton@estrellamountain.edu) or to visit the class blog at http://www.102eatonenglish.blogspot.com/.
Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
English 102 builds upon skills developed in English 101. This course will require students to analyze and respond to text-based writing. Students will examine essays, short stories, and poetry. Students will be responsible for writing a minimum of three short critical essays to develop skills in textual analysis, written expression, and proper documentation. One of these writing assignments will be counted as an essay exam. These essays should be approximately three to five pages in length, typed, double spaced throughout, and have one-inch margins on all sides. Place your name, the date, and the course title in the upper left hand corner of the first page. Follow MLA formatting and guidelines for documentation.
In addition, students will be introduced to research strategies, note-taking, organization, and documentation in order to write well-developed and properly documented research papers. In completing research papers, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase, and to integrate the ideas of others into their own sustained written examination of a subject.
The length of the research paper should be between 1,500-2,500 words.
Course Competencies
1. Develop skills in selecting, researching, analyzing, synthesizing, and documenting a 1,500-2,500 word research paper.
2. Compile a preliminary bibliography of potential research resources.
3. Use a variety of print and on-line library resources, including electronic databases, to locate information on the selected topic.
4. Use effective strategies for taking and organizing notes.
5. Analyze, interpret, and evaluate information found in research sources.
6. Paraphrase in language that is distinctly the student’s and quote source information accurately in order to avoid plagiarism.
7. Summarize a passage to reflect the central idea, most significant supporting details, or, and emphasis of the original work.
8. Compose an outline with an effective pattern of organization for the paper.
9. Compose a focused and clearly stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotations to support the thesis
11. Document information from researched sources using MLA or APA documentation form.
12. Revise the draft of the paper, incorporating feedback received during editing, to produce a finished research paper that observes Standard English usage and manuscript form.
13. Explain and practice the principles of academic integrity throughout the research, writing, and revision process.
14. Write a minimum of three additional papers which involve critical reading and writing.
15. Write at least one argumentation paper which demonstrates sound, logical development.
16. Expose students to various forms of literary expression.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail patricia.eaton@estrellamountain.edu) or to visit the class blog at http://www.102eatonenglish.blogspot.com/.
Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
NOTE: This is a four hour c lass. If you miss one day, it is like missing two weeks of class. Come to class.
Important FYI:
Attendance policy (typically, students are allowed the number of unofficial absences according to the number of times a class meets per week; ex: TR, students are allowed two unofficial absences and may be dropped after that.)
- Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.
- Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.
- At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.
- Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or at the college.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In some instances, permission from the members of the class will also be required.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If you have a disability that requires special accommodations, please let me know as soon as possible. You are entitled to the accommodations. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. Please note that I add two points to an essay grade if receive help from the writing center.
Grading Scale: Short essays are 100 points each. There will be several short essays and three fully developed essays. In order to receive full credit, drafts and revisions must be submitted with the final copy. Peer editing sheets are also required.
One well documented and researched paper is also required. Research notes, drafts, revision, works cited page, and in-text citations are required.
Class participation is 100 points. You will be asked to make notes in a reading log. This is so that you will read and think before coming to class. These notes are for you. These notes are submitted with the final copy of the corresponding essay as part of the pre-writing process.
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
FYI: 2.3.11 Academic Misconduct
- Definitions
- Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
- Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
- Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the Internet and not properly identified is also considered plagiarism.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
2. Getting to know you! Locate a quotation from a poem, song, book, story, essay, or speech that defines or illustrates you. Consider using one of the following quotation sites to locate something you like.
http://www.quotationspage.com/
http://www.brainyquote.com/
3. Introduce yourself by reading the quotation to the class and by explaining the quotation and its relevance to you. Include a short personal example. Why is this important?
4. Moving into Unit #1
A. "Story of an Hour" activity: http://www.vcu.edu/engweb/webtexts/hour/
B. What were the roles of men and women in the early 1900s?
C. How do those roles differ today? What has caused the changes?
6. List all the things that are yellow - you have two minutes - GO!
7. What did wallpaper look like in the early 1900s? http://historicstyle.com/traditional/1880to1900/index.html
8. Gothic Elements in Literature: http://www.virtualsalt.com/gothic.htm
http://academic.brooklyn.cuny.edu/english/melani/gothic/gothic.html
9. Begin reading "The Yellow Wallpaper". Highlight anything yellow. Highlight anything gothic. http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html
Homework
Introduce yourself in writing. Write a one to one and one/half page essay. Be sure your name, the date, and English 102 appear in the upper left hand corner of the paper. Double-space everything. Use font size 12.
Include your selected quotation in the paper. What do you want me to know about you? How does this relate to your writing? Feel free to be creative.
Go through "The Yellow Wallpaper". Locate lines, words, and phrases that show that this short story is really a psychological story, not a gothic tale. You are the detective. Find the proof.
http://www.quotationspage.com/
http://www.brainyquote.com/
3. Introduce yourself by reading the quotation to the class and by explaining the quotation and its relevance to you. Include a short personal example. Why is this important?
4. Moving into Unit #1
A. "Story of an Hour" activity: http://www.vcu.edu/engweb/webtexts/hour/
B. What were the roles of men and women in the early 1900s?
C. How do those roles differ today? What has caused the changes?
6. List all the things that are yellow - you have two minutes - GO!
7. What did wallpaper look like in the early 1900s? http://historicstyle.com/traditional/1880to1900/index.html
8. Gothic Elements in Literature: http://www.virtualsalt.com/gothic.htm
http://academic.brooklyn.cuny.edu/english/melani/gothic/gothic.html
9. Begin reading "The Yellow Wallpaper". Highlight anything yellow. Highlight anything gothic. http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html
Homework
Introduce yourself in writing. Write a one to one and one/half page essay. Be sure your name, the date, and English 102 appear in the upper left hand corner of the paper. Double-space everything. Use font size 12.
Include your selected quotation in the paper. What do you want me to know about you? How does this relate to your writing? Feel free to be creative.
Go through "The Yellow Wallpaper". Locate lines, words, and phrases that show that this short story is really a psychological story, not a gothic tale. You are the detective. Find the proof.
Tuesday, November 2, 2010
Tuesday - November 2nd - Remember to Vote
1. Looking at Art
What is the title of the work? How does the title help you to understand the message? What is the message?
What is the most obvious image in the work. To where is your eye drawn?
Look at the colors. Are they symbolic? Would the message be different if the colors were different? Explain.
Study the shading and shadowing. How do these elements impact the overall message?
Who is the artist? When was the work created? Is the artist's message about a specific event in history? What was going on in the world when the work was created? Is the art universal - speaks to people of all times and in all places, or is it limited to the audience for whom it was created.
How does the work relate to us in 21st century America?
How does the work relate to the literature studied.
The Things They Carried
http://www.rajuabju.com/literature/thingstheycarried.htm
Daedalus and Icarus
http://www.eaglesweb.com/IMAGES/icarus.htm
Art of Daedalus and Icarus
http://www.artchive.com/artchive/b/bruegel/icarus.jpg.html
Poems of The Odyssey
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15642
Decision by Louise Gluck
The great man turns his back on the island.Odysseus' Now he will not die in paradisenor hear againthe lutes of paradise among the olive trees,by the clear pools under the cypresses. Timebegins now, in which he hears againthat pulse which is the narrativesea, ar dawn when its pull is stongest.What has brought us herewill lead us away; our shipsways in the tined harbor water.Now the spell is ended.Giove him back his life,sea that can only move forward.
http://www.poetseers.org/contemporary_poets/w_s__merwin/merwin_poems/odysseus/
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15761
http://nzr.mvnu.edu/faculty/trearick/english/rearick/World_Lit_I/tennysons_odyssey_poems.htm
http://www.webwinds.com/odyssey/odysseusyearns.htm
The Odyssey in Art
http://www.philipresheph.com/demodokos/odyssey/books.htm
What is the title of the work? How does the title help you to understand the message? What is the message?
What is the most obvious image in the work. To where is your eye drawn?
Look at the colors. Are they symbolic? Would the message be different if the colors were different? Explain.
Study the shading and shadowing. How do these elements impact the overall message?
Who is the artist? When was the work created? Is the artist's message about a specific event in history? What was going on in the world when the work was created? Is the art universal - speaks to people of all times and in all places, or is it limited to the audience for whom it was created.
How does the work relate to us in 21st century America?
How does the work relate to the literature studied.
The Things They Carried
http://www.rajuabju.com/literature/thingstheycarried.htm
Daedalus and Icarus
http://www.eaglesweb.com/IMAGES/icarus.htm
Art of Daedalus and Icarus
http://www.artchive.com/artchive/b/bruegel/icarus.jpg.html
Poems of The Odyssey
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15642
Decision by Louise Gluck
The great man turns his back on the island.Odysseus' Now he will not die in paradisenor hear againthe lutes of paradise among the olive trees,by the clear pools under the cypresses. Timebegins now, in which he hears againthat pulse which is the narrativesea, ar dawn when its pull is stongest.What has brought us herewill lead us away; our shipsways in the tined harbor water.Now the spell is ended.Giove him back his life,sea that can only move forward.
http://www.poetseers.org/contemporary_poets/w_s__merwin/merwin_poems/odysseus/
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15761
http://nzr.mvnu.edu/faculty/trearick/english/rearick/World_Lit_I/tennysons_odyssey_poems.htm
http://www.webwinds.com/odyssey/odysseusyearns.htm
The Odyssey in Art
http://www.philipresheph.com/demodokos/odyssey/books.htm
Thursday, October 28, 2010
Thursday - October 28, 2010
Class Work
First: Submit your technology essay - final copy on top of draft(s).
1. Prepare for the great debate.
2. Debate.
3. Write about your personal point of view. Is privacy an issue with you? What are your experiences? What are your expectations? What sources back you up? Write for 15 minutes to get started on your draft. Do you care if "Big Brother" watches? (First person "I" may be used with this paper. Second person "you" may not.)
View: In the Time of the Butterflies. (Reluctant heroes)
Homework
1. Continue with the persuasive paper where you discussion the issue of privacy in 21st century America. Make a point. (Draft is due Tuesday) This is a short essay - two or three pages. Cite at least one source. Obviously, the Works Cited page will be brief.
2. Watch a movie featuring a hero. Write a summary of the movie - one paragraph - and focus on the hero. This could be a serious movie, a true movie, a documentary, a cartoon, a Disney movie, etc.
3. Define "hero" in one paragraph.
4. Describe a personal hero of yours in one paragraph.
5. Locate an art object that depicts heroism. Describe the object and explain its message
6. You will be writing an in-class essay on the concept of heroism for the exam on Thursday. Start getting your ducks in a row now. Start your Easybib list now.
Tuesday, October 26, 2010
Tuesday
Class Work
1.Sharing of "best part" of your technology essay.
2. Read your entire essay to one other person in the class. This should be a partner who was NOT at your table. Your job as the listening partner is to observe if you were persuaded to "give up" or to "get" the gizmo or gadget.
3. Today we will be exploring the concept of "privacy" and will be participating in a debate during the last hour of class.
Privacy - Are you concerned? Should you be?
Is privacy a right? Is the good of the group greater than the good of the individual?
What if somebody "takes" your identity? What happens to you?
http://www.youtube.com/watch?v=ZjDbJQKDXCY Trading Places
List all the ways that "others" can track you.
http://www.ed.uiuc.edu/wp/privacy/persprivacy.html
What does the world know about you? Have you ever done a search of yourself to find out? What is public? What is not public? Should the public information be public? Explain
http://www.youarebeingwatched.us/
http://www.diyspy.co.uk/HowToTellIfYoureBeingWatched.html
http://www.ftc.gov/bcp/edu/microsites/idtheft/
http://www.ftc.gov/bcp/edu/pubs/consumer/idtheft/idt07.shtm
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-701-s&va=stolen+identity+search
Social Networking
http://www.whatissocialnetworking.com/
Kids' Privacy on the Internet
http://www.ed.uiuc.edu/wp/privacy/kidprivacy.html
Privacy Legislation
http://www.ed.uiuc.edu/wp/privacy/whitepaper_legislation.htm
How to Debate
http://www.truthtree.com/debates.shtml
http://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
http://www.bookrags.com/articles/31.html
Prepare your debate!
Topic: Privacy
Should we, people living in the United States of America, be concerned about the security of personal privacy?
Guidelines:
1. Each team member must speak when presenting the case and the rebuttal. Each team may elect to have a "closer" to give final remarks.
2. Timing: Each team will have up to 5 minutes to present the case. (See the How to Debate link)
When listening, take notes so that you will be able to give a solid rebuttal.
3. Each team will have up to 4 minutes to prepare the rebuttal after the case is presented for each side.
4. Each team will have up to 3 minutes to present the rebuttal.
5. There will be a 2 minute prep time to prepare the conclusion.
6. Each team will have up to 2 minutes to deliver the concluding remarks.
The class will vote on the "winner!"
Homework
1. Prepare the final copy of the technology paper. It is due Thursday.
2. Turn your debate into an outline or bulleted list for a persuasive essay. Convince your reader that privacy is or is not an issue in our society. You may focus on one aspect such as banking, cell phone use, social networking, etc. Or, you may present a more global argument.
http://www.lib.jjay.cuny.edu/research/outlining.html
http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_outline.htm
1.Sharing of "best part" of your technology essay.
2. Read your entire essay to one other person in the class. This should be a partner who was NOT at your table. Your job as the listening partner is to observe if you were persuaded to "give up" or to "get" the gizmo or gadget.
3. Today we will be exploring the concept of "privacy" and will be participating in a debate during the last hour of class.
Privacy - Are you concerned? Should you be?
Is privacy a right? Is the good of the group greater than the good of the individual?
What if somebody "takes" your identity? What happens to you?
http://www.youtube.com/watch?v=ZjDbJQKDXCY Trading Places
List all the ways that "others" can track you.
http://www.ed.uiuc.edu/wp/privacy/persprivacy.html
What does the world know about you? Have you ever done a search of yourself to find out? What is public? What is not public? Should the public information be public? Explain
http://www.youarebeingwatched.us/
http://www.diyspy.co.uk/HowToTellIfYoureBeingWatched.html
http://www.ftc.gov/bcp/edu/microsites/idtheft/
http://www.ftc.gov/bcp/edu/pubs/consumer/idtheft/idt07.shtm
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-701-s&va=stolen+identity+search
Social Networking
http://www.whatissocialnetworking.com/
Kids' Privacy on the Internet
http://www.ed.uiuc.edu/wp/privacy/kidprivacy.html
Privacy Legislation
http://www.ed.uiuc.edu/wp/privacy/whitepaper_legislation.htm
How to Debate
http://www.truthtree.com/debates.shtml
http://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
http://www.bookrags.com/articles/31.html
Prepare your debate!
Topic: Privacy
Should we, people living in the United States of America, be concerned about the security of personal privacy?
Guidelines:
1. Each team member must speak when presenting the case and the rebuttal. Each team may elect to have a "closer" to give final remarks.
2. Timing: Each team will have up to 5 minutes to present the case. (See the How to Debate link)
When listening, take notes so that you will be able to give a solid rebuttal.
3. Each team will have up to 4 minutes to prepare the rebuttal after the case is presented for each side.
4. Each team will have up to 3 minutes to present the rebuttal.
5. There will be a 2 minute prep time to prepare the conclusion.
6. Each team will have up to 2 minutes to deliver the concluding remarks.
The class will vote on the "winner!"
Homework
1. Prepare the final copy of the technology paper. It is due Thursday.
2. Turn your debate into an outline or bulleted list for a persuasive essay. Convince your reader that privacy is or is not an issue in our society. You may focus on one aspect such as banking, cell phone use, social networking, etc. Or, you may present a more global argument.
http://www.lib.jjay.cuny.edu/research/outlining.html
http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_outline.htm
Thursday, October 21, 2010
Thursday - October 21, 2010
Class Work
1. View "The Veldt" on You Tube - view parts 3, 4, and 5.
2. Reading of articles - see me if you missed class for copies.
3. Review of "Technology: Friend or Foe" paper
4. Using pictures/art/graphics in your essay - Talk to me on Tuesday if you missed class today. This is one of those things where you needed to be here.
5. Using charts/graphs/numbers in your essay: http://nilesonline.com/stats/index/shtml
Take a look at this site for tips on using and understanding numbers.
Write a paragraph or two about your 12 hour experience without your favorite gizmo or gadget.
Send it to me via e-mail if you missed class today. patriciaeatonaz@yahoo.com
Homework
1. Write the draft of the technology paper. Bring a paper copy to class on Tuesday.
1. View "The Veldt" on You Tube - view parts 3, 4, and 5.
2. Reading of articles - see me if you missed class for copies.
3. Review of "Technology: Friend or Foe" paper
4. Using pictures/art/graphics in your essay - Talk to me on Tuesday if you missed class today. This is one of those things where you needed to be here.
5. Using charts/graphs/numbers in your essay: http://nilesonline.com/stats/index/shtml
Take a look at this site for tips on using and understanding numbers.
Write a paragraph or two about your 12 hour experience without your favorite gizmo or gadget.
Send it to me via e-mail if you missed class today. patriciaeatonaz@yahoo.com
Homework
1. Write the draft of the technology paper. Bring a paper copy to class on Tuesday.
Tuesday, October 19, 2010
Tuesday, October 19, 2010
Class Work
1. How does Hollywood look at the story? What has been added?
2. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
3. Make a list of all of the technology you have used today. . . could you live without the gadgets?
4. What is your favorite technological advance? To what extent would your life be different without it?
5. Readings: "There Will Come Soft Rains" by Ray Bradbury http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm "There Will Come Soft Rains" by Sara Teasdale http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw "The Veldt" by Ray Bradbury http://www.veddma.com/veddma/Veldt.htm
Overview of the next writing assignment: Technology: Friend or Foe (See handout)
Homework
1. Select your gizmo or gadget to study. Decide if it is "friend or foe." Look for articles to support your point of view. Start your Works Cited page.
2. Create a set of three to four questions that might be asked about the gizmo or gadget.
3. Create a list of concerns users and non-users might have concerning the gizmo or gadget.
4. Create a list of three or four advantages for using or not using the gizmo or gadget.
5. As a personal study, go 24 hours without using the device. Take notes of your observations.
6. Use the lists as points of research as you gather information for the next essay. Remember, you will be arguing for one side only.
7. Bring your research to class on Thursday.
1. How does Hollywood look at the story? What has been added?
2. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
3. Make a list of all of the technology you have used today. . . could you live without the gadgets?
4. What is your favorite technological advance? To what extent would your life be different without it?
5. Readings: "There Will Come Soft Rains" by Ray Bradbury http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm "There Will Come Soft Rains" by Sara Teasdale http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw "The Veldt" by Ray Bradbury http://www.veddma.com/veddma/Veldt.htm
Overview of the next writing assignment: Technology: Friend or Foe (See handout)
Homework
1. Select your gizmo or gadget to study. Decide if it is "friend or foe." Look for articles to support your point of view. Start your Works Cited page.
2. Create a set of three to four questions that might be asked about the gizmo or gadget.
3. Create a list of concerns users and non-users might have concerning the gizmo or gadget.
4. Create a list of three or four advantages for using or not using the gizmo or gadget.
5. As a personal study, go 24 hours without using the device. Take notes of your observations.
6. Use the lists as points of research as you gather information for the next essay. Remember, you will be arguing for one side only.
7. Bring your research to class on Thursday.
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