Unit 1 Announcements Archive

These are all the posts from the Announcements page since the beginning of the term. Most of them are for Unit 1.

Post-class session, Wed Sept 23:

I hope all of that helped give you confidence to leave positive and helpful notes for each other. Here’s a recap of what’s due:

1. Finish your Education/Literacy Narrative. I’ll be leaving my notes by EOD Thursday (if not before).
2. Add the 100-word Reviewers Memo (note to your Workshop members) on the bottom of the draft.
3. Format it according to MLA (owl.purdue.edu).
4. Go to the class Google Drive.
5. Find the Education/Literacy Narrative folder. Click on it
6. Find the Group folder with your name on it. Click on it
7. Upload your draft using the big NEW button on the left.
8. When you’re ready to comment on somebody else’s draft, if they’re uploaded a Word Doc, use the Open With button to open with Google Docs.
9. Make comments in the margins, or highlight things in the draft itself. Think about what we did with the DePeter practice activity as well as the other suggestions for comments here on the Announcements page.
10. Leave a longer comment at the very end (either in Comment or at the bottom of the draft) according to the instructions here on the Announcements page.

• No class on Monday.
• Class on Tuesday is sort of optional (mostly for questions).
• Class Wednesday we begin Unit 2. And all that information is below.

DM me or email me with questions.

For this week – Sept 21-27 (and beyond to Sept 30 and the end of Unit 1!)

Ongoing… right now you’re leaving comments on a couple of other people’s LN Drafts (and then going back to see what people left for you and responding to that) . So just keep doing with that — those comments are due Wed Sept 23. (And by the way, the things I’ve been reading are wonderful, lots of good stuff to work with, and I’ll be leaving comments myself starting Monday Sept 21.)

Class session Monday Sept 21: 

Remember that “Revision is…” prompt from a couple of weeks ago? Well, we’re going to revisit it and talk more about revision as an idea and as a practice.

Due by class Wed. Sept 23:

WRITE: Be sure to leave your comments on other people’s LN Drafts.

READ: Read Ron DePeter’s article “How to Write Meaningful Peer Response Praise” (we’ll be doing the two Practice Sessions [p.44-46] in class so you don’t have to do anything other than read the piece — it’s pretty short and kind of funny).

https://writingspaces.org/sites/default/files/depeter-write-meaningful-peer-response-praise.pdf

Class session Wednesday, Sept 23:

We’ll  talk about how to write a Reviewers Memo for the other members of your Google Drive folder workshop group.

We’ll also talk more about workshopping the drafts since you’ll be uploading them into the Google Drive folders by Sunday Sept 27.

Due by end of day Sunday, Sept 27:

POST: Draft of Education Narrative with Reviewer’s Memo on the bottom due in the Google Drive folder Unit 1 – Education Narrative in the Group folder with your name. The Reviewer’s Memo of 100 words or so should address these three things (remember: the Reviewers Memo is just tacked onto the bottom of your draft; it’s not a separate document):

1. This is what I intended to do: Here’s why I wrote it. What I hoped it would do. What I want people to take away from the piece.
2. This is how I feel about the project so far: how I think it’s going, what problems I’m having, what I think is working, and what I think I need help with, what I’m proud of, etc.
3. Here are other questions/issues I would like the reviewers to look at such as: what do you think is working? What is confusing? Do the Source entries address the things they should (author, audience, genre, etc.)? Have I mentioned or used something from the readings? If this were your essay, what would you do next?

WRITE: Once you get your draft posted, go ahead and start leaving comments for your workshop partners. Remembering what DePage says about positive peer response, do these two things to respond to your three peers’ Drafts:

1. If the paper is a Word doc, go ahead and use the Open With tab at the top to turn it into a Google Doc. It’s a whole lot easier to comment on a Google Doc than it is on a Word doc. 

2. Use the Comment feature in Google Docs to make comments as you go – things you really liked, places where you wanted to ask questions either about what they’re saying or what else you would like to know. Here are some prompts for the kinds of comments you can leave:

• I liked … because …
• I got this from reading your work:
• I found this part interesting … because…
• I got confused here … because…
• I wanted to know more about because…

3. At the very end, leave an overall comment where you include at least one key quote from their draft that stands out to you. It will be very important to pick an appropriate quotation to respond to — one that expands on your comment so that the writer can get a good idea what your comment meant.

These comments are due by end of day Wednesday, Sept 30.

**No Class session Monday Sept 28: CUNY says so.

***Class session Tuesday Sept 29: CUNY says we’re holding Monday on Tuesday this week.

We’ll mostly be checking in on how the Workshop process is coming along and troubleshooting problems. Consider it optional.

Class session Wednesday Sept 30:

We’re finishing up Unit 1 with a little in-class writing activity. And we’re also starting Unit 2. And I’ll start “grading” Unit 1 with Comments on the Google Doc in your Google Drive folders and “grades (with more comments)” in the OpenLab Grade Book.

Quick message:

I put the Genre Scavenger Hunt Google Docs into a new folder on the Drive. In class activities –> Genre Scavenger Hunt. Go look at some of the things people found; I guarantee you won’t be disappointed. (And how to use a paper towel… amazing!) I don’t care if it was annoying to do via Zoom — y’all found some cool stuff!

Changes!!!!

I’m revamping our schedule a little, so here’s what’s up for the next couple of weeks:

Monday, Sept 14  

10-11:40 class session. Genres and their conventions

Due by end of day Wednesday, 9/16:

READ: “Maybe I Could Save Myself by Writing” https://gen.medium.com/young-chicago-authors-maybe-i-could-save-myself-by-writing-poetry-latinx-teen-79752108d0b5

READ: “Tardy” by Lynda Barry.  https://jackshalom.net/2018/10/17/tardy/

WRITE: (Discussion Post) So far in this unit, we have read (and heard) five examples from the genre of the “education narrative.” Your first essay assignment in this class will be to write in this genre yourself. So for this discussion, I’d like us to have a conversation about what the features of this genre are. Please discuss some of the following:

• What, from what you’ve seen so far, are the “ingredients” (also known as “conventions”) of an education narrative?
• What do you think might be a place to get started with your own education narrative?
• What are your questions or concerns about writing an education narrative of your own?
• If you like, you can also feel free to share an educational experience you had and ask for feedback from your colleagues (and me) to see if we think that might be a solid place to begin writing.
• Title it “genre – your name” and use Category Unit 1.

 Wednesday, Sept 16  

10-11:40 class session. Conventions of the education/literacy narrative. Visualizing your story.

Due by end of day Sunday, Sept 20:

WRITE: Enough thinking. Now it’s time to write! For this post, write a “Shitty First Draft” of your idea for your Education/Literacy Narrative. It doesn’t have to be pretty. It doesn’t have to be good. It doesn’t have to have a beginning. In fact, it can be a lot of brainstorming…

So pick an experience — an event, an encounter with someone — or have an experience as part of it. And when you tell us that experience, remember that it does need to have a scene/story – something we can see, hear, feel, touch, and/or taste, just like we did in class on Wednesday Sept 16. Length about 250 words (although you can do more if you want).

Title it “LN Draft – your name” and use Category 1, tag is “LN Draft.”

WRITE: Once you get yours posted, you can start leaving comments for other people (questions, suggestions, etc.). Use the Search Course –> Tags –> LN –> SUBMIT to find them. You’ll need to do this for at least two of your classmates. They’ll be due Wed Sept 23 by the beginning of class. Here are some things you might leave in your Comments:

1. What really jumped out at you? Why?
2. Did the story make you feel like you were there with them? Was there a scene that drew you in? How did it do that?
3. What else do you want to know about the event or person? Why?

Monday, Sept 21  

10-11:40 class session. How to really do revision. What workshopping can do for us.

**If you haven’t started Commenting on two other people’s LN Drafts, you need to. They’re due by the beginning of class Wed. Sept 23. Again, here’s the kind of Comments you can leave: 

1. What really jumped out at you? Why?
2. Did the story make you feel like you were there with them? Was there a scene that drew you in? How did it do that?
3. What else do you want to know about the event or person? Why?

Wednesday, Sept 23  

10-11:40 class session. Writing a Reviewer’s Memo

Due by end of day Sunday, Sept 27:

POST: Draft of Education Narrative with Reviewer’s Memo on the bottom due in the Google Drive folder à Unit 1 – Education Narrative à Group folder with your name. The Reviewer’s Memo should address these three things (remember – the Reviewer’s Memo is just tacked onto the bottom of your draft; it’s not a separate document):

1. This is what I intended to do: Here’s why I wrote it. What I hoped it would do. What I want people to take away from the piece.
2. This is how I feel about the project so far: how I think it’s going, what problems I’m having, what I think is working, and what I think I need help with, what I’m proud of, etc.
3. Here are other questions/issues I would like the reviewers to look at such as: what do you think is working? What is confusing? Do the Source entries address the things they should (author, audience, genre, etc.)? Have I mentioned or used something from the readings? If this were your essay, what would you do next?

For Sept 9 – Sept 14

First… lots of good discussion today even with the technical difficulties (mostly mine but…).

I think things might be changing a little in terms of reading instruction (things like annotations and journals) from when Carillo first did her research and wrote this piece, at least based on what y’all were saying. But it’s still worth noting that we need to be aware of what’s outside the content of the text, and annotating is one way to do it.

Second… we’re going to be talking about the “conventions” or elements of these education/literacy narratives next week. So as you’re doing your assignments, think about what makes them all similar in a way as well as different.

Third… be sure to get your Common Core/Carillo posts done soon so you’re not having to rush around and try to catch up.

Fourth… text or email me with questions. And remember: the big assignment (your own education narrative) isn’t due until the 27th. So breathe… :-).

Here’s the assignment that’s due Sunday 9/13 EOD:

READ: “Mother Tongue” by Amy Tan: http://theessayexperiencefall2013.qwriting.qc.cuny.edu/files/2013/09/Mother-Tongue-by-Amy-Tan.pdf

While you are reading, fill out a “double entry journal” (DEJ).  How do you do this?  It’s pretty simple.

1. In the left hand column of the DEJ, write down four quotes that stick out to you for any reason as you’re reading— you can find them interesting, maddening, funny, whatever. Don’t forget the page number, if applicable.
2. When you’re done reading (or even as you’re reading), fill out the right hand column. That is, you respond to the quotes you chose.  Do you agree or disagree? Why or why not? Be specific! It’s okay to be as opinionated as you like. And remember this is just practice. No grading on content!
3. When you’re done, take a picture, create post with the title “Tan DEJ – your name” and add the image (Add Media), and post it using the category Unit 1. Tag is Tan DEJ.

 WATCH:

1. Jamila Lyiscott “3 Ways to Speak English”

Video: https://www.youtube.com/watch?v=Qn_mqVD_7XQ&feature=youtu.be

Here is the transcript– you may want to read along as you listen (it’s also in the Google Drive): https://www.deepcenter.org/deepcenter/wp-content/uploads/2017/08/three-ways-to-speak-english-by-jamila-lyiscott.pdf

2. Noel Quiñones “8 Confessions of My Tongue”

Video: https://remezcla.com/features/culture/8-confessions-of-my-tongue/

The discussion/sort of transcript is in the Google Drive, too.

While you’re reading and/or watching, have a piece of paper nearby– write down whatever words stick out to you. Doodle if you want. Just take whatever notes your mind wants to take!

WRITE: As a blog post  (at least 300 words) in which you write about your experience with various “Englishes.” In other words, how has your experience been similar to Lyiscott’s and/ or Tan’s and/or Lysicott’s, or even Hasan’s (“unlearning My Name”?  Please be specific and use at least one quote from any of these things in your response.  Title it “Englishes – your name” and use the Category Unit 1. Tag is Englishes.

See you all on Monday!

Quick comment…

…that little exercise we did in class after looking at the Langston Hughes poem is just that: an exercise. It’s not the Education Narrative assignment, and you don’t have to post it. Just tuck it away somewhere because you may want to use it later. But you may not!

Assignments and information for Wednesday, 9/9:

Remember: no class on Monday. It’s Labor Day. Stay safe!

If you want to talk about anything, like ideas you already have for the Unit 1 Education Narrative, either email me or text me on Slack.

If you haven’t posted anything yet,  now’s the time to catch up :-).

Due by end-of-day Wednesday 9/9

WRITE: Be sure to post your Time Capsule from the Introductory Activities assignments. Use Category Intro-Two.

GET TO KNOW: Look at your colleagues’ time capsules and Intro-One posts, and start a conversation!  Make at least two comments.  Kind comments only!

READ: p.135-153 of Carillo “Navigating This Perfect Storm:

https://openlab.citytech.cuny.edu/blaineng1101regularfa2020/files/2020/08/carillo-navigating-the-storm.pdf

You’re only reading part of this longer piece which is really meant for faculty, but the first pages talk about education and our “post-truth” world. She says that we’re teaching students to look only at the content and not at who wrote something or why it was written or even how it was written, and that can be dangerous. It’s not an easy piece, so to help you make sense of it do this: Please take out a piece of paper and a pen (or pencil) and have it beside you as you read.  Just write down whatever stands out to you from the text– jot down a few key words.  Doodle! Write a summary. Write a question. There are no right or wrong answers here.

WRITE:  Create a new Discussion post of at least 300 words discussing the following questions. You can also post the picture of your notes from the reading in this same post:

• In his article, Ellen Carillo worries that we’re creating students who don’t know why something was written and therefore they don’t care why it was written or why they’re even reading it. Is she right about that? How has your education influenced that – have you ever had to read not just for meaning but for context? What difference did it make or do you think it would make?
• She talks about Google-knowledge vs. understanding and talks about a study that shows reading online makes us better at one than at the other, and that’s not good. Is she right? Why?
• The section from p.146-153 talks about ways to help students be better readers. What experiences have you had with any of those tools – good, bad, or otherwise? What would you suggest?
• Title it “Common Core – your name” and use the Category Unit 1. The tag is “Common Core.”

Assignments for Wednesday, 9/2:

First I just wanted to say how much fun that was for me, even if it was kind of weird doing it all virtually. You’re a good class! And brave to jump in the way you did. I promise not to keep you so long in the future (if I can help it). But I’m really excited about this term. Great job!

So here are what’s up for Wednesday:

1. Writing is… (follow-up to in-class activity today 8/31).

• Create a new post.
• Title “Writing is – your name”
• Put your responses to the three prompts from class: Writing is… Revising is… English class is …
• Use Category Intro 2
• If you can (or want to) go down to Tags and add or find the tag “Writing is”
• Publish

2. Time Capsule (this is from Course Assignments –> Introductory Activities)

Create a new post and write a message to your end-of-the-semester self. In this time capsule, I want you to send a message to your end-of-the semester self about your goals, your hopes for the year, and maybe some pitfalls you feel you might be up against.  Please also think about how writing will help you achieve your future goals– not just for the end of the semester, but beyond.

One catch: it can’t be just writing– there have to be some images or sounds in there!  Whatever you think will help us get to know you and your experiences better. You can even make a video. Or record an audio file and link to it. Or draw something and upload the image. Whatever you want. Remember: we’re all about composing in the 21st century, so feel free to do what you think would be interesting for us to see/hear/learn about.

Title it “Time Capsule –your name” and use Category Intro 2, tag Capsule 1.

3. Housekeeping: Be sure to finish your housekeeping tasks: join Slack, do the Tech Survey, do the Intro 2 post on your name etc. See you Wednesday!

WELCOME TO THE CLASS!

UPDATE 8/30: If you’re new to the class, and never been here before, scroll on down below the horizontal line to see what you need to do…

If you’re not so new (of course, we’ve only been here since last Wednesday…), here’s what we’ve been doing so far:

1. Sending me an email with your preferred email address so I can send you a Slack invitation.
2. Doing the technology survey (which is below).
3. Writing your Intro-One post about your name and adding an image.

So… with that Intro-One post, I asked you for a word that describes how you’re feeling, right? If you’ll look at the right-hand widgets (along the right side), you’ll find a Word Cloud with all the words people have been using. It’s pretty small so you’ll have to open in a new window or something to see it, but it’s pretty interesting :-).

Tomorrow, Monday, Aug. 31 — We’re meeting in the Zoom Room a 10 am. If you haven’t looked at the Syllabus yet (it’s in the class Google Drive, the link to which is under Resources), take a look, make comments, ask questions, and we’ll talk about it. We’ll also talk about the Word Cloud, tech problems, what we believe about writing, what’s coming up, and anything else we can think of. Here’s the Zoom info: Meeting ID 814 9272 9851, password 459026, link: https://us02web.zoom.us/j/81492729851?pwd=UzI5MjY3enFVQVQyMDhWbnpLM3h1Zz09

See you tomorrow! Send me a text on Slack or an email if you have questions or problems.

ORIGINAL MESSAGE: I’m assuming that if you’re here, you’ve been to the Blackboard site (bye bye Blackboard) and have seen my Welcome video. Unfortunately, you’re going to have to put up with yet another video — this time I’ll walk you through this Open Lab site, show you where things are, and how to create a post. Once you’ve watched it, drop down and take a look at the Do a couple of things list.

Click on this link to get to the class intro/class site walkthrough: https://youtu.be/ojqgIJUyUU0

Do a couple of things:

1. Don’t forget to send me your email address for the invitation to join our Slack channel.
2. Fill out the technology survey that’s at the bottom of this post.
3. And this isn’t actually a do. It’s a know: I’m putting downloadable Word docs and pdfs in several places. Depending on whether you’re using Android or iOS or you’re on a PC or a Mac, one file type may be easier to read on your phone/tablet than the other; that’s why I’m attaching both.

AND THEN… 

Go to Course Assignments, click on Introductory Activities... and you can get started talking about who you are and how you feel about being in yet another online class!

Here’s the technology survey

— this will really help me figure out where everybody is and what issues you might be having.