Class Notes 12/12: Project #5 and Prep for Final

How do we read actively, with pen in hand?

  • look for words to look up
  • annotate each paragraph
    • to say what it’s about
    • to say what it’s doing
  • what are your thoughts–maybe paragraph by paragraph
  • write a summary
  • questions:
    • what questions do you have?
    • what questions could the final exam ask?
    • Question A: 1-names the title, author(s), short summary; 2-your task: agree or disagree with a specific claim from the reading; 3-write a thesis-driven essay; 4-use any evidence; 5-use evidence from the text [include at least one quotation and explain how it relates to your argument]
      • addresses the central argument of the reading
      • asks you to address that central argument as well
    • Question B: 1-names the title, author(s), short summary about a specific part of the text, not the whole. 2-elaborating on the point raised in sentence 1; 3-your task: write an essay about more general idea from your experience; 4-elaborating on the task; 5-use any evidence; 6-use a thesis, refer to the reading [include at least one quotation and explain how it relates to your argument]
      • more of you recalling your personal experience, less reliant on the text

In the exam, what do you do?

  • read the questions
  • decide which to answer
  • 5
  • reread text or notes or parts of the text
  • find evidence in the reading or from your experience
  • 10
  • notes or outline/organization plan
  • 15
  • then start writing
  • 30
  • re-read a lot
  • maybe pro0fread from the end to the beginning
  • make changes as needed
  • 15
  • done 🙂

Class Notes 11/5

Library session: What stands out from the library session on 10/31?

  • know the source
  • know how reliable the source can be
  • biased vs unbiased
  • sometimes we don’t get the information directly from the source
  • +sometimes information comes to us instead of us going to get it–we need to question it.
  • academic source–what is it, do we want to use it, why?
    • research article, from a research journal
    • usually written by professors, graduate students, other academic workers,  researchers at related or  non-academic institutions
  • questions about research as you’re doing Project #4 or any other work?
  • does the author get paid? does it matter?

Project #3 drafts:

  1. In one or two sentences, what is your Project #3 about?
  2. What claim or argument do you make? this is the So What of your project.
  3. what is the juxtaposition? what are the two elements you’re comparing?
  4. are you doing all the things that the Project #3 assignment asks for?
  5. when someone reads your draft or listens to you talk about your project, what do you want them to tell you?
    • what is the claim or argument (high order)
    • what stands out or is significant about the juxtaposition
    • does the claim or argument make sense (high order)
    • comparison details: enough, too  much, not enough?
    • make sure you quote 2 passages and incorporate them into your argument about your juxtaposition
    • questions that they want to know more about
    • grammar (low order)
    • sentence structure
    • vocabulary

Class Notes : working on Project #2 Drafts

Write one or two paragraphs in which you describe your avatar well enough that your readers need not look at it to know what it looks like, call attention to specific details in the image, and explain how the image represents you, specifically the you you’re representing in the interview.

About your partner’s draft:

what do you understand?

What do you want to know more about?

What would you add? remove?

What would you mod/steal/use for yourself?