For your blog #4, after you post your notes, you will reflect on Zakaria’s essay. This is invention/pre-writing for your Essay #2 Assignment Summer 2013 Clark College, so please do not use your syllabus-provided freebie for this assignment. In addition, this assignment will serve you best if you post your notes on Zakaria’s essay first. Both assignments are due Sunday night before midnight.
Please practice divergent thinking (remember Sir Ken Robinson) as you answer these questions. Remember that you do not need to answer all of them– you can pick one or two– or jump around and answer many of them. In addition, if you have OTHER responses to Zakaria’s essay, you may feel free to write about those.
First Come, First Serve. 🙂 Please sit down, in the classroom, in the order you arrived. First person sits in chair #1, second person in chair #2, etc.
- Look at Conference Schedule Essay 1 final. Pick three days/times you can attend in order of preference. Write these down on a sheet of paper and hand to Meredith and Jen.
- Reflective Memo English 101 Summer 2013
- Go over Homework for Weekend
Please be sure that you visit the Clark College library, as these librarians encounter hundreds of students each year working on the (dreaded) research essay. In addition, Clark has many resources targeted specifically for academic research– public libraries have a less specialized audience, and therefore provide access to a completely different realm of sources.
1:00 to 1:50: Orientation to Clark’s library site (50 minutes) and library orientation to databases/search terms/etc.
5:30 to 6:00: Inquiry Question Questions Answered!
6:00 to 6:50: Orientation to Clark’s library site (50 minutes) and library orientation to databases/search terms/etc.
10 minute break
2:00 to 2:50, 7:00 to 7:50: Your visit to the librarian (how to talk to a librarian, how not to talk to a librarian, how to write your blog post on meeting with the librarian). This will include role play, so please consider being a volunteer. If you are thinking about volunteering, please check out this website to see what your role might entail.
3:00 to 3:50: Living Sources: A Close Read and active application (50 minutes)
8:00-8:20: Living Sources: A Brief Introduction to Finding the Ethnographer Within: http://www.ted.com/talks/brene_brown_on_vulnerability.html – What tools does Brown use for her research? What are her sources? What does she seem to do with her sources? How could you use ethnographic research for your project? What other ways of information gathering could supplement your library research? How can you use ethnographic research to “fill in the gaps”? How would becoming a researcher/storyteller enrich your essay?
Heuristic– Writing PROMPT.
Two Heuristics Today: Five Senses and the other is The Reporter’s Questions
SCENE from your brainstorming of your significant learning event
Classroom with a Teacher with an assignment
MESSY. Not be linear.
- WHO was there
- Where did this take place?
- When did this take place?
- WHAT happened?
- HOW did it happen? DETAILS.
- WHY did it happen?
- Hearing– Dialogue
The purpose of writing papers in English 101 is NOT about the actual paper you produce. It’s not about the PRODUCT. IT’s about the PROCESS and learning the process. Paradox is that if you engage in the PROCESS of writing Essay #1 for the SAKE of LEARNING the Process, the product will be probably the best thing you’ve ever written.
Invention— How you get from having NO idea to having an IDEA.
First, a Fun YouTube Clip that Jen thinks Relates to Our Class and to the Rest of Your Lives.
Big Picture Goal this Week (Week Two out of Ballenger’s Five Week Process): To move from a WORKING knowledge (a 1 minute dinner conversation) to a FOCUSED knowledge (a 15 or 20 minute presentation to the class).
Ballenger says, “Focused knowledge is the product of smart research [italics mine] this week and the next” (69).
So . . . this week . . . you should be RESEARCHING! 🙂
Please write your name and your e-mail address on a blank sheet of paper.
Please tell Jen what you are thinking about in terms of a CONTROLLING NARRATIVE
SPECIFIC not GENERAL
Ex. HONOR CODE VIOLATIONS and how that impacted/created/relationship between those violations and GRADES.
Then tell Jen about the relationship between that controlling narrative and ONE of our sources (Tough/Robinson).
Hello, English 101 and English 102 students.
I write this from a dorm room at the very beautiful Evergreen State College. I had no idea how expansive and extensive and tree-filled this gorgeous campus is! Deer literally frolic (with their fawns! I saw Bambi!) as we walk from our lodging to the buildings where we are attending seminars, working on our action plan, and receiving a LOT of homework. Yes, teachers give each other homework at these things.
Learning Objectives: Taking notes this way helps you:
- Read like a Writer
- Internalize Essay Structure
- Practice the MOVES of Integrating Sources
- Create a “backwards” outline of what the essay says/does
- Invent for Essay Drafting (you can use your summaries and paraphrases in your essays).
- Make Five Guesses as to the Title
- Summarize the Introduction (use a signal phrase).
- Identify the Topic Sentence of EACH body paragraph. Then PARAPHRASE it. Use signal phrases every time!
- Summarize the Conclusion. Use a signal phrase.
Please post your notes as a blog entry, using this format, on the essay “What if the Secret to Success is Failure?” by Sunday night the 21st before midnight.