Today: I decided, before class, that if "C," disrupted the class again today, I would give the students a QW to do, and then ask her (right then and there) if I could speak to her in the hall while they write. I'm so glad that didn't happen. I think I scared her last class when I brushed her off. I felt bad about it, but something had to be done, and it had to happen in front of the others because they needed to see me assert myself. I'm not a door-mat, and her attitude was inappropriate.
The class was a bit tense to begin with (that's understandable after how I ended the last class), so I asked them how they were doing, how they liked the library ("It smells funny" was the most common reply to that one lol), and if they had any questions about our new paper. We talked for a bit, and then I showed them the "Argument Clinic" video from Monty Python, and we launched into the subject of countering. I had them break into groups and practice using the methods by creating at least one counter-argument against Schlosser. After, I had each group write their argument on the white board, and then told the other groups that if they wanted, they could, then, counter their peers.
A fiasco ensued, as I'd thought it would, and they began attacking each other right and left... students were running up to the board to insert comments about others' claims, spelling issues, lack of support, etc., etc.
There were a few students who refused to attack their peers directly (those were the 5-6 students who had actually done the reading, and knew how it ended - with comments on civility), and I was very proud of how they conducted themselves.
After, I asked the class to look at the points they'd written against Schlosser and their peers, and to tell me if they saw anything that was worth discussing further. Did anyone make any strong efforts to further a topic, or were the majority of the posts petty complaints? Were they arguing, or were they bickering?
What is the purpose of an argument?
I brought out a copy of "Responses to Bartholomae and Elbow," and we talked about how petty even professional writers can be, but how important it is for authors to construct themselves as having something to say and working closely with texts to say it, rather than simply sounding contradictory to what has been said.
As a class, I felt that they needed to get all of their pent-up negativity out. We didn't accomplish as much as I'd hoped we would today, and I'll have to discuss countering further next week, but today, they worked well as a whole. Everyone participated. Everyone used methods of countering (not well, but we'll work on that). AND "C" apologized, and asked if she could change her paper topic to something more realistic. I gave an enthusiastic response, and told her I looked forward to reading it. Booyah.
The Throwing About of Brains...
Thursday, February 9, 2012
WHY ARE YOU EVEN HERE!?
Tuesday: ... I wanted to kick a couple of students (well, one in particular, "C," plus those she was talking to) out of my class... OUT, OUT, OUT! They/she didn't do the reading (again), but wouldn't stop talking while their peers were holding discussion.
The first time they were whispering to each other while the rest of the students were talking, I looked over, and told them that it's really hard to hear when others are talking at the same time, but if they had something to share, I'd love for them to contribute. Silence. The second time, I just looked over and said "GUYS". Silence. I told them to get into groups of 4, so that they could help each other form "researchable" questions about their own topics of interest, and when they all came back together, their group was STILL talking (even though I'd put "C" into a group with others that she doesn't normally sit next to). I called their group out first, and asked each of them by name what their research topics were. Of the four, I received 3 serious responses, and one "ummm... I'm not interested in anything."
I wanted to say something snarky, but I just said, "alright, you keep thinking on it, and we'll come back to you." I went around the class; everyone had a topic that was nearly researchable, and we worked as a class on those topics which were a bit too broad to cover in 7 pages. All the while, "C" was whispering back and forth with her neighboring student, and I'd have to look over at her and ask her to stop talking. After the rest of the students were satisfied with their topic choices, I looked again at "C," and asked if she had a topic.
"ummm... the illuminati."
...
I said it would be interesting, but it's a bit broad, so I asked her why she chose that topic and what she wanted to know about it.
...
"ummm.... " she seemed to draw the 'm' out as long as possible before she smiled, shrugged, and said, "dunno."
...
"Alright," I said (and shrugged), "If you don't care about your own work, I suppose I shouldn't worry about it either." Then I looked away, dismissed the class, so that they could use the remaining class time to work in the library, and started packing up my things.
The first time they were whispering to each other while the rest of the students were talking, I looked over, and told them that it's really hard to hear when others are talking at the same time, but if they had something to share, I'd love for them to contribute. Silence. The second time, I just looked over and said "GUYS". Silence. I told them to get into groups of 4, so that they could help each other form "researchable" questions about their own topics of interest, and when they all came back together, their group was STILL talking (even though I'd put "C" into a group with others that she doesn't normally sit next to). I called their group out first, and asked each of them by name what their research topics were. Of the four, I received 3 serious responses, and one "ummm... I'm not interested in anything."
I wanted to say something snarky, but I just said, "alright, you keep thinking on it, and we'll come back to you." I went around the class; everyone had a topic that was nearly researchable, and we worked as a class on those topics which were a bit too broad to cover in 7 pages. All the while, "C" was whispering back and forth with her neighboring student, and I'd have to look over at her and ask her to stop talking. After the rest of the students were satisfied with their topic choices, I looked again at "C," and asked if she had a topic.
"ummm... the illuminati."
...
I said it would be interesting, but it's a bit broad, so I asked her why she chose that topic and what she wanted to know about it.
...
"ummm.... " she seemed to draw the 'm' out as long as possible before she smiled, shrugged, and said, "dunno."
...
"Alright," I said (and shrugged), "If you don't care about your own work, I suppose I shouldn't worry about it either." Then I looked away, dismissed the class, so that they could use the remaining class time to work in the library, and started packing up my things.
Thursday, February 2, 2012
Success :)
What to say about today...
I gave them the paper to read over and critique on their own for 10 minutes, and then asked if they'd like to work in small groups first, or skip to a larger group conversation. "I get shy!" my sometimes-too-talkative, but wonderfully-insightful, student whispered, so they went to small groups first for 5 minutes.
While they discussed their findings, I wrote up group discussion questions on the board: followed by "How? Where? Suggestions for revision?"
a) Does this paper address the prompt?
b) Are the author's ideas fully developed?
c) Does the author use source material for support?
d) What draft do you think this excerpt came from?
Once my students came out of small groups, we formed a circle, I put a platter of brownies in the middle (one student scooted his chair to the middle, grabbed the platter, scooted back to his place in the circle, took a brownie, and then passed the plate), we laughed, and then broke into discussion.
They were quiet at first, but after a few students had offered their initial observations (how the title doesn't relate; what they would expect from such a title; how the student could have tied it back in; etc., etc.), they started to offer more commentary. It took my asking them 3-4 times what they might have done different, or how they could correct an issue before they stopped offering critiques alone and started offering their critique along with a suggestion for revision.
Ahhhhh.... It was nice.
Conversation kept up for about 40 minutes, and when it seemed to be coming to a close, I posted my final question on the board:
e) Can you apply your critique of this paper to your own paper?
I had them take out their drafts/outlines/etc., etc. and critique their own papers. Most of the students seemed to be working diligently. A couple laughed over areas in their papers that needed work, but "still weren't as bad as that chick's"; however, there still seemed to be a general silence coming from the two girls who hadn't participated on Tuesday, as well as one of the guys who was absent. (He actually came into class, sat down for the critique, and as soon as I asked my final question, he got up, and walked out - leaving his bookbag and notebook in his seat... as far as I know, it's still there. He didn't return before I left the class at 11:20.)
I told my students to be sure to write their comments on their drafts to take home with them, but I also had them turn in a short critique of their work to me, so that I can see what they're picking up on. I told them that once they were finished writing the critique, they were free to go. My last student left class at 11:18. WOW. I didn't think they'd leave quite so early, but can you guess who were the first to leave? ...
I don't like having a negative attitude towards my students, but I've made myself available to discuss the paper, and whatever else they might want to talk about in the class, and three of them, in particular, aren't reciprocating the effort. I can't help them if they don't want helped, so I'm praying that they take the extra time I gave them, and use it wisely.
I'm glancing over the critiques they've written about themselves, and I've noticed that all of my students wrote in bullet points, (which explains why they finished so quickly) and the most popular comments seem to be:
I gave them the paper to read over and critique on their own for 10 minutes, and then asked if they'd like to work in small groups first, or skip to a larger group conversation. "I get shy!" my sometimes-too-talkative, but wonderfully-insightful, student whispered, so they went to small groups first for 5 minutes.
While they discussed their findings, I wrote up group discussion questions on the board: followed by "How? Where? Suggestions for revision?"
a) Does this paper address the prompt?
b) Are the author's ideas fully developed?
c) Does the author use source material for support?
d) What draft do you think this excerpt came from?
Once my students came out of small groups, we formed a circle, I put a platter of brownies in the middle (one student scooted his chair to the middle, grabbed the platter, scooted back to his place in the circle, took a brownie, and then passed the plate), we laughed, and then broke into discussion.
They were quiet at first, but after a few students had offered their initial observations (how the title doesn't relate; what they would expect from such a title; how the student could have tied it back in; etc., etc.), they started to offer more commentary. It took my asking them 3-4 times what they might have done different, or how they could correct an issue before they stopped offering critiques alone and started offering their critique along with a suggestion for revision.
Ahhhhh.... It was nice.
Conversation kept up for about 40 minutes, and when it seemed to be coming to a close, I posted my final question on the board:
e) Can you apply your critique of this paper to your own paper?
I had them take out their drafts/outlines/etc., etc. and critique their own papers. Most of the students seemed to be working diligently. A couple laughed over areas in their papers that needed work, but "still weren't as bad as that chick's"; however, there still seemed to be a general silence coming from the two girls who hadn't participated on Tuesday, as well as one of the guys who was absent. (He actually came into class, sat down for the critique, and as soon as I asked my final question, he got up, and walked out - leaving his bookbag and notebook in his seat... as far as I know, it's still there. He didn't return before I left the class at 11:20.)
I told my students to be sure to write their comments on their drafts to take home with them, but I also had them turn in a short critique of their work to me, so that I can see what they're picking up on. I told them that once they were finished writing the critique, they were free to go. My last student left class at 11:18. WOW. I didn't think they'd leave quite so early, but can you guess who were the first to leave? ...
I don't like having a negative attitude towards my students, but I've made myself available to discuss the paper, and whatever else they might want to talk about in the class, and three of them, in particular, aren't reciprocating the effort. I can't help them if they don't want helped, so I'm praying that they take the extra time I gave them, and use it wisely.
I'm glancing over the critiques they've written about themselves, and I've noticed that all of my students wrote in bullet points, (which explains why they finished so quickly) and the most popular comments seem to be:
- I address the prompt from the beginning, but I'm a little too broad/ambiguous
- I chose nice quotes to use, but I don't work with them/analyze them enough.
- I have nice "quote sandwiches," but my ideas don't really relate from paragraph to paragraph.
- I don't think that I've developed a strong enough connection between the two sources I'm using.
- I like my paper, but it doesn't address the prompt.
I Cringed Just Copying and Pasting it In...
I, intentionally, wrote the first page to a paper that is DREADFUL for my students to read and dissect in-class tomorrow... It's painful to look at, and took me much longer than I thought it would to write because I had to keep eliminating/changing information to muck things up.
My goals:
a) For them to recognize whether or not the paper addresses the prompt.
b) For them to recognize the need to fully develop ideas, and to be able to see where expansion is needed in this particular work.
c) For them to look at the awful use of these quotes, and recognize the need to choose and use to the author's advantage, and then also to re-work how the quotes have been integrated.
d) For them to acknowledge the need to edit/revise before final submissions.
e) For them to be able to apply their critiques of this piece to their own papers before they turn them in next Thursday!
I aim to approach the paper first by giving it to them to look at and critique, and then opening it up to class discussion about what they're seeing in it, and how it might be improved upon. It's an organizational/grammatical mess, and it doesn't quite live up to the prompt, so there's plenty of stuff for them to comment on before I ask them if they see any similar issues in their own papers. : )
Enjoy.
The prompt: I had written a clearer prompt, but had accidentally left it at home the morning I'd planned to give it to them. In my haste, and total embarrassment, I re-wrote the following prompt before class, and, sense this is the one they received, it's the one you get too!
Background:
In class, we've been breaking down, both, Harris' text, Re-Writing and Schlosser's text, Fast Food Nation: The Dark Side of the All-American Meal. We've looked at what Harris has deemed necessary for each "re-writer" to do, and that is to be both "generous" and "assertive" with one's resources (25). We've done some work as a class closely breaking down texts, and now it's your turn to branch off on your own!
Assignment: 3-5 pages, Times New Roman 12pt font, MLA format
Choose a piece of reading from Schlosser that we haven't covered in class (to be "fair," be sure to read a full subheading), and, using Harris to support your claims, decide whether or not Schlosser, as a successful author, plays by Harris' rules. What are the implications of his actions if he does? If he doesn't?
To do this, you must:
DREADFUL EXAMPLE PAPER PAGE 1:
My goals:
a) For them to recognize whether or not the paper addresses the prompt.
b) For them to recognize the need to fully develop ideas, and to be able to see where expansion is needed in this particular work.
c) For them to look at the awful use of these quotes, and recognize the need to choose and use to the author's advantage, and then also to re-work how the quotes have been integrated.
d) For them to acknowledge the need to edit/revise before final submissions.
e) For them to be able to apply their critiques of this piece to their own papers before they turn them in next Thursday!
I aim to approach the paper first by giving it to them to look at and critique, and then opening it up to class discussion about what they're seeing in it, and how it might be improved upon. It's an organizational/grammatical mess, and it doesn't quite live up to the prompt, so there's plenty of stuff for them to comment on before I ask them if they see any similar issues in their own papers. : )
Enjoy.
The prompt: I had written a clearer prompt, but had accidentally left it at home the morning I'd planned to give it to them. In my haste, and total embarrassment, I re-wrote the following prompt before class, and, sense this is the one they received, it's the one you get too!
Background:
In class, we've been breaking down, both, Harris' text, Re-Writing and Schlosser's text, Fast Food Nation: The Dark Side of the All-American Meal. We've looked at what Harris has deemed necessary for each "re-writer" to do, and that is to be both "generous" and "assertive" with one's resources (25). We've done some work as a class closely breaking down texts, and now it's your turn to branch off on your own!
Assignment: 3-5 pages, Times New Roman 12pt font, MLA format
Choose a piece of reading from Schlosser that we haven't covered in class (to be "fair," be sure to read a full subheading), and, using Harris to support your claims, decide whether or not Schlosser, as a successful author, plays by Harris' rules. What are the implications of his actions if he does? If he doesn't?
To do this, you must:
- Paraphrase, summarize, and quote from each of the two texts to provide evidence/support, and cite them properly. Remember to use only quotes that you want to work with; lest they simply take up room on your page, and points off your paper.
- Just as we did in class, it may be helpful to start by looking at the references Schlosser uses in your chosen subheading. Make a list of the quotes that he inserts, what sort of quotes they are, who they come from, and look at how he uses them.
- Choose the quotes/resources that stand out most to you, and work with those.
DREADFUL EXAMPLE PAPER PAGE 1:
Jane Doe
English 107
Prof. Johnson
November 8, 2011
G-R-O-S-S Spells Fast Food Nation!
Eric Schlosser’s award-winning book, Fast Food Nation, isn’t generous, but he is assertive. In chapter 2, Schlosser discusses the evils of advertisement campaigns designed with kids in mind, and Schlosser’s subheading, “mcteachers and coke dudes,” specifically discusses advertising to children on school campuses. In this subheading, Schlosser’s treatment of his sources almost seems more like he’s “coming to terms” with the fast food agenda than he is “forwarding” his own agenda (Harris 15; 37).
Schlosser started by delving into the history of Dan DeRose, the “president of DD Marketing, Inc., of Pueblo, Colorado” (51). By using such an influential source, Schlosser is able to come off as sounding like he has done good research. He does it again when he uses a quote from “a top [McDonald’s] executive” on page 54. So technically, he’s “authorizing” by “invoke the expertise or status of another writer to support your own thinking” (Harris 39).
Schlossr also uses a studie called “Liquid Candy” that “describes who is not benefiting from the beverage industry’s latest marketing efforts: the nation’s children” (54). By doing this, he is “authorizing” by using a study which “illustring” because that’s “when you look to other texta for examples of a point you want to make” (Harris 39).
One pattern I’ve found in Schlosser’s work is that he doesn’t use “in-text quotes” in a way that makes him seem that he is an author with an agenda; rather he uses them in such a way that makes him seem more like he’s coming to terms with the fast-food industry (Harris 29). For example, he makes sure that the audience will see the quotes, but that they’ll also understand that Schlosser isn’t the one who said them because the quote was “declared a member of the San Francisco Board of Education” (Schlosser 55). Because Schlosser’s the author, he of course, made the decision to use that quote, and is just as much at fault for it, but seems to be making all of these other people seem to be more assertive than he is. In doing so, he downplays his role, and makes the information
Wednesday, February 1, 2012
"Professor, could you rephrase the prompt?"
Yesterday was mostly set aside for workshopping the students' papers. Just over half of the class (about 15 students) brought the amount of copies they were supposed to bring; five students brought one copy; two students didn't show up; two students brought outlines; and 2 students brought nothing.
Those who brought three copies got into groups of three; those who brought one copy worked nicely together, and asked lots of questions for clarity; those who brought outlines held discussion, asked me questions, and drafted while in-class; and those who brought nothing, and asked nothing (until I walked up to them), DID NOTHING.
When I noticed that they weren't doing anything but whispering back and forth to one another, I approached them, and asked them what sections they were writing their papers on; they hadn't decided, so I suggested looking at the Content page, and asked them which chapter they thought might be most interesting to work with, and they said they weren't sure... Was this a test? Yes, I thought it was. I asked if I could help in any way to make anything clearer, they made no sudden movements to suggest that they would answer, and so I shrugged and turned to walk away. That's when I heard it:
"Professor, could you rephrase the prompt?"
Ah, the problem isn't laziness, it's my not being clear enough. I felt horrible, so I asked them which part they were having trouble with, and then they looked at each other quickly before looking at me again:
"all of it" one of them said. All of it? ... All? I was going to ask a question (I don't even know what. I was so dumbfounded, but felt I should ask a question at such a moment as that) when one of the students asked "What is 'coming to terms'?" and the other followed with, "and what is 'forwarding'?"...
I reiterated what we'd been talking about in class, brought up the examples we'd discussed, and asked them to open up their all-too-clean Harris texts, and then it came out:
"Oh, well, I haven't done the reading."
...
"Me neither."
...
*face-palm*
I looked over the prompt with them again quickly, pointed out that they would need to use each of the two texts in order to write the essay, and then suggested that they take the time they had to get going on it.
I later saw my two students up in the WC and overheard them asking the tutors the same questions they asked me...
I'm not looking forward to reading their papers. I felt bad about their not understanding... until they told me (and so flippantly, too) that they just hadn't done the work.
Those who brought three copies got into groups of three; those who brought one copy worked nicely together, and asked lots of questions for clarity; those who brought outlines held discussion, asked me questions, and drafted while in-class; and those who brought nothing, and asked nothing (until I walked up to them), DID NOTHING.
When I noticed that they weren't doing anything but whispering back and forth to one another, I approached them, and asked them what sections they were writing their papers on; they hadn't decided, so I suggested looking at the Content page, and asked them which chapter they thought might be most interesting to work with, and they said they weren't sure... Was this a test? Yes, I thought it was. I asked if I could help in any way to make anything clearer, they made no sudden movements to suggest that they would answer, and so I shrugged and turned to walk away. That's when I heard it:
"Professor, could you rephrase the prompt?"
Ah, the problem isn't laziness, it's my not being clear enough. I felt horrible, so I asked them which part they were having trouble with, and then they looked at each other quickly before looking at me again:
"all of it" one of them said. All of it? ... All? I was going to ask a question (I don't even know what. I was so dumbfounded, but felt I should ask a question at such a moment as that) when one of the students asked "What is 'coming to terms'?" and the other followed with, "and what is 'forwarding'?"...
I reiterated what we'd been talking about in class, brought up the examples we'd discussed, and asked them to open up their all-too-clean Harris texts, and then it came out:
"Oh, well, I haven't done the reading."
...
"Me neither."
...
I looked over the prompt with them again quickly, pointed out that they would need to use each of the two texts in order to write the essay, and then suggested that they take the time they had to get going on it.
I later saw my two students up in the WC and overheard them asking the tutors the same questions they asked me...
I'm not looking forward to reading their papers. I felt bad about their not understanding... until they told me (and so flippantly, too) that they just hadn't done the work.
Thursday, January 26, 2012
End of Week 3...
This quarter seems to be going so quickly! I gave my students their prompt today (which, I admit, I wrote on the fly this morning). I had planned on having them do a similar essay 1 to last quarter's, but the class dynamic isn't the same. These students are working a lot closer with the text in their journals (a lot sooner than last quarters' students were, anyways), and I wanted to give them an assignment that would encourage that. They've been discussing how to be both generous and assertive in class, and today, in preparation for their using quotes in their paper, we applied being generous and assertive to making "quote sandwiches" in student papers.
I'm excited for their papers to start. Rough drafts are due on Tuesday, we'll hold workshop, and then papers will be due the following Tuesday. Their assignment, then, is to work closely with a section of Schlosser that we haven't read in class, and examine what sort of sources he uses, and how he uses them. Is he both generous and assertive with the texts? What are the implications being made if he is? If he isn't?
I'm excited for their papers to start. Rough drafts are due on Tuesday, we'll hold workshop, and then papers will be due the following Tuesday. Their assignment, then, is to work closely with a section of Schlosser that we haven't read in class, and examine what sort of sources he uses, and how he uses them. Is he both generous and assertive with the texts? What are the implications being made if he is? If he isn't?
Tuesday, January 17, 2012
Day 3: week 2.
Today, we discussed "intertextuality" and how the word meaning differs depending on which discipline is using it, "Coming to Terms" with a text, why it's important to use language that is both "generous" and "assertive," using quotes to support or make a point, and MLA formatting (Harris 25). WHEW!
They don't care for the Harris text because they feel that it's like every other reader they've read in high school, but I told them that if they read it and can apply the strategies in it to create an argument against reading the book, I won't use the book again the next time that I choose a text.
When discussing "coming to terms," I asked them how important it might be to use terminology which best "creates" meaning for the intended audience (their answer: "very," "extremely," and "ummm... Soooo important?"). Why? We discussed how a person's past experiences and knowledge affect the way they perceive certain words/phrases. (for example, I asked them what the title "Mrs. Johnson" means, and explained why it doesn't apply to me - because, besides the fact that I'm not married, that woman's distinguished characteristics don't apply to me, and so the word holds no meaning in relation to me). After, I had them dissect a few other common words which are taken for granted, and they volunteered what was at stake when coming to terms with others' work: the risk of looking/sounding offensive/uneducated.
As far as quotes went, their discussion ranged from the author's credibility, to visual rhetoric (which, I just realized I forgot to name, but they gave all of the characteristics of it, and we'll go more into it on Thursday).
We covered the basics of MLA, went over the Purdue and Hacker websites so that they are aware of HOW to find proper formatting for their future works cited, and then I made them sing the MLA song... which most of them loved, while a few thought it was beneficial, but didn't quite appreciate being made to sing in English class; however, ALL of them sang the song as they worked when I made them create a citation for Harris' text...Booyah.
Overall, today was good; I let them out 5 minutes early (instead of the 10 everyone hopes for). I'm still getting used to the T/R schedule. I feel a bit rushed to get the information out because I want to be able to effectively discuss it all in the time that we have, but my goal this week is to find my balance.
They don't care for the Harris text because they feel that it's like every other reader they've read in high school, but I told them that if they read it and can apply the strategies in it to create an argument against reading the book, I won't use the book again the next time that I choose a text.
When discussing "coming to terms," I asked them how important it might be to use terminology which best "creates" meaning for the intended audience (their answer: "very," "extremely," and "ummm... Soooo important?"). Why? We discussed how a person's past experiences and knowledge affect the way they perceive certain words/phrases. (for example, I asked them what the title "Mrs. Johnson" means, and explained why it doesn't apply to me - because, besides the fact that I'm not married, that woman's distinguished characteristics don't apply to me, and so the word holds no meaning in relation to me). After, I had them dissect a few other common words which are taken for granted, and they volunteered what was at stake when coming to terms with others' work: the risk of looking/sounding offensive/uneducated.
As far as quotes went, their discussion ranged from the author's credibility, to visual rhetoric (which, I just realized I forgot to name, but they gave all of the characteristics of it, and we'll go more into it on Thursday).
We covered the basics of MLA, went over the Purdue and Hacker websites so that they are aware of HOW to find proper formatting for their future works cited, and then I made them sing the MLA song... which most of them loved, while a few thought it was beneficial, but didn't quite appreciate being made to sing in English class; however, ALL of them sang the song as they worked when I made them create a citation for Harris' text...Booyah.
Overall, today was good; I let them out 5 minutes early (instead of the 10 everyone hopes for). I'm still getting used to the T/R schedule. I feel a bit rushed to get the information out because I want to be able to effectively discuss it all in the time that we have, but my goal this week is to find my balance.
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