Hi all,
I'm still grading and will probably go to the wire with it, so expect grades on Monday when they're posted to PeopleSoft.
For anyone interested, this Sunday the History Channel is showing Howard Zinn's The People Speak at 8:00 PM. For those of you who found something redeemable and enjoyable in some aspect of the paper (North of Center), you should try and check it out. Much of what I hope the paper does is to show that small writing (in this case, a super-small community newspaper published by your teacher) might be something both enjoyed and valued, and something that you can see yourself engaged with in some form of fashion--whether that engagement being the comics, sports, film, features or some other part you may have valued for a moment. In other words, to show that small things and voices can be important; they can mean something.
Using different tools and chord progressions, this is what Howard Zinn tries to do with U.S. history in The People Speak: to make us see the value of small actions and small people and small organizations as they tried to make their voices heard over the din of bigger, richer, more powerful noise machines. Here's a pretty good description of the show if you're interested.
http://www.huffingtonpost.com/dave-zirin/the-people-speak-when-tel_b_385433.html
There's a public showing of this at Al's Bar (all ages--food and drinks available) on North Limestone and 6th. Sunday, 6:00 PM, if you want to see the People Speak with other small but important people.
Wednesday, December 9, 2009
Monday, November 2, 2009
Research Paper Assignment
Danny Mayer
Fall 2009
Research Paper Assignment
This fourth (and final) writing assignment returns you to your blog work. Specifically, you will write a research paper that develops one aspect of your blog. You may choose to expand upon a theme or topic already addressed in one of your blog postings. Conversely, you may choose to develop an aspect of your topic that appears in many of your blog postings. With either choice, I am interested in seeing you transform the informal writings into a more developed, more formal, better researched writing.
If blogs are for short bits of information that don’t have to directly connect with each other, your task in writing the research paper is to sustain your focus on a single, dominant idea.
The article should further develop the analysis skills you began to use while writing your previous short summary/analysis essay, and your research skills you began to use while writing your long newspaper article. This assignment requires you to research and incorporate at least 5 outside (non-class) texts into your article; two of the sources should come from a library (ie, a site that is not Google, Yahoo, etc.).
Basic Guidelines: Essays should be between 1600 and 2000 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around. Papers should be in MLA format and include a works cited page. At least 5 outside sources; 2 of the sources must come from a library source.
In addition to these guidelines, we will work through several rough drafts of your work. Subsequently, you are required to prepare 3 separate drafts throughout the assignment. The first 2 drafts will be subject to peer reviews in class. Make sure to bring in drafts on due dates noted on the Week 11-16 Semester Outline (handed out and posted online).
Essays are due the second class period of Week 14 (November 18 or 19).
In addition to following the basic guidelines, I will grade you on your ability to engage with the following new and old principals. NOTE: We will not use MLA citations for this paper. All citations will be informal—that is, they will appear in the text itself. (ie, “According to a recent study in the NY Times,….” Or “Connors-Manke arguest that…”
New Principals: Ability to place research in MLA format; ability to locate and use academic (library) sources.
Old Principals: Ability to locate and incorporate outside research in a manner that does not plagiarize material; acceptable revision drafts that lead to an improved final paper.
Older Principals: Where necessary, creation of an effective summary that leads to detailed analysis; a placement of your ideas into a specific context that the reader can follow; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Oldest Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Fall 2009
Research Paper Assignment
This fourth (and final) writing assignment returns you to your blog work. Specifically, you will write a research paper that develops one aspect of your blog. You may choose to expand upon a theme or topic already addressed in one of your blog postings. Conversely, you may choose to develop an aspect of your topic that appears in many of your blog postings. With either choice, I am interested in seeing you transform the informal writings into a more developed, more formal, better researched writing.
If blogs are for short bits of information that don’t have to directly connect with each other, your task in writing the research paper is to sustain your focus on a single, dominant idea.
The article should further develop the analysis skills you began to use while writing your previous short summary/analysis essay, and your research skills you began to use while writing your long newspaper article. This assignment requires you to research and incorporate at least 5 outside (non-class) texts into your article; two of the sources should come from a library (ie, a site that is not Google, Yahoo, etc.).
Basic Guidelines: Essays should be between 1600 and 2000 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around. Papers should be in MLA format and include a works cited page. At least 5 outside sources; 2 of the sources must come from a library source.
In addition to these guidelines, we will work through several rough drafts of your work. Subsequently, you are required to prepare 3 separate drafts throughout the assignment. The first 2 drafts will be subject to peer reviews in class. Make sure to bring in drafts on due dates noted on the Week 11-16 Semester Outline (handed out and posted online).
Essays are due the second class period of Week 14 (November 18 or 19).
In addition to following the basic guidelines, I will grade you on your ability to engage with the following new and old principals. NOTE: We will not use MLA citations for this paper. All citations will be informal—that is, they will appear in the text itself. (ie, “According to a recent study in the NY Times,….” Or “Connors-Manke arguest that…”
New Principals: Ability to place research in MLA format; ability to locate and use academic (library) sources.
Old Principals: Ability to locate and incorporate outside research in a manner that does not plagiarize material; acceptable revision drafts that lead to an improved final paper.
Older Principals: Where necessary, creation of an effective summary that leads to detailed analysis; a placement of your ideas into a specific context that the reader can follow; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Oldest Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Tuesday, October 27, 2009
Outline for rest of the semester
Note: First day of week is for Monday or Tuesday classes (depending on which you are in); 2nd day of week is for Wednesday or Thursday classes (again, depending on which you are in).
Weeks 11-16 Semester Outline
Week 11
26 IC: Long Newspaper Article Due
HW: Read “An Economic Gap in the Road to Higher Education” (in Week 6-11 course packet)
28 IC: MLA Works Cited
Analyze “Economic Gap”
HW: Compose a research and writing proposal from your blogs. The final essay assignment has you transforming your blog work (informal writing on the internet) into ENG 101 writing (formal writing for the classroom). To help get you started, bring in a full paragraph (or 2) that lays out how you plan to transform your blog into a research paper. What research question(s) do you want to focus upon? What’s your purpose for writing in this essay?
Week 12
November
2 IC: In-Class Research/Source Analysis
HW: Complete Draft 1 of Research Paper
4 IC: Peer Review of Draft 1
Commas
HW: Read North of Center, issue 13
Blog Work
Week 13
9 IC: Blog Work and Research Paper Work (bring copies to work on in class and questions for instructor)
HW: Complete Draft 2 of Research Paper
11 IC: Peer Review of Draft 2
Semi-Colons, Colons, Dashes
HW: Blog Work
Week 14
16 IC: Review: Integrating Research
HW: Complete Draft 3 of Research Paper
18 IC: Research Paper Due
HW: Revise Short Newspaper Article essay (Optional)
Week 15
23 IC: Short Newspaper Revision Due (Optional)
HW: Revise Summary/Analysis Essay (Optional)
25 NO CLASS
HW: Blog Work
Week 16
30 IC: Blog Work II Due
Participation Grades II
Summary/Analysis Revision Due (Optional)
Revision Work
HW: Work on Long Newspaper Article Revision (Optional)
December
2 IC: Long Newspaper Article Revision Due (Optional)
Revision Work
Weeks 11-16 Semester Outline
Week 11
26 IC: Long Newspaper Article Due
HW: Read “An Economic Gap in the Road to Higher Education” (in Week 6-11 course packet)
28 IC: MLA Works Cited
Analyze “Economic Gap”
HW: Compose a research and writing proposal from your blogs. The final essay assignment has you transforming your blog work (informal writing on the internet) into ENG 101 writing (formal writing for the classroom). To help get you started, bring in a full paragraph (or 2) that lays out how you plan to transform your blog into a research paper. What research question(s) do you want to focus upon? What’s your purpose for writing in this essay?
Week 12
November
2 IC: In-Class Research/Source Analysis
HW: Complete Draft 1 of Research Paper
4 IC: Peer Review of Draft 1
Commas
HW: Read North of Center, issue 13
Blog Work
Week 13
9 IC: Blog Work and Research Paper Work (bring copies to work on in class and questions for instructor)
HW: Complete Draft 2 of Research Paper
11 IC: Peer Review of Draft 2
Semi-Colons, Colons, Dashes
HW: Blog Work
Week 14
16 IC: Review: Integrating Research
HW: Complete Draft 3 of Research Paper
18 IC: Research Paper Due
HW: Revise Short Newspaper Article essay (Optional)
Week 15
23 IC: Short Newspaper Revision Due (Optional)
HW: Revise Summary/Analysis Essay (Optional)
25 NO CLASS
HW: Blog Work
Week 16
30 IC: Blog Work II Due
Participation Grades II
Summary/Analysis Revision Due (Optional)
Revision Work
HW: Work on Long Newspaper Article Revision (Optional)
December
2 IC: Long Newspaper Article Revision Due (Optional)
Revision Work
Monday, October 19, 2009
Additional Wednesday and Thursday reading
This was (or will be) handed out in class this week. For those not here, read the following notes for 2 North of Center articles. These will be used to look at how I moved from drafting stage to the final writing product.
Remember to come to class with Draft 2 of your long article assignment completed.
Notes for Building a basil economy
A Sunday contract
Dear Troy and Lyle,
We have been talking for some time of pooling our different skills together for work on each other's homeplaces. What follows are some late-night sketches toward a common contract.
History: Keene and fruits of common labor; even before that, Shack at Wes's property; even before me, going back to your college years, when you were both stuck in Wilmore with a High Bridge state of mind; also mention feasts at Shack and Keene.
Skill Sets: Troy (carpentry and indoor know-how, like what to do to insulate your house), Lyle (rockwork and other outdoor landscaping and knowledge), Danny (truck and steady, unspecacular work—setting the bar low, but always showing up to set it.)
Material Sets: There is also the issue of our collective collection of tools. Ladders, trucks, etc.
Choice of Date: (build off history and skills)
Activities: Troy: Firepit, honeysuckle clearance, rock gathering; Lyle: Getting your man-shack in order. Me: shed for tools; work on inside of house—things Mark Klarr doesn't need to do; conversation about what my backyard might become; skills that each of you have that I may take with me, and hopefully skills I might offer you in return.
Lunches/Dinners, with all our respective families, and any friends, invited at any point we're together. (Return to history)
We will rotate Sundays on a schedule we will collectively decide upon.
Thoughts?
best,
Danny
P.S. I can't start next week as I will be attending Keeneland with Troy. We are currently seeking a sober driver for the event.
Notes for a Bike Polo article
Kyle Hord and Mike Rozzi blew threw the loser's bracket to capture the Greater Lexington Two-on-Two Bike Polo Tournament this past Sunday at Coolavin Park.
--delayed b/c Bill showed up at Coolavin
--10 minute games; no scoring limit; 2 on 2
--Jarid (with an I) and Alex Brooks: team of bruisers; finish in 3rd place w/ smaller trophy; “new Alex,” slaughter in Game 12;
--Their foes: Andy XXXXX, Chris Simpson, and Ben XXXXX, and the story of Simpson's withdrawal as tourney organizer.
--theory of Ben's problem of coming in cold—lose first game pretty soundly, but Ben warms up for hardfought final game. Even scores only goal for his team in the game.
Notes:
Simpson: King of the reach-around
Game 7 descripton
Blood Brothers beat Murder-town
Boyd's Blood and Game 2 Heavy Description
Tedder's return to action
Number of goals scored; still retains characteristic burst of speed
Pat creates trophies
“As soon as Pat started his welding job, his offense just died.”
Also his welding of the trophies for this night.
Bruisers finish in 3rd
Rozzi a new force on the scene
Tournament co-champion Mike Rozzi is a recent transplant to Lexington. Rozzi moved this past summer from West Virginia and met up with some bike polo fellows through Bike Lexington and Alley Cats channels. “It's great. It's nice to enter a city and right off meet a community like this,” Rozzi noted.
Still a rookie, Rozzi came into the day as a wildcard. His August arrival—after the Bluegrass Games State Tournament—meant that he was relatively untested in harsh tournament conditions. While he's still learning the nuances of the game, this much is evident: the rookie has a quick pedal and a feathery brake hand.
QUESTIONS FOR BRIAN TURNER: Flicker Account; What is Andy XXXX's last name; Ben's XXXX; is there a list of tourney results?; leading scorer?; Pat's last name (welder, who made the trophies, and if his occupation is related to welding and you don't think he'd mind the press, where he works).; any quote as Bluegrass State Games Commissioner of Bike Polo.
Remember to come to class with Draft 2 of your long article assignment completed.
Notes for Building a basil economy
A Sunday contract
Dear Troy and Lyle,
We have been talking for some time of pooling our different skills together for work on each other's homeplaces. What follows are some late-night sketches toward a common contract.
History: Keene and fruits of common labor; even before that, Shack at Wes's property; even before me, going back to your college years, when you were both stuck in Wilmore with a High Bridge state of mind; also mention feasts at Shack and Keene.
Skill Sets: Troy (carpentry and indoor know-how, like what to do to insulate your house), Lyle (rockwork and other outdoor landscaping and knowledge), Danny (truck and steady, unspecacular work—setting the bar low, but always showing up to set it.)
Material Sets: There is also the issue of our collective collection of tools. Ladders, trucks, etc.
Choice of Date: (build off history and skills)
Activities: Troy: Firepit, honeysuckle clearance, rock gathering; Lyle: Getting your man-shack in order. Me: shed for tools; work on inside of house—things Mark Klarr doesn't need to do; conversation about what my backyard might become; skills that each of you have that I may take with me, and hopefully skills I might offer you in return.
Lunches/Dinners, with all our respective families, and any friends, invited at any point we're together. (Return to history)
We will rotate Sundays on a schedule we will collectively decide upon.
Thoughts?
best,
Danny
P.S. I can't start next week as I will be attending Keeneland with Troy. We are currently seeking a sober driver for the event.
Notes for a Bike Polo article
Kyle Hord and Mike Rozzi blew threw the loser's bracket to capture the Greater Lexington Two-on-Two Bike Polo Tournament this past Sunday at Coolavin Park.
--delayed b/c Bill showed up at Coolavin
--10 minute games; no scoring limit; 2 on 2
--Jarid (with an I) and Alex Brooks: team of bruisers; finish in 3rd place w/ smaller trophy; “new Alex,” slaughter in Game 12;
--Their foes: Andy XXXXX, Chris Simpson, and Ben XXXXX, and the story of Simpson's withdrawal as tourney organizer.
--theory of Ben's problem of coming in cold—lose first game pretty soundly, but Ben warms up for hardfought final game. Even scores only goal for his team in the game.
Notes:
Simpson: King of the reach-around
Game 7 descripton
Blood Brothers beat Murder-town
Boyd's Blood and Game 2 Heavy Description
Tedder's return to action
Number of goals scored; still retains characteristic burst of speed
Pat creates trophies
“As soon as Pat started his welding job, his offense just died.”
Also his welding of the trophies for this night.
Bruisers finish in 3rd
Rozzi a new force on the scene
Tournament co-champion Mike Rozzi is a recent transplant to Lexington. Rozzi moved this past summer from West Virginia and met up with some bike polo fellows through Bike Lexington and Alley Cats channels. “It's great. It's nice to enter a city and right off meet a community like this,” Rozzi noted.
Still a rookie, Rozzi came into the day as a wildcard. His August arrival—after the Bluegrass Games State Tournament—meant that he was relatively untested in harsh tournament conditions. While he's still learning the nuances of the game, this much is evident: the rookie has a quick pedal and a feathery brake hand.
QUESTIONS FOR BRIAN TURNER: Flicker Account; What is Andy XXXX's last name; Ben's XXXX; is there a list of tourney results?; leading scorer?; Pat's last name (welder, who made the trophies, and if his occupation is related to welding and you don't think he'd mind the press, where he works).; any quote as Bluegrass State Games Commissioner of Bike Polo.
Outline through Week 11
Week 5
17 IC: Summary/Analysis
Read “Slow Food for Thought”
HW: Blog Work
Read “Is the Mall Dead”
Week 6
September
22 IC: Integrating Other People’s Ideas (sources)
Blog Work
HW: Read “An Economic Gap in the Road to Higher Education
24 IC: Introductions
HW: Read North of Center, issue 10
Work on Summary/Analysis paper
Week 7
29 IC: Blog Work and Summary/Analysis Work (bring copies to work on in class)
HW: Complete Summary/Analysis Paper
October
1 IC: Summary/Analysis Paper Due
Week 8
6 NO CLASS
8 FALL BREAK
Week 9
13 IC: Generating Research
HW: Read North of Center, issue 11
15 IC: MLA Citations
HW: Complete Draft 1 of Long Newspaper Article
Week 10
20 IC: Using Research
Revision Work (Bring complete drafts to class to work with them)
HW: Complete Draft 2 of Long Newspaper Article
22 IC: TBA
Revision Work
HW: Read North of Center
Complete Final Draft of Long Newspaper Article
Week 11
27 IC: Final Draft of Long Newspaper Article Due
HW: TBA
17 IC: Summary/Analysis
Read “Slow Food for Thought”
HW: Blog Work
Read “Is the Mall Dead”
Week 6
September
22 IC: Integrating Other People’s Ideas (sources)
Blog Work
HW: Read “An Economic Gap in the Road to Higher Education
24 IC: Introductions
HW: Read North of Center, issue 10
Work on Summary/Analysis paper
Week 7
29 IC: Blog Work and Summary/Analysis Work (bring copies to work on in class)
HW: Complete Summary/Analysis Paper
October
1 IC: Summary/Analysis Paper Due
Week 8
6 NO CLASS
8 FALL BREAK
Week 9
13 IC: Generating Research
HW: Read North of Center, issue 11
15 IC: MLA Citations
HW: Complete Draft 1 of Long Newspaper Article
Week 10
20 IC: Using Research
Revision Work (Bring complete drafts to class to work with them)
HW: Complete Draft 2 of Long Newspaper Article
22 IC: TBA
Revision Work
HW: Read North of Center
Complete Final Draft of Long Newspaper Article
Week 11
27 IC: Final Draft of Long Newspaper Article Due
HW: TBA
Thursday, October 15, 2009
Long Newspaper Article Assignment
Note: No MLA works cited for this essay.
This third writing assignment returns to North of Center as your target audience. Specifically, you will write a feature (front page) story for the paper. (You may choose to write for a different paper, but you must get permission from me by Tuesday October 20.) You may choose to return to a theme or topic already addressed by one of the paper’s writers (Lexington refugees, UK’s drive to be a Top 20 University, the need for different, non-straight or non-white communities, etc.). Conversely, you may choose to develop a topic of your own choosing that you see would fit with the paper’s intended audience.
The article should further develop the analysis skills you began to use while writing your previous short summary/analysis essay. Rather than respond or analyze one article, this assignment requires you to research and incorporate at least 3 outside (non-class) texts into your article. The aim is to have you used these sources to analyze, or break down, your topic into parts so that you may enlighten the reader as to what’s important about the subject you’re writing on.
Basic Guidelines: Essays should be between 1600 and 2000 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around.
In addition to these guidelines, we will work through several rough drafts of your work. Subsequently, you are required to prepare 3 separate drafts throughout the assignment. The first 2 drafts will be subject to peer reviews in class. Make sure to bring in drafts on due dates noted on the Week 6-11 Semester Outline.
Essays are due the first class period of Week 11 (October 26 or 27).
In addition to following the basic guidelines, I will grade you on your ability to engage with the following new and old principals. NOTE: We will not use MLA citations for this paper. All citations will be informal—that is, they will appear in the text itself. (ie, “According to a recent study in the NY Times,….” Or “Connors-Manke arguest that…”
New Principals: Ability to locate and incorporate outside research in a manner that does not plagiarize material; acceptable revision drafts that lead to an improved final paper.
Old Principals: Where necessary, creation of an effective summary that leads to detailed analysis; a placement of your ideas into a specific context that the reader can follow; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Older Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
This third writing assignment returns to North of Center as your target audience. Specifically, you will write a feature (front page) story for the paper. (You may choose to write for a different paper, but you must get permission from me by Tuesday October 20.) You may choose to return to a theme or topic already addressed by one of the paper’s writers (Lexington refugees, UK’s drive to be a Top 20 University, the need for different, non-straight or non-white communities, etc.). Conversely, you may choose to develop a topic of your own choosing that you see would fit with the paper’s intended audience.
The article should further develop the analysis skills you began to use while writing your previous short summary/analysis essay. Rather than respond or analyze one article, this assignment requires you to research and incorporate at least 3 outside (non-class) texts into your article. The aim is to have you used these sources to analyze, or break down, your topic into parts so that you may enlighten the reader as to what’s important about the subject you’re writing on.
Basic Guidelines: Essays should be between 1600 and 2000 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around.
In addition to these guidelines, we will work through several rough drafts of your work. Subsequently, you are required to prepare 3 separate drafts throughout the assignment. The first 2 drafts will be subject to peer reviews in class. Make sure to bring in drafts on due dates noted on the Week 6-11 Semester Outline.
Essays are due the first class period of Week 11 (October 26 or 27).
In addition to following the basic guidelines, I will grade you on your ability to engage with the following new and old principals. NOTE: We will not use MLA citations for this paper. All citations will be informal—that is, they will appear in the text itself. (ie, “According to a recent study in the NY Times,….” Or “Connors-Manke arguest that…”
New Principals: Ability to locate and incorporate outside research in a manner that does not plagiarize material; acceptable revision drafts that lead to an improved final paper.
Old Principals: Where necessary, creation of an effective summary that leads to detailed analysis; a placement of your ideas into a specific context that the reader can follow; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Older Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Thursday, September 24, 2009
Summary/Analysis Assignment
Apologies for not posting this earlier:
This second writing assignment will have you writing a summary/analysis paper. First, you will choose one of the articles in either of the course packets (the readings for weeks 1-5 or weeks 6-11), or you will choose one of the longer pieces in North of Center. Second, you will summarize the article, noting the key issues the article addresses. Finally, you will analyze how the article addresses the issues.
Remember, by analysis, we mean a breaking down of the entire issue into parts so that you may enlighten the reader as to how the article works—or in some cases, where and why and how you fell it does not work.
Basic Guidelines: Essays should be between 800 and 1100 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around.
Essays are due the last class period before Fall Break.
I will grade you on your ability to engage with the following new and old principals.
New Principals: Creation of an effective summary that leads to detailed analysis; a placement of your summary into a specific context for the reader; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Old Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
This second writing assignment will have you writing a summary/analysis paper. First, you will choose one of the articles in either of the course packets (the readings for weeks 1-5 or weeks 6-11), or you will choose one of the longer pieces in North of Center. Second, you will summarize the article, noting the key issues the article addresses. Finally, you will analyze how the article addresses the issues.
Remember, by analysis, we mean a breaking down of the entire issue into parts so that you may enlighten the reader as to how the article works—or in some cases, where and why and how you fell it does not work.
Basic Guidelines: Essays should be between 800 and 1100 words in length and have a title. They should also be typed in 12 font (Times New Roman font), double spaced, and have 1 inch margins all around.
Essays are due the last class period before Fall Break.
I will grade you on your ability to engage with the following new and old principals.
New Principals: Creation of an effective summary that leads to detailed analysis; a placement of your summary into a specific context for the reader; an adequate introduction; a title that introduces the topic and grabs the reader’s attention; an effective integration of paraphrases and quotations into your paragraphs; ability to follow basic guidelines above.
Old Principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Wednesday, September 16, 2009
Analysis Idea
If you are looking for something (a "text") to analyze and would like greater flexibility than using the course readings or North of Center, here's a show that would make a great analysis, particularly for you people blogging on college transition.
If you have other ideas, GET THEM APPROVED BY ME BY September 24.
Faculty and Staff,
On Thursday at 9:30 p.m., NBC will premiere a new series called Community. Expected to be one of the season’s biggest hits, Community is set at fictitious Greendale Community College and stars Chevy Chase and Joel McHale. The series is about community colleges and the role they play in providing individuals with a second chance.
KCTCS is embracing the new series and the dialogue it will create around two-year colleges. Dr. McCall has taped a commercial to air on Kentucky NBC affiliates during the show. Like other comedies such as The Office, the comedy pokes fun of the operations of two-year colleges, but mainly focuses on the relationships between the characters. We believe this is an excellent opportunity to communicate to the citizens of this state the real truth about community and technical colleges and how they are Transforming Lives. Transforming Kentucky.
You won’t want to miss it!
The commercial is already available on YouTube. http://www.youtube.com/watch?v=JMQkVdLrIVI
To learn more about the show visit: http://www.nbc.com/community/
If you have other ideas, GET THEM APPROVED BY ME BY September 24.
Faculty and Staff,
On Thursday at 9:30 p.m., NBC will premiere a new series called Community. Expected to be one of the season’s biggest hits, Community is set at fictitious Greendale Community College and stars Chevy Chase and Joel McHale. The series is about community colleges and the role they play in providing individuals with a second chance.
KCTCS is embracing the new series and the dialogue it will create around two-year colleges. Dr. McCall has taped a commercial to air on Kentucky NBC affiliates during the show. Like other comedies such as The Office, the comedy pokes fun of the operations of two-year colleges, but mainly focuses on the relationships between the characters. We believe this is an excellent opportunity to communicate to the citizens of this state the real truth about community and technical colleges and how they are Transforming Lives. Transforming Kentucky.
You won’t want to miss it!
The commercial is already available on YouTube. http://www.youtube.com/watch?v=JMQkVdLrIVI
To learn more about the show visit: http://www.nbc.com/community/
Tuesday, September 15, 2009
In-Class Reading for Context
Read this piece in class. Note how the author places science in the context of sports. Why does he do this?
http://www.powells.com/blog/?p=6721
http://www.powells.com/blog/?p=6721
Monday, September 14, 2009
For those missing class Monday (9/14) or Tuesday (9/15)
We held off on discussing "introductions" and instead talked about context (by way of some songs, images, and articles). You can drop by my office during office hours if you'd like to hear more.
I'll have your next 6-week outline and analysis/summary paper assignment for you on Wednesday/Thursday, and I will also post both here.
I'll have your next 6-week outline and analysis/summary paper assignment for you on Wednesday/Thursday, and I will also post both here.
Wednesday, September 2, 2009
Short Newspaper Article Assignment
In this assignment, you will write a short newspaper article for North of Center. The paper is a free bi-weekly geared to giving news and commentary related to the Lexington community and its environs. You may choose to write to already covered topics—local sports, local happenings, music, film, an editorial—or you may choose to go “off topic” and write on topics not yet covered in the paper. Remember, newspaper articles tend to be both timely and specific. The more general your topic, the less successful it will be. Write on something that you feel the community and audience might be interested in or need to know about.
I will grade you on your ability to engage with the following principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Essays should be between 700 and 1000 words in length and have a title. Acceptance and publication in the paper constitutes an automatic “A” and will result in 3 Extra Credit Points added to other grades.
See First 5 Week Outline for due date.
Note: You may choose to write to a different paper, with a different audience, but you must have the different paper approved by me at least 1 day in advance of turning in the paper. (Informing me is not approval—I must approve it.)
I will grade you on your ability to engage with the following principals: awareness of audience (in choosing your topic), writing in complete sentences, using active sentences, defining any key terms, developing coherent and full paragraphs, utilizing elements of narration, description, definition, and/or comparison in your essays.
Essays should be between 700 and 1000 words in length and have a title. Acceptance and publication in the paper constitutes an automatic “A” and will result in 3 Extra Credit Points added to other grades.
See First 5 Week Outline for due date.
Note: You may choose to write to a different paper, with a different audience, but you must have the different paper approved by me at least 1 day in advance of turning in the paper. (Informing me is not approval—I must approve it.)
Blog Posting Assignment
Your blogs are a running assignment; you will be graded on them at two points during the semester, mid-term and end-of-term. I expect blogs to be “practice” for your more formal writing assignments (newspaper and classroom writings). When we discuss, say, descriptive paragraphs and narrative, the blogs offer you a way to practice writing these things (rather than just talking about them).
Your blog work will provide you with a topic for your longer research paper (4-6 pages) that you will complete at the end of the semester. Ideally, you will be able to use some of your blog entries as research for your longer essay.
At the bare minimum, I expect on average 1 blog post per week; at the minimum, each post should, on average, comprise a fully-developed paragraph that is coherent (sticks to 1 idea, which is emphasized by using a topic sentence). This is the bare minimum (ie, you can expect a 70). The more you write, the higher your grade will go.
Your blog work will provide you with a topic for your longer research paper (4-6 pages) that you will complete at the end of the semester. Ideally, you will be able to use some of your blog entries as research for your longer essay.
At the bare minimum, I expect on average 1 blog post per week; at the minimum, each post should, on average, comprise a fully-developed paragraph that is coherent (sticks to 1 idea, which is emphasized by using a topic sentence). This is the bare minimum (ie, you can expect a 70). The more you write, the higher your grade will go.
Tuesday, August 25, 2009
Semester Outline: Weeks 1-5
NOTE: This is the outline for my Tueday/Thursday classes. If you are in my Monday/Wednesday classes, just subtract one day from the dates given. All the assignments are the same.
Danny Mayer Fall 2009
ENG 101-TR
First 5 Weeks Semester Outline
Week 1
August
18 IC: Introductions/Blog Set-up
HW: Complete blog set-up by Aug. 24
20 IC: Sentence basics (148-55)/Syllabus
HW: Blogwork
Week 2
25 IC: Paragraph Size, Coherence, Organization, and Transitions (40-43, 50-56) (Politics of Poop)
Blog-work
HW: Read “Learning? Yes of course”
27 IC: Definition and Classification/Division Paragraphs (49-50) (Science’s Rule Book Keeps Us All Safer”)
Audience Matters (3, 8-10)
HW: Read North of Center, issue 8
Week 3
September
1 IC: Active Verbs (80-83)
Definition and Classification/Division Paragraphs, revisited
Blog Work
HW: Read “Food is Good”
3 IC: Narrative and Descriptive Paragraphs (p. 45)
Read “Thanks Giving” (in class handout)
HW: Continue Working on Blogs
Complete Short Article Assignment
Week 4
8 NO CLASS
HW: Complete Short Article Assignment
10 IC: SHORT NEWSPAPER ARTICLE ASSIGNMENT DUE
Active Reading (346-49) (Lawrence Summers Memo)
HW: Read North of Center
Week 5
15 IC: Introductions (21-25)
Blog Work
HW: Read TBA
17 IC: Responding to texts: Summary and Analysis (350-57)
HW: Continue Blog Postings
TBA
Danny Mayer Fall 2009
ENG 101-TR
First 5 Weeks Semester Outline
Week 1
August
18 IC: Introductions/Blog Set-up
HW: Complete blog set-up by Aug. 24
20 IC: Sentence basics (148-55)/Syllabus
HW: Blogwork
Week 2
25 IC: Paragraph Size, Coherence, Organization, and Transitions (40-43, 50-56) (Politics of Poop)
Blog-work
HW: Read “Learning? Yes of course”
27 IC: Definition and Classification/Division Paragraphs (49-50) (Science’s Rule Book Keeps Us All Safer”)
Audience Matters (3, 8-10)
HW: Read North of Center, issue 8
Week 3
September
1 IC: Active Verbs (80-83)
Definition and Classification/Division Paragraphs, revisited
Blog Work
HW: Read “Food is Good”
3 IC: Narrative and Descriptive Paragraphs (p. 45)
Read “Thanks Giving” (in class handout)
HW: Continue Working on Blogs
Complete Short Article Assignment
Week 4
8 NO CLASS
HW: Complete Short Article Assignment
10 IC: SHORT NEWSPAPER ARTICLE ASSIGNMENT DUE
Active Reading (346-49) (Lawrence Summers Memo)
HW: Read North of Center
Week 5
15 IC: Introductions (21-25)
Blog Work
HW: Read TBA
17 IC: Responding to texts: Summary and Analysis (350-57)
HW: Continue Blog Postings
TBA
Monday, August 24, 2009
Course Syllabus
Here's the course syllabus, for your perusal.
Danny Mayer ENG 101 J013, J015
Fall 2009 ENG 101 J023, J027, J029
E-mail: Danny.Mayer@kctcs.edu
Office Hours: M 12-2, T/R 1-2, T 5-6 Office: 247 Oswald Building
Mailbox: AT 101 Division Offices: AT 101 & 102
Phone: 246.6486 (Office) Division Phone: 246.6340
Assistant Dean: Diana Martin, AT 201C, 246.6286
Course Texts:
Hacker, Diana. Rules for Writers, 5th ed.
An active blog on Blogger.com
In-class handouts
Two folders—one to hold handouts and readings, the other to use when handing in your various writings.
ENG 101 course blog: http://bctceng101.blogspot.com/
Course Definition
English 101 provides further instruction in drafting and systematically revising essays that express ideas in Standard English. This includes continued instruction and practice in reading critically, thinking logically, responding to texts, addressing specific audiences, and researching and documenting credible academic sources. NOTE: Credit is not available by special examination. ENG 101 and ENG 102 may not be taken concurrently. Prerequisite: Appropriate writing placement score or ENG 091.
Grading
All writing assignments must be completed for you to pass this course.
Blog Writing (20%): You will be required to keep and maintain an online blog. In this blog, you will develop a single theme through regular blog postings. Blogs will also act as “trial runs” for practicing the writing concepts we discuss in class. I expect blogs to be set up by the second week of classes and for you to contribute to your blog regularly. I will grade your blog at two (2) points during the semester—near midterm and at the end of the semester—and each grade will comprise 10% of your final grade, for a total of 20% of your course grade.
You must email me your blog web address so that I may access and read your blogs. This is your responsibility. Failure to do so will mean that I cannot grade your blog, which will result in a “0.” It will also mean that you have not completed all writing assignments and therefore will not pass this course. Make sure to send me this information immediately.
Newspaper Writing (30%): You will write two articles for a local newspaper, North of Center. One article will be a shorter piece, between 600 and 800 words, which will comprise 10% of your final grade. The second article you write will be a feature piece, between 1500 and 2000 words in length, which will comprise 20% of your final grade. (Note: You may choose to direct your article to a different magazine or newspaper, though you will need to get permission from me before you start writing.)
Research and Analysis Writing (30%): You will compose two types of documents traditionally found in college writing classes. The first, an analysis paper, will be 600-800 words in length. This assignment will comprise 10% of your final grade. The second writing will be a research paper that requires you to document your research using MLA format. This paper will be 1500-2000 words in length and count 20% toward your final grade. The topic of your research paper will derive from your blog writing. That is to say, in the research paper you will transform your more informal online writing from your blog into a more formal college-level research paper.
Participation Grade (20%): Active participation is important to the functioning and success of this class. I will grade your participation at two (2) points during the semester—near midterm and at the end of the semester. Each grade will count 10% toward your final grade. Participation includes regular attendance, being visibly prepared for class (readings done, drafts completed), and actively participating in classroom activities.
Approximate Due Dates of writing and participation grades:
Short Newspaper Writing (10%) Week 4 Newspaper Feature (20%) Week 10
Analysis Paper (10%) Week 6 Research Paper (20%) Week 14
Blog Pt. 1 (10%) Week 8 Blog Pt. 2 (10%) Week 16
Participation Grade Pt. 1 (10%) Week 8 Participation Pt. 2 (10%) Week 16
Grading Scale: 100-90=A 89-80=B 79-70=C 69-60=D Below 60=E
Attendance: I expect you to attend every class; if you cannot make class, I expect you to do two things, in this order: to check my ENG 101 blog to see if you missed any important announcements or handouts, and to meet with me in person in my office. I am uninterested in why you've missed class—we've all got our reasons, and I allow up to two absences per grading period without negatively affecting your grade.
The Classroom
I expect you to show up to class every day prepared. This means that I expect you to have read and be prepared to discuss any readings we may have. I don't mind calling on you. On days when we have rough drafts due, I expect you to arrive with a complete draft in hand. Doing activities not related to class will result in an absence for the day. In other words, I expect for you to focus on this class during classtime and to arrive prepared to contribute to the class's daily activities; failure to do these things will negatively affect your participation grade. Finally, please be considerate to your classmates, who may hold different worldviews than you.
Late Papers
I do not accept late work. Prepare yourself for the inevitable printer failure, email snafu, etc. by completing your work well in advance of an assignment's due date. No excuses.
Plagiarism:
Plagiarism is a serious academic offense and will be dealt with according to the policies set forth in KCTCS Code of Student Conduct. Sanctions include failing the assignment, reducing the course grade, and/or failing the course.
Withdrawal Policy:
Withdrawing from the course before midterm does not require the instructor’s permission. After midterm, the instructor’s permission is required, but is given at the instructor’s discretion. To obtain the necessary signature, a student should take the official form to the instructor before the last day of that class. Generally, the best time to contact an instructor is just before or just after the scheduled class meets. In all cases, the responsibility for withdrawing from the course is the student’s. The instructor is not allowed to assign a “W” grade unless you officially request it. Students who simply stop attending the class will receive an “E” grade (failing).
Student Rights and Responsibilities:
All rules and regulations set forth in the current edition of the KCTCS Community College Code of Student Conduct will be followed in this course. The Code of Conduct is available online at: http://www.kctcs.edu/student/studentcodeofconduct.pdf.
Reasonable Accommodation:
Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact a staff member in BCTC's Disability Support Services (DSS) office, 103 Oswald Building. The DSS phone number is 246-6530. Please do not request accommodations directly from the professor or instructor.
(Gen Ed) Course Objectives:
Communicate Effectively: Speak and write using Standard English; develop basic computer skills to research and write informed essays; learn collaborative peer review skills
Think Critically: Demonstrate problem-solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials into the writing process; connect classroom learning to the world outside the classroom
Learn Independently: Use appropriate search strategies to find, evaluate, and use research effectively; think creatively to generate paper topics; make choices based upon awareness of differing perspectives.
Examine Relationships in Diverse and Complex Environments: Recognize relationship of individual to local, regional, national, and planetary communities through class discussion and student writing.
Danny Mayer ENG 101 J013, J015
Fall 2009 ENG 101 J023, J027, J029
E-mail: Danny.Mayer@kctcs.edu
Office Hours: M 12-2, T/R 1-2, T 5-6 Office: 247 Oswald Building
Mailbox: AT 101 Division Offices: AT 101 & 102
Phone: 246.6486 (Office) Division Phone: 246.6340
Assistant Dean: Diana Martin, AT 201C, 246.6286
Course Texts:
Hacker, Diana. Rules for Writers, 5th ed.
An active blog on Blogger.com
In-class handouts
Two folders—one to hold handouts and readings, the other to use when handing in your various writings.
ENG 101 course blog: http://bctceng101.blogspot.com/
Course Definition
English 101 provides further instruction in drafting and systematically revising essays that express ideas in Standard English. This includes continued instruction and practice in reading critically, thinking logically, responding to texts, addressing specific audiences, and researching and documenting credible academic sources. NOTE: Credit is not available by special examination. ENG 101 and ENG 102 may not be taken concurrently. Prerequisite: Appropriate writing placement score or ENG 091.
Grading
All writing assignments must be completed for you to pass this course.
Blog Writing (20%): You will be required to keep and maintain an online blog. In this blog, you will develop a single theme through regular blog postings. Blogs will also act as “trial runs” for practicing the writing concepts we discuss in class. I expect blogs to be set up by the second week of classes and for you to contribute to your blog regularly. I will grade your blog at two (2) points during the semester—near midterm and at the end of the semester—and each grade will comprise 10% of your final grade, for a total of 20% of your course grade.
You must email me your blog web address so that I may access and read your blogs. This is your responsibility. Failure to do so will mean that I cannot grade your blog, which will result in a “0.” It will also mean that you have not completed all writing assignments and therefore will not pass this course. Make sure to send me this information immediately.
Newspaper Writing (30%): You will write two articles for a local newspaper, North of Center. One article will be a shorter piece, between 600 and 800 words, which will comprise 10% of your final grade. The second article you write will be a feature piece, between 1500 and 2000 words in length, which will comprise 20% of your final grade. (Note: You may choose to direct your article to a different magazine or newspaper, though you will need to get permission from me before you start writing.)
Research and Analysis Writing (30%): You will compose two types of documents traditionally found in college writing classes. The first, an analysis paper, will be 600-800 words in length. This assignment will comprise 10% of your final grade. The second writing will be a research paper that requires you to document your research using MLA format. This paper will be 1500-2000 words in length and count 20% toward your final grade. The topic of your research paper will derive from your blog writing. That is to say, in the research paper you will transform your more informal online writing from your blog into a more formal college-level research paper.
Participation Grade (20%): Active participation is important to the functioning and success of this class. I will grade your participation at two (2) points during the semester—near midterm and at the end of the semester. Each grade will count 10% toward your final grade. Participation includes regular attendance, being visibly prepared for class (readings done, drafts completed), and actively participating in classroom activities.
Approximate Due Dates of writing and participation grades:
Short Newspaper Writing (10%) Week 4 Newspaper Feature (20%) Week 10
Analysis Paper (10%) Week 6 Research Paper (20%) Week 14
Blog Pt. 1 (10%) Week 8 Blog Pt. 2 (10%) Week 16
Participation Grade Pt. 1 (10%) Week 8 Participation Pt. 2 (10%) Week 16
Grading Scale: 100-90=A 89-80=B 79-70=C 69-60=D Below 60=E
Attendance: I expect you to attend every class; if you cannot make class, I expect you to do two things, in this order: to check my ENG 101 blog to see if you missed any important announcements or handouts, and to meet with me in person in my office. I am uninterested in why you've missed class—we've all got our reasons, and I allow up to two absences per grading period without negatively affecting your grade.
The Classroom
I expect you to show up to class every day prepared. This means that I expect you to have read and be prepared to discuss any readings we may have. I don't mind calling on you. On days when we have rough drafts due, I expect you to arrive with a complete draft in hand. Doing activities not related to class will result in an absence for the day. In other words, I expect for you to focus on this class during classtime and to arrive prepared to contribute to the class's daily activities; failure to do these things will negatively affect your participation grade. Finally, please be considerate to your classmates, who may hold different worldviews than you.
Late Papers
I do not accept late work. Prepare yourself for the inevitable printer failure, email snafu, etc. by completing your work well in advance of an assignment's due date. No excuses.
Plagiarism:
Plagiarism is a serious academic offense and will be dealt with according to the policies set forth in KCTCS Code of Student Conduct. Sanctions include failing the assignment, reducing the course grade, and/or failing the course.
Withdrawal Policy:
Withdrawing from the course before midterm does not require the instructor’s permission. After midterm, the instructor’s permission is required, but is given at the instructor’s discretion. To obtain the necessary signature, a student should take the official form to the instructor before the last day of that class. Generally, the best time to contact an instructor is just before or just after the scheduled class meets. In all cases, the responsibility for withdrawing from the course is the student’s. The instructor is not allowed to assign a “W” grade unless you officially request it. Students who simply stop attending the class will receive an “E” grade (failing).
Student Rights and Responsibilities:
All rules and regulations set forth in the current edition of the KCTCS Community College Code of Student Conduct will be followed in this course. The Code of Conduct is available online at: http://www.kctcs.edu/student/studentcodeofconduct.pdf.
Reasonable Accommodation:
Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact a staff member in BCTC's Disability Support Services (DSS) office, 103 Oswald Building. The DSS phone number is 246-6530. Please do not request accommodations directly from the professor or instructor.
(Gen Ed) Course Objectives:
Communicate Effectively: Speak and write using Standard English; develop basic computer skills to research and write informed essays; learn collaborative peer review skills
Think Critically: Demonstrate problem-solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials into the writing process; connect classroom learning to the world outside the classroom
Learn Independently: Use appropriate search strategies to find, evaluate, and use research effectively; think creatively to generate paper topics; make choices based upon awareness of differing perspectives.
Examine Relationships in Diverse and Complex Environments: Recognize relationship of individual to local, regional, national, and planetary communities through class discussion and student writing.
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