Final Drafts

Mapping the Essay.doc

Mapping the Essay.doc

Daybook Post 1

Final Reflection

This is a blog hyperlink.

April 23

Today, we graded ourselves on participation.  We spent the rest of class working on things for class, such as the working on the final reflection, designing the product for the presentation, revising, etc.
Homework:

• Post your first draft of your Argumentative Essay to your blog.
• Bring copies of your first draft for your blog group.

Note: Valerie Bright will be a sub for Megan on Thurday.  Emoni and MC have been given the authority to ask people to quiet down and get back to work.

April 18

For writing into the day, we wrote a poem about our experiences this semester.  Then, we talked about the logistics of how to turn the dialogue into an academic paper by answering the four questions in the PowerPoint.  We came up with the following answers:

1. What do you need to add?

• Introduction
• Possibly more sources
• Intext citation
• Works cited
• Paragraphs
• Transitions

2. What do you need to keep the same?

• Direct quotes
• Structure (Rogerian or Toulmin)
• Thesis
• Sources

3. What do you need to take out?

• Script elements
• Informal language
• Stuff you made up 
• Unsupported opinions
• Setting

4. What did you need to keep, but change a little?

• Conclusion (now what), but work on the flow

Think about the dialogue like an outline for your essay.

We talked about writing more simply (instead of writing to "sound smarter") by using two example sentences about bilingual education (see the Power Point).

Then, we wrote the introduction of our papers by using the reading from Swales.  In your introduction, include these four things:

1. Pick one of the steps from Move 1
2. If you are writing the Toulmin, write out how you introduced the problem.  If you are writing the Rogerian, write out how you introduced the issue.
3. If you are writing the Toulmin, write out how your solution (claim, reason and warrants).  If you are writing the Rogerian, write out your buy-in.
4. Write out the organization of your paper starting with the words "In this paper, I will..." 

We read page 254-255 in Practical Argument about quoting sources.  We took some time to decide which direct quotes to use by using the blue box on page 254.

Things to remember:

• Use inline citation with paraphrases and direct quotes
• Your conclusion should be the "now what"
• Use the blue box on page 257 for example words to use when introducing quotes
• If you are writing the Rogerian, make sure you use objective language and acknowledge that both sides have valid arguments.
• If you are writing the Toulmin, make sure you are consisently supporting your thesis (claim and reason). For example, if your thesis is "I believe standardized testing should be eliminated because they are decreasing student creativity" your whole paper should show how tests are descreasing creativity.  A paragraph about how tests cost the school a particular amount of money would, therefore, be off topic.

April 16

For writing into the day, we responded to the question: In relation to an English class, what do you think of when you hear the word "reflection"?

The class responded with the following:

• Going over what someone has commented on
• Personal standpoints on what someone else wrote
• The "why" instead of the "what"
• How you grew and what you wrote
• Final review
• What went well, what did not and the things in between

Megan then gave the following a working definition for this class:

Merriam-Webster Dictionary defines reflection as: “(1) the action of bending or folding back [and] (2) consideration of some subject matter, idea, or purpose¹.” Reflecting in a writing classroom combines these two definitions.

“Reflection is thinking for an extended period by linking recent experiences to earlier ones…The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements.²” “The act of reflection, therefore, becomes crucial to [students’] education. It serves as the bridge between experiences and learning.^3”

“Meaningful reflection considers three questions:

1. What—what happened?
2. So what—what does it mean? 
3. Now what—what is the next step?⁴” 

We talked about the Final Presentation and Final Reflection assignments.  On the last day of class, you will need to put the on your blog:

• In one post, you will embed the final drafts of the major assignments (see the document "Using Scribd to Post to Your Blog"  for how you should do this)
• In another post, you will write the final reflection letter

Finally, we used Megan's SI Reflection (http://megansreflection.blogspot.com) as a model for the final reflection and discussed it.

What does "good" reflection look like?

• Lots of evidence
• Gets personal
• Gets into thought process and feelings
• Well rounded

 

What types of things might you link to or use as examples in your final reflection?

• Ebscohost
• Daybook entries
• Blog posts
• Quotes
• TedTalks
• Other classmate's blog posts
• Twitter/Facebook posts
• Visual Analysis pictures
• Personal experiences
• Pictures - writing environment, notes, brainstorming
• Sources

How would you describe the final reflection to someone outside this class?

• Organize it chronically
• Combination of personal experiences and examples of work
• It's like a diary entry
• Everything you're thinking altogether - the hyperlink s are like side notes
• Writing with JD fantasies

Homework:

• Decide which structure you want to use for the Argumentative Essay.

Note: All drafts for extra feedback must be email to Megan by midnight on April 18.

April 11

Today, we wrote into the day creating goals for today and for the rest of the semester.  Then, we brainstormed for the Toulmin dialogue by pulling information from our sources to find the backing, the grounds and the rebuttals.  We also wrote a "now what."  We use the slide on the PowerPoint on BlackBoard for this brainstorming.  In the last 30 minutes, we drafted for the dialogue or worked on revisions of previous drafts for class.

Homework:

• Post your Toulmin dialogue to your blog and to BlackBoard before class.
• Post the "Self Assessment Reflection" for the Toulmin dialogue on your blog before class.

April 9

Today we responded to a comic about argument for writing into the day.  Next, we talked about the following red tape:

• If you want 10 points extra credit on your Annotated Bibliography second draft, revise it thoughtfully and turn it back into BlackBoard by Friday at midnight.

• If you do not turn a draft into BlackBoard, you will receive a zero on the entire assignment (all drafts, workshop and reflections).  This is in the syllabus and has been discussed in class before.

• The last day to turn in drafts for feedback from Megan is April 18.  Email these drafts to Megan.  (This is NOT the due date for final drafts.  This is only for extra feedback.)

Then, we read about the structure of the Toulmin argument on pages 153-156 of Practical Argument.  In groups, we read the example essay that begins on page 157 and discussed the five questions at the end of the essay.
We discussed the organization of the Toulmin dialogue, which is as follows:

• Cast list (including yourself)
• Describe scene.
• You: Introduce the problem.  Then, state the argument (a solution to the problem) by explaining the claim, reason and warrant.  (i.e. What are you arguing? Why are you arguing it?  What is/are the unstated assumption(s) behind that argument?)
• Sources in support of claim: Present their supporting arguments for the claim and reason. Be sure to include any important qualifiers.
• Sources of both sides: The sources that are against the claim will offer their arguments.  The sources in support of the claim will rebuttal each argument.  (This will be back and forth communication.).
• You: Explain the “now what.”  This will state steps that can be taken in support of the claim.  (i.e. Meetings between certain groups, advertising in particular places, talking to particular government officials, etc.)

Finally, we began brainstorming by writing out the claim, reason and warrant of our papers.  Then, we began writing out the backing for the claim, arguments against the claim and rebuttals.

No homework due Thursday.

Homework due Friday at midnight:

• On your blog, respond to the four questions in Megan's email about her comments on the Annotated Bibliography.

* Next class, bring laptop, sources and any relevant papers.  We will be brainstorming and having work time for the Toulmin dialogue. 

April 4

For writing into the day, we responded to a quote about compromise and related it to Rogerian argument.  Then, as a brainstorming activity, we responded to each of the following sets of questions for 10 minutes each:

• Set the scene.  Where are you and the authors of your sources? What is around you?  What is happening?  Why are all of you there?

         Write down how you will introduce the issue.  How are the supporters of each side affected by    

         this issue?

• Look at your sources/annotated bibliography.  Find quotes you want to use to support one of the sides of the issue.  Write down the direct quote or write the paraphrase you will use in your dialogue.  Make sure to write down who is saying which quote or paraphrase. 

          Start writing the conversation.  Who will start talking?  Who will respond?  How will each author         

          respond to the others?

• Look at your sources/annotated bibliography.  Find quotes you want to use to support one of the sides of the issue (if you have already written about one side, write about the other side).  Write down the direct quote or write the paraphrase you will use in your dialogue.  Make sure to write down who is saying which quote or paraphrase.

          Start writing the conversation.  Who will start talking?  Who will respond?  How will each author   

          respond to the others?

• Explain how one side might benefit from considering the other.  Write out how you will explain the compromises. Will you have your sources react to the compromises or will they stay quiet?  If they will react, what will they say?

          Explain the “now what.”  What steps should be taken now that you have 

          discussed compromises?

For the last 20 minutes, we continued to draft the dialogue individually.

April 2

For writing into the day, we responded to one of three quotes about argument.  

1. —“Don't raise your voice, improve your argument." Desmond Tutu
2. —“That's the beauty of argument, if you argue correctly, you're never wrong.” Christopher Buckley
3. —“It does take great maturity to understand that the opinion we are arguing for is merely the hypothesis we favor, necessarily imperfect, probably transitory, which only very limited minds can declare to be a certainty or a truth.” Milan Kundera

Then, we read pages 146-148 in Practical Argument to learn about the structure of Rogerian argument.  In groups, we read and discussed the structure of the example essay on page 150-152.  Remember that Rogerian dialogue is not about proving one side wrong.  It is about explaining the valid opinions of each side and finding a compromise.  

We then talked about the organization of the Rogerian dialogue, which is as follows:

• Describe scene.

• You: Introduce the topic, explaining the issue and how supporters of both sides of topic are affected.  This tells your readers why they should care about this issue regardless of which side they support.

• Sources: Present one side of the issue and the arguments for it.

• Sources: Present the other side of the issue and the arguments for it.

• Sources: Explain why the second side would benefit from moving toward the first side’s position.

• You: Lay out possible compromises.

• You: Explain the “now what.”  This will state steps that can be taken once compromises are agreed on.  (i.e. Meetings between certain groups, advertising in particular places, talking to particular government officials, etc.)

Finally, we got into our blog groups and talked about possible compromises for each person's topic.

Homework:

• Post the second draft of your Annotated Bibliography to Blackboard and the blog.
• Post the answers to the Self Assessment questions to your blog.

Note: Bring your annotated bibliography and sources to class on Thursday.  We will be doing brainstorming and drafting for the Rogerian dialogue in class.

March 28

Today, we wrote into the day about our writing processes for the Annotated Bibliography.  Then, we got into our blog groups and workshopped our papers using the method we used for the last workshop.  For each group member, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Tuesday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Thursday.  You will post your paper in Discussions under "Post Your Annotated Bibliography Draft Here."

After this week, we will no longer have required comments for the blog.

March 26

Today, we wrote down our current definition of plagiarism for writing into the day.  Then, in groups, we read page 282-284 in Practical Argument and wrote down another definition of plagiarism as a group.  Generally, the class wrote definitions like, "Using someone else's words or ideas without giving credit."

For 30 minutes, we talked about complexity of plagiarism by discussing the following questions:

• How do you figure out whether you need to cite an idea?
• If someone else's article gives you an idea, do you have to cite the original source?
• If you have an idea and then find out that an article was published five years earlier about that same idea, do you have to cite that source?
• Can you plagiarize yourself?
• How do you decide what counts as "common knowledge"?

Each person had different opinions ranging from the assertion that you only should cite directly quoted words to having to cite even vague ideas from a source.  In academia, you are required to cite a source if you directly quote, paraphrase or summarize from that source.  Also, in academia, if you turn in a paper you had written for another class, it is consider academic dishonesty.

Then, we talked about paraphrasing using the PowerPoint on BlackBoard under the coursework section (called "Paraphrasing and MLA PowerPoint").  After talking about the examples in the PowerPoint, we got into partners and wrote a paraphrase of the paragraph on the bottom of page 282 and the top of page 283 in Practical Argument.

Finally, we talked about how to format an MLA paper.  

• Times New Roman 12 pt font
• 1 inch margins
• Double space the entire document (make sure you check the box to not add space between paragraphs of the same style)
• Your last name and the page number need to go in the right side of the header of each page
• On the left side at the top of your first page, you need the following heading:
• Name
• Instructor's Name (Megan Keaton)
• Course (ENG 112)
• Date - day month year (Example: 10 December 2012)
• Your title should be only one double spaced line below your heading.  The title should be in Times New Roman 12 pt font (no bold, underline or italics) and centered.
• Start your paper only one double spaced line below the title.

Homework:

• Finish the Annotated Bibliography for your first three sources.
• Post the first draft to your blog.
• Bring hard copies to class for your workshop group.

March 21

Today, we responded to a quote by Kenneth Burke for writing into the day.  (This quote can be found at the beginning of the Joining the Conversation assignment description.)  Then, we talked about the Joining the Conversation assignment.  The due dates are as follows:

• April 9 - Rogerian Dialogue first draft due on Blackboard and the blog
• April 16 - Toulmin Dialogue first draft due on Blackboard and the blog
• April 25 - Argumentative first draft due on the blog; workshop in class
• April 30 - Argumentative second draft draft due on Blackboard and the blog

We reviewed the organization and expectation of the Annotated Bibliography and analyzed the example Annotated Bibliography that was sent in an email earlier today.  Finally, we spent the last 25 minutes of class working on our Annotated Bibliographies.

Homework:

• Read "The Truth about Plagiarism" in Practical Argument on pages 302-304.
• Post a reading response.
• Work on the Annotated Bibliography.  Workshop for the first draft is March 28.

March 19

For writing into the day, we answered the following questions:
1. In academic writing, you shouldn't use second person (you, your). Why do you think this is?
2. Why do you have to write formally for academic writing?

We got into six small groups and read pages 76-79 in Practical Arugment. Then, we applied the reading to essays in Practical Argument by finding the organization, the thesis, the evidence, and the stylistic techniques and assesssing the argument. Half the class read "There's a Reason They Choose Schools" (pages 508-510) and the other half read "Is College for Everyone?" (pages 635-636). After each group analyzed the essay, the small groups that read the same essay joined together (creating two big groups) and compared answers. The goal was to come up with a big group consensus.

Finally, we did a writing out of the day answering: How do you write an effective argument?

Homework:

• There is an extra credit opportunity. If you revise your Visual Analysis and post it to Blackboard before Friday at midnight, you will recieve 10 points extra credit.
• Choose another article that you will be using for your Annotated Bibliography. On you blog, analyze the rhetorical strategies of the article (thesis, organization, evidence, and stylistic techniquies) and assess the argument.

Bring two article for your Annotated Bibliography to class on Thursday. These articels should be articles you've already read and know you are using for the Annotated Bibliography.

March 7

I have had something come up today and had to cancel class.  We will cover the same things we were going to do in class by completing the reading and answering questions in one big post on the blog. Completing this assignment will count for your attendance and participation for today.  I will read your posts and clarify any questions or confusions you have.

Today, the goal is to learn another way to analyze the articles you will be finding, reading and using for your annotated bibliography. Here is what I want you to do before tomorrow night at 10 PM:

 1.  Complete the writing into the day on your blog by answering these questions:

o   Is Wikipedia a credible source?  Why/why not?

o   Do you think Wikipedia should be used in academic papers? Why/why not?

o   When you do research for school, how can you use Wikipedia to your advantage while maintaining the credibility of your sources and your paper?

2.  Read the following in Practical Argument:

o   The two paragraphs at the top of page 68

o   The entire section of Considering the Rhetorical Situation (the paragraph and the blue box) on page 70

o   The first paragraph and the blue box of each of the five elements on pages 70-74 (You will be skipping the explanations of MKL Jr.’s work.)

o   The paragraph under Considering the Means of Persuasion on page 75

3.  Read “Higher Education for All” on pages 99-102.

4.  Answer the following questions on your blog about “Higher Education for All”:

o   How would your understanding and opinions of this article change if you knew it was written by a college professor of 20 years?

o   How would your understanding and opinions of this article change if you knew it was written by a high school senior for a history class?

o   Answer all the questions in the blue boxes for the writer’s purpose, the writer’s audience, the topic and the context.

o   What appeal(s) did the author use?  How do you know?

5.  In a paragraph on your blog, explain why each of the five elements is important when reading, understanding and analyzing an article.  (A single paragraph, not a paragraph for each element.)

6.  On your blog, write out any questions, confusions or anything you are unsure about.

Homework:

• Before class on March 19, find an article you might want to use for your annotated bibliography.  In a post on your blog, answer the “Preparing to Write a Rhetorical Analysis” questions on page 80 in Practical Argument.
• Complete your two comments for this week.  You do not need to do comments or posts for the week of Spring Break beyond the above assignment.

Have a great Spring Break.

March 5

Today we went to the library for instruction in research.  Amy Burns, the librarian, helped us think about how to think about what search terms to use and taught us about online resources we can use for this paper.  Here are her talking points:

• There are three steps to writing a research paper: (1) focusing; (2) gathering; (3) writing.
• You can't use search terms like you would in Google.  When using academic or library search engines, you have to think about the terms that are being used by experts in the field.
• When searching your topic, use synonyms for all of your important key terms.
• Research is not about what you already know.  It's about what you find through the articles, books and websites.
• The link to the library website is http://www.cpcc.edu/library
• The multi-search tool on the library site will search databases, books and all other library resources. 
• If you find an article that might work, make sure to save it.  There is no guarantee that you will be able to find it later even if you use the same search terms.  You can always delete it later if you don't end up using it.
• Use the MLA citations in EBSCOhost, but make sure that it is right.

Amy has put together a research guide for us; the link is http://researchguides.cpcc.edu/eng112keaton.  On it, she has listed her email and several databases and websites that would be helpful for this paper.  During class, she showed us:

• National Center for Education Services (works best in Firefox)
• Pew Research CEnter
• Opposing Viewpoints
• CQ Researcher
• EBSCOhost
• The "education" topic in "Research Databases" on the library website.

Homework:

• Read "Wikiphobia: The Latest Open Source" in Practical Argument pgs. 341-342.
• Post a reading response on your blog.

Check your email for information about conferences after Spring Break. 

February 28

Today, we responded to a quote about research on the Web for writing into the day.  Then, we discussed the Annotated Bibliography assignment.  After discussing the Annotated Bibliography, we read the pages 220-225 and the blue box at the top of page 235 in Practical Argument.  In groups, we designed "cheat sheets" for sections we read and presented them to the class.

Finally, we watched a video about the Primerica Scam and discussed whether it was credible:

How is the video credible?

• They listed facts and numbers.
• They are on NYSE.
• They used a racial marketing tactic.
• The people were good speakers.

How could they make the video more credible?

• Explain how they made the money.
• Explain what they are actually selling.
• Show proof that those against them are wrong.
• Explain the length of time it took to make that money.

Homework:

• Post the answers to the "Self Assessment Reflection" handout on your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to Blackboard before class on Tuesday.  Post it in the discussion forum called "POST YOUR VISUAL ANALYSIS DRAFT HERE." If you do not turn in the essay on Blackboard before class on Tuesday, you will receive a zero for this assignment.

Note: On Tuesday, we will meet in Room 3120 in the library.

February 26

Today, we wrote into the day about our writing processes for the Visual Analysis.  Then, we got into our blog groups and workshopped our papers using the method we used for the last workshop.  If there were three people in the group, the paper was discussed for 20 minutes.  If there were four people, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Thursday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Tuesday.  You will post your paper in Discussions under "Post Your Visual Analysis Draft Here."

February 21

Today, we wrote about and discussed whole and small group discussion.  Our class has been having trouble with whole group discussions because very few people participate.  Also, when we come back from small group discussions, many of the groups continue to have side conversations instead of listening to the whole group discussion.  We discussed some reasons people may not feel comfortable talking in whole group and encouraged everyone to feel more comfortable and confident talking in whole group.  In addition, we talked about how we need to be more aware of listening to each other and not having  side conversations.  We also played two games and talked about how those games imitated effective or ineffective discussions.

Then, we talked about how to proceed with the Exploratory Proposal.  Most people ended up writing an argumentative essay (defending their opinions) instead of explaining what the three authors believed.  The class voted that, instead of rewriting the paper, Megan will graded on completion.  The paper is now worth 50 points (instead of 100) and each person will receive 10 points for each of the following:

• MLA Citation (Works Cited and In line)
• 4 pages minimum
• Used quotes or paraphrases from 3 authors from class
• Asked questions about the readings
• Posted to Blackboard and the blog on time

Then, we chose one of the comics or photos we brought and brainstormed by answering the following questions:

• Label each image in the photograph or comic
• Make notes about the distance between things.
• Make notes about the differences in sizes.
• Makes notes about the background.
• Note any empty or white spaces.
• Make notes about the words (types of words, color and position of words, etc.)
• Mark anything else you see.
• Make notes about the appeal.  Is it directed toward logos, ethos or pathos?
• What does each thing you marked down mean?  Why is it there? W hat does it do to the picture or comic?
• What is the main idea or argument of the photograph or comic?  How do you know?

We also talked about the organization of the visual analysis.  It should be organized in the following way:

1. Comic or Photograph #1
• What do you notice/see (Describe what is in the picture)
• What does each thing mean? (Interpret each images or feature)
• What is the main idea or argument of the photograph or comic?  How do you know?
2. Comic or Photograph #2
• What do you notice/see (Describe what is in the picture)
• What does each thing mean? (Interpret each images or feature)
• What is the main idea or argument of the photograph or comic?  How do you know?

Other notes about the paper:

• Do not feel obligated to include an introduction or conclusion.  If you don't have a reason for the introduction or conclusion (other than because you think it "should" be there), don't write them.
• Stick to third person for this paper.

Homework:

• Post your first draft of the Visual Analysis to your blog.
• Bring 4 hard copies of your first draft to class on Tuesday.

February 14

Today, we responded to a word cloud about visual analysis for writing into the day.  After sharing our responses with partners, we graded ourselves on participation and explained those grades.  Then, we read page 60 in Practical Argument and annotated the first photograph in groups.  The groups noticed:

• The boy is unhappy and frustrated.
• The paper is blank.
• He is wearing a uniform.
• There is an advanced math problem on the board.
• The pencil is new.  It has no eraser.
• He's not facing the board.
• There is no teacher.
• He has clenched hands.
• He has nice clothes.
• He has a mohawk.
• There is a chalkboard.
• He is young.
• The pencil is pointing away from the paper.
• He has scary eye contact.
• He is white.
• There is a lot of emptiness sin the background.
• There is no chalk or eraser at the board.

Then we analyzed the picture:

• He hates school.
• He is not prepared.
• He was defeated from the beginning.  He doesn't want to even attempt the problem.
• The trendiness suggests that the boy could represent you.
• He is in private school.
• The material is too advanced for his age.
• The education system is giving up.
• There are no mistakes a lot.
• He is in time out.
• He is too scared to even write anything.
• He has tried for too long and is just frustrated.

We also answered the questions on page 63 in Practical Argument with our groups.  We discussed whether this photo is effective and whether it would be a good photo to use for the topic of standardized testing.  We talked about the same thing with the second photo.

Finally, in groups, we analyzed the photo about education being the most powerful weapon.

Homework:

Keep up with your blog.

February 12

Today, we responded to a Danielle DeVoss quote for writing into the day.  Then, we discussed the Visual Analysis assignment (Workshop draft due February 26; Second draft due March 5).  We then began discussing visual analysis by reading pages 53-55 of Practical Argument and analyzed the first comic on the "Comics" handout on Blackboard.  We analyzed the comic in the following ways:

What was your first reaction to this comic?

• It's heavily exaggerated.
• It sums up standardized testing well.
• Testing is not fair.
• Testing doesn't play to the strengths of all. 

What do you notice about each of the characters?

• The monkey is smiling.  He is happy about the task.
• The rest of the animals look like they don't think the task is feasible.
• The bird shows that tests are easy for some people.
• He just succeeds in a different way.
• The only one sitting is the monkey.  It isn't worried.
• Is it favoritism?  He is the one most like the human man.
• The man is wearing a suit.  He is "the man".
• He looks like a politician.
• He is white.
• He is bald, which suggests that the test is outdated and out of touch.
• He has a mustache.  It suggests he is evil like some other mustached people like Hitler or Stalin.)
• The different animals could be like the different races and how each race performs on tests.

Why didn't the illustrator include other animals that could climb the tree, like a cat?

• It wouldn't show the difference as well.
• It emphasizes the variety of learning styles

Why use animals instead of people?

• Animals can be manipulated, like students might be manipulated for a test.

Is the background important?

• They are in the middle of nowhere.  There is no escape.  It's isolated.
• The white space suggests what could be there, but isn't.
• The white space is like the testing environment with blank walls.

Is distance important?

• There is a divide between the animals and the man.
• Could suggest the divide between teachers and students or between generations.
• The monkey and bird are separated.  They are the only ones that will succeed.
• The man is sitting, which is a sign of power and respect.

Why did the illustrator draw the tree the way he did?

• There are no branches near the ground.
• It's thick and old like it's not going anywhere.
• It's got big roots.
• It's the only tree.  There is no other option.
• The leaves at the top suggest something to aspire to.
• The limbs are obstacles, but with an illusion of fairness.
• The limbs are opportunities.  There are more paths when you reach the top.

What is important about gestures and shading?

• The monkey has thumbs that are clearly drawn.
• The man is gesturing like testing is no big deal.
• It's "shady" because it's under a tree.
• The shading around the desk emphasizes the divide.
• The mountain and tree are dark; they are what you want to reach.
• There is no gray area with testing.  It is only black and white.

What is important about the words in the comic?

• The word "fair" - it's not fair
• The word "same" - not everyone has the same chance even if it's the same test
• The word "everybody" - specifies all of them
• The word "please" - he is being nice about it
• It's "that" tree, not "a" tree - there is only one option
• The work "selection" - it's a selective test because only some can succeed.  It's also like survival of the fittest.
• The bottom caption is important because it gives context.  If we hadn't been in this class, we might have thought it was about something other than the educational system.

Homework:

1. On your blog, post:
• Your second draft of the Exploratory Proposal
• Answers to the "Self Assessment" handout
2. On Blackboard, post a Word document of your second draft in the Discussion board.

February 7

Today, we wrote into the day about our writing processes for the Exploratory Proposal.  Then, we got into our blog groups and workshopped our papers using the method discussed on Tuesday.  If there were three people in the group, the paper was discussed for 20 minutes.  If there were four people, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Tuesday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Thursday.  You will post your paper in Discussions under "Post Your Exploratory Proposal Here."

February 5

Today, for writing into the day, we answered questions about workshopping.  Then, we discussed the handouts about reflections for workshop and instructor comments and the definitions of revision (re-vision) and workshopping.  After that, we got into small groups and made a list of do's and don't's of workshopping using "Responding - Really Responding - to Other Students' Writing" and our past experiences with workshopping.  We made a class list of the Do's and Don't's, which is as follows:

Do

• Write in full sentences
• Be polite
• Give suggestions
• Give as many praises as criticisms
• Ask questions
• Be specific
• Go through a mental checklist
• Make changes
• Take your time
• Speak like you are speaking to a friend
• Be impartial
• Ask the writer what he/she wanted the reader to understand from the paper/what the original message is
• Consider what draft the writer is on

Don't

• Don't be an ass or get too personal
• Don't abbreviate
• Don't use read pen
• Don't act like a teacher
• Don't lie
• Don't be short and sweet
• Don't write over the writer's work
• Don't be general
• Don't just say that you "wouldn't change a thing"
• Don't rush through the paper
• Don't doodle on the paper

We read a newspaper article about a 6-year-old boy who took his mother's car to go see his dad.  We picked a perspective in the article and each person wrote a narrative from that point of view.  Then, we used the following steps to workshop Megan's narrative:

1. The writer address 2-3 concerns about the work
2. The writer reads the paper aloud
3. The writer and readers discuss the paper.  The writer asks questions and pushes readers to explain criticism.

For the last five minutes, we got into partners and workshopped one of the partner's narratives.

Homework

• Finish writing your first draft of the Exploratory Proposal.  (It must be four pages.)
• Post a copy of your draft to your blog before class.
• Bring four hardcopies of your draft with you to class.

January 31

We began today by reading part of an article explaining McCrory's desire to move toward more vocational track education at the university level.  For the writing into the day, we responded to this article.  Then, we watched videos about global competition and 21st century skills.  In small groups, we talked about how schools can prepare students for these 21st century skills and for working globally.  We moved into whole group discussion and talked about the McCrory article and the videos.

Discussion

• You can't dictate what someone wants to learn.  You can't make them interested in the subject, meaning the knowledge won't stick with them.
• Students need to be more focused in what they are interested in
• Schools should be asking students more about the process of finding an answer than just what the answer is.
• Students need to be taught that their opinion matters.
• If you have an opinion about a subject, it shows that you care about the subject.
• What about uniformed opinions?  Do they count?
• You can't argue something unless you know something about it.
• You can stretch statistics and the truth.
• You can't prove an opinion right or wrong.
• You can't teach the 21st century skills.  You learn it from experience, news, friends, etc.
• America is stuck up and waits a really long time to teach second languages.
• We take our education for granted.
• We should take communication classes that focus specifically on the kind of communication we will need in our job.
• Should we have general education classes?
• Should we move to have core classes that focus specifically on our future careers

After this discussion, we talked about the definition of liberal education and watched a video supporting liberal education.  As we watched the video, we noted and discussed the persuasive appeals used in the video.

Finally, we spent the last 15 minutes brainstorming for the Exploratory Proposal.

Homework:

• Read "Responding - Really Responding - to Other Students' Writing" and post a reading response.
• Start drafting your Exploratory Proposal.  The first draft is due next Thursday.

January 29

We began today with a writing into the day in response to a Calvin and Hobbes comic about academic writing.  Then, Megan read all of the persuasive appeal paragraphs from last class and we voted on which appeals were most convincing.

After that, we got into groups and answered questions (found on the PowerPoint) about "In the Basement of the Ivory Tower."  Each group was then assigned a section of "Social Class and the Hidden Curriculum of Work."  These group read and answered questions (also found on the PowerPoint) about that section.  Finally, we divided up the groups so that each of the new groups had at least one person representing each section.  These new groups shared what they had read.  In essence, after this group work, each person knew what the whole article said even though he/she hadn't read the whole thing.  In these new groups, we also talked about whether we believed the idea that schools filter people into the same social class in which they began.

Homework:
Ignore all the homework in the homework column for today.
Instead, post on your blog what you are thinking after today's discussion.  What are the two readings making you think about?

January 24

Today, we did a writing into the day about the Cizek quote.  After that, we talked about the expectations and purposes of the blog.  First, we read and analyzed examples of readings responses and blog comments.  Then we talked about what makes a "good" comment.

What makes a "good" comment:

• Shows how others perceive what the author wrote
• Gives a new point of view
• Broadens the author's ideas
• Encourages the author to look back and think about what he/she wrote
• Asks questions
• Responds to the writer's ideas
• Offers opinions about the writer's writing
• Offers rebuttals

After this discussion, we talked about the persuasive appeals: ethos, logos and pathos.  After looking at and discussing an example of each, we broke into 6 groups.  Each group was assigned to write a paragraph either in favor of or against standardized testing in one of the three appeals.  We will be reading these next class to see which ones are most persuasive.

Homework:

Read "In the Basement of the Ivory Tower" and post a reading response to your blog.

January 22

Today, we talked about standardized testing, and each person needed to keep a pro/con list of standardized testing in his/her daybook.  We began with a writing into the day about what the benefits of NCBL were supposed to be.  We listed the following as benefits:

• promote literacy
• increase math skills
• increase test scores
• be more competitive with other countries
• students can change schools if they are attending a failing school
• students can change schools if they are being bullied
• standardized tests can be used to measure student and teacher success
• higher standards for teachers and students
• NCBL was created to give everyone an equal opportunity

Then, we watched "Why Standardized Testing Fails" - a TedTalks video (minutes: 0:00-7:22; 9:30-11:30) and answered in small groups the questions on the handout about this video.  With the small groups, we also talked about what we think assessment should move to (if it should move at all).

After this discussion, we talked about highlighting and used the highlighting suggestions on page 40 of Practical Argument to highlight "My 54 Year Love Affair with the SAT".  Finally, we talked about what we wrote on our pro/con lists.

Homework:

Post to your blog an explanation of what you think the ideal assessment plans for schools would be.

January 17

For the Writing into the Day, we responded to a quote by Paulo Freire and discussed his concept of the "banking" model of education.  We defined this model in the following ways:

• It's a "repeat after me" model.
• Students get the information, regurgitate it on a test and forget it.  It's a "cram, cram, cram" method.
• Students memorize without thinking about or applying the information.
• Students do not have their own opinions, interest or investment in the information.
• Students learn the information only to learn it.
• Education is a big herd of sheep.  Teachers are told what to teach so students learn only what the system wants to be taught.  It's black and white; no other path is offered.
• In some classes (like Math or Physics), there is only so much creativity a person can have, so the "banking" model isn't as bad.

We also talked about teachers and what "good" teachers do:

• Teachers can make a subject interesting even if students do not completely understand the subject.
• Teachers contribute a lot to the learning environment.
• Students can tell when teachers don't care about what his/her students think.
• "Good" teachers are both entertaining and effective.  They push their students.  They are interested in their students.  They are able to teach what the students are there to learn.  With "good" teachers, students take away more than just what's on the curriculum. 
• The purpose of teaching is to get the message across to students.

Then, we discussed the expectations and due dates for the Exploratory Proposal (first draft due February 7 for workshop; second draft due on February 14).  Next, we watched "Is Education Killing Creativity?" - a TedTalks video (minutes: 9:00-20:00).  We discussed the video in partners, concentrating on questions about whether school is really killing creativity and the kinds of people that school produces.  Finally, we used the "Dialogic Journal" handout to annotate the article, "Keeping Creativity in Schools."

Homework: 

• Finish the dialogic journal for "Keeping Creativity in Schools."  You do not need to post it on your blog.
• Read "No Child Left Behind Act 2001" and post a reading response on your blog.  Use the "Responding to Readings on Your Blog" handout that we discussed last class. You need to bring the article to class, but not the reading response.

January 15

Today, we did a Writing into the Day with a quote about positive thinking.  In response to this quote, we had a debate about whether positive thinking leads to success.  Some people said that positive thinking is necessary because without it, a person is setting him/herself up for failure.  These people argued that a positive attitude will lead to a positive outcome and will make things easier.  Others said that persistent positive thinking is necessary because one needs to have a positive outlook even through hard times.  Some said that positive thinking must be combined with hard work.  Still, others argued that positive thinking is overrated.  They said that there are very unhappy, cynical people who are very successful.  They said that a person needs to have the drive to succeed and that a person cannot always expect a positive outcome.  They asserted that just because a person has positive thoughts does not means everything will work out positively for that person.  We also talked about how we define "success".  We came up with ideas like happiness, money, reaching goals and being able to trust those with whom you interact.  Some said that success is different for each person.  One person argued that "success" is usually defined in big picture terms, looking far ahead; however, we have little successes each day, such as getting out of bed and getting to class.

After our discussion, we talked how to post and comment on the blog as well as the expectations for reading responses and research process posts.  Then, we did a mind-body exercise to help us remember each other's names.   

For the last 20 minutes of class, we read "Seven Ways High School Prepares You for Failure" and completed a triple entry journal about this article.

Homework:

• Before class on Thursday, post your triple entry journal (either by taking a picture or just writing out what your journal says) to your blog.
• Before class next Tuesday, respond to at least two of your blog group members' posts.

January 10

Today, we covered the course objectives and policies as well as the sequence of assignments.  We also talked about how to read the daily calendar as follows:

• The "In Class" column explains what will be covered in class that day.
• The "Homework for Tonight" column explains the homework that will be due the next class.  For example, the homework in the row of January 10 (today) will be due on Tuesday.
• Anything in italics signifies things what needs to be brought to class that have not been upload to Blackboard
• Anything in small caps signifies something that is due on Blackboard.

We also talked about important things of which to be aware on Blackboard.

• In the "Course Info" tab, you will find the syllabus and the daily calendar.
• In the "Discussion" tab, you will find forums to which you will post your blog link and drafts of papers that will receive commentary from Megan.
• In the "Course Work" tab, you will find all the readings and handouts you will need to bring to class and/or complete for homework.  This tab is organized by folders labeled for each day we meet.  
• Any title in blue means you need to print a handout out and bring it to class on the day listed on the folder.  For example, the folder labeled "January 15" has a blue title, which means you need to bring that document on January 15.
• Any title in green means you need to print a reading out and bring it to class on the day listed on the folder.  You do not need to do the reading, though, because we will read it in class. For example, the folder labeled "January 15" has a green title, which means you need to bring that document on January 15.
• Any title in red signifies the homework for the day listed on the folder.  The homework will be do the following class period.  For example, if you have a red title in "January 10," it will be due on January 15.

We also responded to quotes about school.  We talked about how people should not judge homeless people because we do not know what has happened in their lives.  We cannot assume that they have dropped out of school or that they are drug addicts.  We cannot know what happened in their lives unless we have experience.  We also talked about the idea that ignorance is a choice.  Even if a person does not have access to books, he/she can learn things outside of books.  Finally, we had a brief debate about whether street smarts or book smarts is more important.  We may continue that debate on Tuesday.

Homework: Create a blogger account and post the hyperlink to Blackboard.  The subject should be your name.  In the message, you only need to include your link.