It was so good to see you all at the symposium. I enjoyed seeing what great work YVCC students are doing. I was so surprised with how packed it was, but I sure appreciated those of you who stayed long enough to support our class's presenters. They did a great job! We can all be proud!
P.S. If you are interested in the "Lifestyle" projects that Erin and Mario presented on (from Ms. Pearlman's class), you can find information about it on the blog. Click on "Lifestyle Project."
Thursday, March 1, 2007
Wednesday, February 28, 2007
Grades, Make Up Work, Misc.
Hi all,
I know a number of you are curious about your grades at this point in the quarter; however, I think you should be able to estimate pretty closely where you are at right now. Three of the four largest grades are already completed: Debate, Essay #1, and Visual Argument. Basically, if you average your debate grade (total--oral, written, and annotated bib.) and Visual argument grade (the group PowerPoint and report), that's 25% of your grade the course. Your Essay #1 grade is another 30%, so that's 55% of your final grade right there.
The remainder of your grade consists of Essay #2 (30%) and Participation (15%--includes lots of "little" things: attendance, assignments, peer/teacher review, etc.). I let you know in class on Monday (2/26) if you were missing any assignments, so that you could complete make-up work, if needed. (MAKE UP WORK IS DUE BY MONDAY, 3/5/07! See syllabus.)
On a side note, I forgot to mention this in class on Monday (2/26), but I'll try to remember to mention it next week. A few students in the day ENGL 102 class, who have also been doing projects related to global warming, have expressed interest in forming an Environmental Club on campus. Their teacher asked me to see if anyone in our class was also interested. If you are, please let me know, or e-mail Gail Pearlman @ gpearlman@yvcc.edu.
See you all Monday (3/5)! (Peer review and conference sign-ups!)
I know a number of you are curious about your grades at this point in the quarter; however, I think you should be able to estimate pretty closely where you are at right now. Three of the four largest grades are already completed: Debate, Essay #1, and Visual Argument. Basically, if you average your debate grade (total--oral, written, and annotated bib.) and Visual argument grade (the group PowerPoint and report), that's 25% of your grade the course. Your Essay #1 grade is another 30%, so that's 55% of your final grade right there.
The remainder of your grade consists of Essay #2 (30%) and Participation (15%--includes lots of "little" things: attendance, assignments, peer/teacher review, etc.). I let you know in class on Monday (2/26) if you were missing any assignments, so that you could complete make-up work, if needed. (MAKE UP WORK IS DUE BY MONDAY, 3/5/07! See syllabus.)
On a side note, I forgot to mention this in class on Monday (2/26), but I'll try to remember to mention it next week. A few students in the day ENGL 102 class, who have also been doing projects related to global warming, have expressed interest in forming an Environmental Club on campus. Their teacher asked me to see if anyone in our class was also interested. If you are, please let me know, or e-mail Gail Pearlman @ gpearlman@yvcc.edu.
See you all Monday (3/5)! (Peer review and conference sign-ups!)
Monday, February 26, 2007
Proposal Essay
Most of the links on the blog describe the problem vs. offering solutions. A few links that might help are "An Inconvenient Truth" website, "Fight Global Warming for $1 a Day," "Imagine the Earth Without People," and/or "Lifestyle Project." You might also look at current iniatives, such as Carbon Zero or Carbon Neutral communities, sustainability plans, the Kyoto Treaty, California's various efforts to control emissions (and promote alternative energies), etc. Whatever you select, remember to go beyond yourself as you propose your solution and instead suggest changes to current policies or practices on a larger scale. Also remember to focus in on ONE course of action (even though likely many things will have to be done in order to reduce global warming).
Peer response is March 5 (bring four copies of essay to class--typed!), and we will also sign up for Student-Teacher conferences for that week, so you can get teacher feedback on Essay #2 before the final draft is due (on 3/12/07).
Peer response is March 5 (bring four copies of essay to class--typed!), and we will also sign up for Student-Teacher conferences for that week, so you can get teacher feedback on Essay #2 before the final draft is due (on 3/12/07).
Wednesday, February 21, 2007
Essay #2 and Annotated Biblio.
I forgot to mention in class (and I can't remember if I put it on blue handout): we will NOT be turning in another annotated Works Cited page this quarter. There just isn't time. (I know you'll all be disappointed :)
You should start researching for Essay #2, however. While much of what you've already read/learned will be useful in describing the problem of Global Warming, your argument will actually be to persuade readers to take a particular action; you are going to offer a viable solution. You job now is to start researching possible solutions to GW and decide on one you'd like to advocate for. (There are a few ideas, but not many on the blog reading list.)
We'll discuss this assignment more thoroughly on Monday, but start researching it NOW! Please e-mail or call if you have any questions over the weekend.
You should start researching for Essay #2, however. While much of what you've already read/learned will be useful in describing the problem of Global Warming, your argument will actually be to persuade readers to take a particular action; you are going to offer a viable solution. You job now is to start researching possible solutions to GW and decide on one you'd like to advocate for. (There are a few ideas, but not many on the blog reading list.)
We'll discuss this assignment more thoroughly on Monday, but start researching it NOW! Please e-mail or call if you have any questions over the weekend.
Today's Presentations/Global Warming Symposium
I enjoyed your presentations today. It's fun to see your creativity and your learning! I would have been happy with any of the presentations representing our class at the Global Warming Symposium, but the three groups that were chosen are as follows:
“Hidden Power” by David Guevara, Sofia Guevara, and Mathew Santoy
“Coral Reefs Destroyed by Global Warming” by Carol Carrillo, Emma DeLeon, and Dawn Koch
“The Effect of Global Warming on Arctic Animals” by Jessica Burgard, Kristina Hernandez, and Victoria Villanueva
(Alternate, if needed: Emissions and Global Warming by Vanessa, Kandy, and Josefina)
Those who were selected to present should plan to practice and possibly revise their presentations before presenting them at the Global Warming Symposium--I'll have suggestions for you when I return your evaluation sheets on Monday (2/26), though I'd be happy to offer you some suggestions via e-mail if you have any questions or want to work on it over the weekend.
Global warming symposium presenters will receive an added + or - (about 3%) on their lowest essay grade. ALL students who attend the symposium will receive bonus points in their participation grade (worth about one missed assignment)--be sure to check in with me, so I can record your attendance at the symposium. (NOTE: I'll probably arrive about 15 minutes late because I have a class before our class; our class's presentations will be during the last half of the symposium so that Grandview students have time to get to the Yakima campus without skipping class or work.)
“Hidden Power” by David Guevara, Sofia Guevara, and Mathew Santoy
“Coral Reefs Destroyed by Global Warming” by Carol Carrillo, Emma DeLeon, and Dawn Koch
“The Effect of Global Warming on Arctic Animals” by Jessica Burgard, Kristina Hernandez, and Victoria Villanueva
(Alternate, if needed: Emissions and Global Warming by Vanessa, Kandy, and Josefina)
Those who were selected to present should plan to practice and possibly revise their presentations before presenting them at the Global Warming Symposium--I'll have suggestions for you when I return your evaluation sheets on Monday (2/26), though I'd be happy to offer you some suggestions via e-mail if you have any questions or want to work on it over the weekend.
Global warming symposium presenters will receive an added + or - (about 3%) on their lowest essay grade. ALL students who attend the symposium will receive bonus points in their participation grade (worth about one missed assignment)--be sure to check in with me, so I can record your attendance at the symposium. (NOTE: I'll probably arrive about 15 minutes late because I have a class before our class; our class's presentations will be during the last half of the symposium so that Grandview students have time to get to the Yakima campus without skipping class or work.)
Wednesday, February 14, 2007
What's due 2/21/07?
Your Visual Argument Project (PowerPoint and group written report) is due on Weds., 2/21/07. (I would recommend that all group members save and bring a copy of the Powerpoint and report just in case there are disk problems or a group member forgets something.)
Also due on Weds., 2/21/07, is your individual Annotated Works Cited page (6 - 8 "general" GW articles and 4 - 6 articles on your visual argument topic; cite, summarize, and type).
E-mail, call, or stop by and see me if you have any questions before then.
Have a great 3 day weekend! I look forward to seeing your projects.
Also due on Weds., 2/21/07, is your individual Annotated Works Cited page (6 - 8 "general" GW articles and 4 - 6 articles on your visual argument topic; cite, summarize, and type).
E-mail, call, or stop by and see me if you have any questions before then.
Have a great 3 day weekend! I look forward to seeing your projects.
Tuesday, February 13, 2007
Wednesday's Class (2/14/07)
Reminder: We are meeting in L135 Wednesday for a Visual Argument work day. This will be your only class day to work on this project before it's due, as there are no classes on Monday (President's Day Holiday). While you and your group are welcome to leave early for Valentine's Day, you must have a plan in place before you leave on when you will meet to finish up the project if needed. (Also, if a group member doesn't come to class Weds. and doesn't contact you about a meeting time, you can choose to remove that person from your group; that person will have to create an individual project instead.)
Monday, February 12, 2007
Visual Arguments: Teams and Topics
Remember, each team will need to develop a specific claim or thesis about their topic; for example, polar ice cap melt could cause many devastating effects to land and species, or worldwide droughts are descreasing food supplies to humans and animals, or Because insects' life/mating cycles are tied to climate, diseases are increasing and ecosystems are changing with global warming. Use your research to shape your thesis. Your thesis will help guide your selection of evidence in your PowerPoint.
GW and its effects on drought: Brenda, Ivet, Amber
GW's effects on tropical storms (hurricanes, typhoons): Matt, Dave, Sofia
GW's impact on ocean life (specifically coral reefs): Dawn, Emma, Carol
GW's impact on animals (specifically Artic species): Jessica, Victoria, Kristina
The impact of GW on the PNW (present and future): Erica, Ariel, Lester
The relationship (causal) between emissions and GW: Vanessa, Kandy, Josefina
The impact of the melting of the polar ice caps: Victor, Adrian
The impact of sea level rise: Stephanie, Leticia
The effect of current Arctic warming: Jorge, Cassandra
Citing Images
To cite an image, normally, you would cite it the same you would any other source, except you add the word Photo or Cartoon or Illustration or whatever after the title or description. Since you are likely to have 15 - 25 images for this project, I decided to keep things simple. To cite your images (online images), simply include image title or description, image type (photo, chart, graph, etc.), and web address.
For example,
"State's Shrinking Glaciers: Going . . . Going . . . Gone." Rainier Glacier Photos. http://seattletimes.nwsource.com/ABPub/zoom/html/2003334197.html.
OR
Carbon Emissions. Graph.http://carbon.emissions.web.address.
If you got your photo, cartoon, chart, or what have you from a print article, you will need to cite the source, date, and page number as well--just enough information that someone interested could locate it for themselves.
If you create your own graph or chart or illustration, you do not need to cite it on the Power Point, though be sure that you credit the source of your numerical information, if necessary, in your written report.
For example,
"State's Shrinking Glaciers: Going . . . Going . . . Gone." Rainier Glacier Photos. http://seattletimes.nwsource.com/ABPub/zoom/html/2003334197.html.
OR
Carbon Emissions. Graph.
If you got your photo, cartoon, chart, or what have you from a print article, you will need to cite the source, date, and page number as well--just enough information that someone interested could locate it for themselves.
If you create your own graph or chart or illustration, you do not need to cite it on the Power Point, though be sure that you credit the source of your numerical information, if necessary, in your written report.
Wednesday, February 7, 2007
Citing DVDs
To cite today's movie, An Inconvenient Truth, use the following format:
Movie Title. Director and/or performers (put Dir., Narr., or Perf in front of name or names). Release year. DVD. Distributer, Copyright date.
Therefore, the cite will look like this (except it will be double spaced and use hanging ident):
An Inconvenient Truth. Narr. Al Gore. 2006. DVD. Paramount, 2006.
For the weekend, in addition to revising your final draft essays and drafting your Writer's Memos (see p. 5 of syllabus), you will complete an Annotated Works Cited page entry for the movie (based on your movie notes) and 1 - 2 others about recommended readings from the blog. Starting Monday, you will begin your own independent research on your more narrowed down global warming topic (visual argument project).
Movie Title. Director and/or performers (put Dir., Narr., or Perf in front of name or names). Release year. DVD. Distributer, Copyright date.
Therefore, the cite will look like this (except it will be double spaced and use hanging ident):
An Inconvenient Truth. Narr. Al Gore. 2006. DVD. Paramount, 2006.
For the weekend, in addition to revising your final draft essays and drafting your Writer's Memos (see p. 5 of syllabus), you will complete an Annotated Works Cited page entry for the movie (based on your movie notes) and 1 - 2 others about recommended readings from the blog. Starting Monday, you will begin your own independent research on your more narrowed down global warming topic (visual argument project).
Monday, January 29, 2007
Debate/Essay #1
Hi all,
I don't know how many of you will check the blog since you're busily writing your essays for Wednesday, but in case you do, I did want to mention a couple of things. First, I thought you all did a really good job on your debates. Overally, they demonstrated much thought and effort, and they made me eager to read your essays, where you'll really have the opportunity to fully develop your ideas on the issue.
I had hoped to hand you back your debate comment sheets before you left, but I just couldn't get them done in class. I will, however, have them done by the time I get to work tomorrow, so if any of you would like to pick them up early, you are welcome to; just stop by my office hours between 3 - 5 p.m. You are also welcome to e-mail me if you have any questions or would like any quick feedback on the reasons/evidence you presented in class.
Remember your first draft essays (Essay #1) are due Wednesday. I will comment on them over the weekend, and you will get the chance to revise and get peer feedback before getting a grade. (Final draft is due 2/12/07.) If, for some reason, you are not in class or don't get your essay to me Weds. (1/31/07), I'd strongly recommend that you get feedback from the Writing Center. I won't have time to read, comment on, and return your essay to you before it's due again if I don't receive it on Weds.
Also, I mentioned this in class, but I'll remind you again here. Your Works Cited page for your essay is simply a Works Cited page (of all sources actually used in your essay); you do not need to annotate sources for your essay. I encourage you to try to include your in-text cites and Works Cited page on the draft you turn in on Weds., so I can comment on/correct your cites for you. But this first draft is just a "feedback" draft, so you will not be penalized if you do not bring your Works Cited page.
As always, please call or e-mail if you have questions. See you Weds.!
I don't know how many of you will check the blog since you're busily writing your essays for Wednesday, but in case you do, I did want to mention a couple of things. First, I thought you all did a really good job on your debates. Overally, they demonstrated much thought and effort, and they made me eager to read your essays, where you'll really have the opportunity to fully develop your ideas on the issue.
I had hoped to hand you back your debate comment sheets before you left, but I just couldn't get them done in class. I will, however, have them done by the time I get to work tomorrow, so if any of you would like to pick them up early, you are welcome to; just stop by my office hours between 3 - 5 p.m. You are also welcome to e-mail me if you have any questions or would like any quick feedback on the reasons/evidence you presented in class.
Remember your first draft essays (Essay #1) are due Wednesday. I will comment on them over the weekend, and you will get the chance to revise and get peer feedback before getting a grade. (Final draft is due 2/12/07.) If, for some reason, you are not in class or don't get your essay to me Weds. (1/31/07), I'd strongly recommend that you get feedback from the Writing Center. I won't have time to read, comment on, and return your essay to you before it's due again if I don't receive it on Weds.
Also, I mentioned this in class, but I'll remind you again here. Your Works Cited page for your essay is simply a Works Cited page (of all sources actually used in your essay); you do not need to annotate sources for your essay. I encourage you to try to include your in-text cites and Works Cited page on the draft you turn in on Weds., so I can comment on/correct your cites for you. But this first draft is just a "feedback" draft, so you will not be penalized if you do not bring your Works Cited page.
As always, please call or e-mail if you have questions. See you Weds.!
Wednesday, January 17, 2007
Debate Topics
Obesity: Should advertising be regulated to reduce obesity?
Immigration: Should amnesty be granted to those illegal immigrants that are already in the United States?
Cosmetic Surgery: Should there be limitations on teens getting cosmetic surgery?
Marriage: Is marriage a better option than living together or alternatives (i.e. common law marriage)?
Music Downloads: Should it be legal/free to download music?
Education Testing: Should the WASL be used to assess student learning?
By Monday (1/22), each group member should research one article on each side of the argument and develop an annotated Works Cited entry (MLA cite + summary/commentary) for each article. (Bring the article to class, too.) I have handouts with directions available for MLA documentation and for annotated Works Cited pages. Ch. 7, "Documenting Your Sources," will also be useful in discussing MLA documentation. (NOTE: I handed out Essay #1 and Debate directions today, too.)
Reminder: Late work is not accepted, but p. 3 of the syllabus lists "Make up" options you may complete if you didn't submit your cluster summaries.
Immigration: Should amnesty be granted to those illegal immigrants that are already in the United States?
Cosmetic Surgery: Should there be limitations on teens getting cosmetic surgery?
Marriage: Is marriage a better option than living together or alternatives (i.e. common law marriage)?
Music Downloads: Should it be legal/free to download music?
Education Testing: Should the WASL be used to assess student learning?
By Monday (1/22), each group member should research one article on each side of the argument and develop an annotated Works Cited entry (MLA cite + summary/commentary) for each article. (Bring the article to class, too.) I have handouts with directions available for MLA documentation and for annotated Works Cited pages. Ch. 7, "Documenting Your Sources," will also be useful in discussing MLA documentation. (NOTE: I handed out Essay #1 and Debate directions today, too.)
Reminder: Late work is not accepted, but p. 3 of the syllabus lists "Make up" options you may complete if you didn't submit your cluster summaries.
Friday, January 12, 2007
Debate Teams
The debate teams/general topics are as follows:
Education: Testing (Ch. 11, Cluster 3)
Sofia
Kristina
Jessica
Victor
Marriage (Ch. 10, Cluster 2)
Adrian
Stephanie
Amber
Leticia
Erica
Body Image/Cosmetic Surgery (Ch. 9, Cluster 1)
Brenda
Ariel
Cassandra
Kandy
Obesity (Ch. 9, Cluster 1)
Emma
Veronica
Vanessa
Josefina
Immigration (Ch. 12, Cluster 1)
Ivet
Carol
Victoria
Jorge
Music Downloads (Ch. 8, Cluster 2)
Dawn
David
Lester
Mathew
Each group member is reponsible for reading and summarizing each of the four articles in your assigned cluster by Weds., 1/17 (include author, title, and main point in opening of each summary). Each group member should also brainstorm a list of debate topic idea. Right now, your group has a "general topic" assigned, but you will need to find a more specific issue within that topic to debate. You may choose something from one of the articles (i.e. the "marriage" articles include such issues as gay marriage, fidelity, and the value of marriage itself) or you may choose something "related" to your topic (i.e. the educational testing group may choose to focus specifically on the WASL in Washington State or NCLB, "No Child Left Behind"). During our next class, you will be meeting with your debate groups to discuss what specific topic you want to debate and who will be one which side for the debate. (Remember, your debate topic will ultimately become your Essay #1 topic.)
Education: Testing (Ch. 11, Cluster 3)
Sofia
Kristina
Jessica
Victor
Marriage (Ch. 10, Cluster 2)
Adrian
Stephanie
Amber
Leticia
Erica
Body Image/Cosmetic Surgery (Ch. 9, Cluster 1)
Brenda
Ariel
Cassandra
Kandy
Obesity (Ch. 9, Cluster 1)
Emma
Veronica
Vanessa
Josefina
Immigration (Ch. 12, Cluster 1)
Ivet
Carol
Victoria
Jorge
Music Downloads (Ch. 8, Cluster 2)
Dawn
David
Lester
Mathew
Each group member is reponsible for reading and summarizing each of the four articles in your assigned cluster by Weds., 1/17 (include author, title, and main point in opening of each summary). Each group member should also brainstorm a list of debate topic idea. Right now, your group has a "general topic" assigned, but you will need to find a more specific issue within that topic to debate. You may choose something from one of the articles (i.e. the "marriage" articles include such issues as gay marriage, fidelity, and the value of marriage itself) or you may choose something "related" to your topic (i.e. the educational testing group may choose to focus specifically on the WASL in Washington State or NCLB, "No Child Left Behind"). During our next class, you will be meeting with your debate groups to discuss what specific topic you want to debate and who will be one which side for the debate. (Remember, your debate topic will ultimately become your Essay #1 topic.)
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