There’s a lot to be said about the Angel Lee Duckwork’s “The Key to Success? Grit” TED talk (http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en). Summarize the video and suggest ways to develop grit–for yourself and others. Post your summary memo as a comment to this blog post.
Category Archives: Readings
Reading/Viewing: Mellody Hobson, “Color Blind or Color Brave?
During the first ten minutes of class, write your summary of today’s viewing: Mellody Hobson, “Color Blind or Color Brave?,” https://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave?language=en. In your response, you might find out who Mellody Hobson is. What is her argument in the video? What distinction does she make between “color blind” and “color brave?”
Reading/Viewing: Nigel Marsh, “How to Make Work-Life Balance Work”
During the first ten minutes of class, write a summary memo of today’s viewing: Nigel Marsh, “How to Make Work-Life Balance Work,” http://www.ted.com/talks/nigel_marsh_how_to_make_work_life_balance_work?language=en. Also, how do you balance your work-school-life? What areas do you need to work on more? What strategies would you like to try out based on the video and other sources?
Viewings: Colantuono and Achor
For today’s class, you should have watched these two workplace-related TED talks:
Susan Colantuono, “The Career Advice You Probably Didn’t Get,” http://www.ted.com/talks/susan_colantuono_the_career_advice_you_probably_didn_t_get?language=en
Shawn Achor, “The Happy Secret to Better Work,” http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work?language=en
During the first ten minutes of class, write a summary memo that briefly identifies the speakers of these two talks, their respective arguments, and relevant supporting evidence each provides. Post your memo as a comment to this blog entry.
Project 2 Studio Day, Post Meeting Minutes Here at End of Class
During today’s class, we will begin with a few announcements. Afterwards, each team should use the remaining time to do work on Project 2.
Remember to ask me if you have any questions and refer to the Project 2 assignment sheet linked above for specific details about the assignment’s requirements. Also, refer to pages 433-484 of Writing That Works for information on proposals and specifically pages 452-457 for an example of an internal proposal, which closely matches our purposes to propose a solution to an internal issue identified at City Tech.
Remember to have one person keep meeting minutes today, and everyone in the team should post a copy of Monday’s and today’s meeting minutes as a comment to this blog entry (one comment includes minutes for both days).
There is no beginning of class writing assignment today.
Reading: Writing That Works, Ch 15, “Writing for the Web: Rhetorical Principles for a Diverse Medium.”
During the first ten minutes of today’s class, write a summary memo of Writing That Works, Ch 15, “Writing for the Web: Rhetorical Principles for a Diverse Medium.” Also, write something about your own experiences writing online and how different sites, services, or spaces demand a different kind of writing from you. Save your work on Google Drive or elsewhere, and post a copy as a comment to this blog entry.
Reading: Writing That Works, Ch 13, “Writing Proposals”
You’re probably thinking why didn’t we read this earlier in the Project 2 process. On the one hand, you’re completely justified in thinking that. However, I wanted you to focus on your identified problem and proposed solution before thinking about the overall structure of how to put a proposal together. Use this chapter as a guide in addition to the information that I provided on the Project 2 assignment sheet.
During the first ten minutes of class, write a summary memo of your reading of Writing That Works, Ch 13, “Writing Proposals.”
Reading: Writing That Works, Ch 12, “Writing Instructions.”
Welcome back from spring recess!
Now, it’s time to get back to work and complete the semester with a strong finish!
During the first ten minutes of class, write a summary memo of your reading from Writing That Works, Ch 12, “Writing Instructions.” If you have time, write about the kinds of instructions that you have used that were effective and the kinds of instructions that you have you used that were not effective.
Reading: Writing That Works, Ch 11, Writing Formal Reports
During the first ten minutes of class, write a summary memo of today’s reading: Writing That Works, Ch 11, Writing Formal Reports. Post your summary memo as a comment to this entry.
Reading: Writing That Works, Ch 10, “Writing Informal Reports”
During the first ten minutes of class, write a summary memo on Writing That Works, Ch 10, “Writing Informal Reports.” Some questions to guide your responses: What are informal reports? What kinds of information should you include in each different kind of report? What is a critical practice for any kind of report–formal or informal?
