6:15-6:20

7:35-7:40

Come in, sit down. Get out your ID and pick up a laptop, please. Boot it up. If you have problems with your laptop, remember that extra batteries are available (come get me and I’ll help you find them) or simply get another PC.

While you are waiting for class to start, feel free to visit some sites that explain and/or provide insight into the Day of Silence and a response event, the Day of Truth:

www.dayofsilence.org http://www.alliancedefensefund.org/actions/Default.aspx?mid=410&cid=3308

And a parent's blog: http://blogcritics.org/archives/2005/04/13/070227.php

6:20

7:40

Go to http://myscsu.southernct.edu. Login (on left).

On the top, you’ll see “My Courses.”

Click on that, and under “Courses I’m Attending,” select Composition II.

Under “Course Tools,” you will see “Course Chat.” Click on that link.

A chat window will open. Note where the text appears (top left box), where everyone else in the room appears (top/side right box), and where you type questions and responses (bottom box)

Online Chat about Reverberations and Metaphors Readings

Reading Texts:

Jeanette Winterson. “Vintage Living Texts” · Flavio Risech: "Political and Cultural Cross-Dressing "

Carmen Vazquez: "Appearances" · Robert McRuer: "Composing Bodies " · Connie Monson and Jacqueline Rhodes: "Risking Queer "

Consider:

What brings these texts together? (common themes, images, concepts)

What do you think they mean? How are they different from other readings?

How did you consider the writings on Queer Theory?

What do these readings mean in the context of this course?

What about concepts of completion or composition?

6:50

8:10

Essay II Workshop.

Assuming you have your draft (as assigned) (if you don’t, read end of this section):

Open your essay in progress in MS Word.

Stand up, and move to the person-less laptop (with on-screen essay in progress) two spaces to your left.

Have a seat J.

1. Click on file-> Save As-> and add WS-YourInitials to the document name just before the .doc.

For example: My initials are ALB. If the file was originally named EngEss1.doc, I would save as EngEss1WS-ALB.doc

2. Click on Tools--> Track Changes (Ctrl-Sh-E). The Reviewing Toolbar should appear. Make sure it reads "Final Showing Markup." If it doesn't, click on the menu to select it (it is one of many options).

Click on "Show" to verify that Comments, Insertions and Deletions, and Formatting will show.

3. To make comments, place the cursor to the area that you want to comment on (or highlight a range of text, if you want to comment upon a particular sentence or phrase), and either:

Insert->Comment on the main toolbar or from the Reviewing Toolbar click on [New Comment]

a red comment box will appear that connects to the text you highlighted. Type your comment.

4. To delete or correct text or punctuation, simply type in the correction. Your changes will be noted in the document with red italics, and the red comment box to the right will show what was originally within the document.

First Impressions

Read the first paragraph of the paper.

· From the thesis, what is the "argument" or purpose for this essay? What are the main components of this argument/claim? Based on the thesis, in what order will the writer develop the essay? Does this order seem effective? Are you at all confused by the phrasing or intent of this essay?

· Remember, for this course, a thesis should be one sentence that indicates the topic, the commentary (e.g., the point to be proven or particular perspectives that will be explored), and the order of the essay (the main points of the analysis or "landmarks" in your essay).

· Even if you think that the thesis is "good," how do you think it could be made better?

· How does the introductory paragraph function? Does it engage your interest? Does it entice you to read more of the essay? Does it provide important or necessary information?

· Remember, the introduction is not simply supposed to be filler words around a thesis; it's supposed to be an invitation that the reader would want to accept.

· Quickly skim the body paragraphs of the essay.

o Does the first sentence of each paragraph clearly indicate the topic of that paragraph?

o Do the topic sentences appear to reflect back to the content of the thesis?

· Read the conclusion, then read the introduction once more. Does the conclusion merely restate the thesis, or does it add a new dimension to the topic? Does it reflect critical thinking, or does it digress into cliches or general, "blandisms"? Even if you think that the conclusion is "good," how do you think it could be made better?

Development (Organization & Support)

Read the essay again.

· Can you determine a logical progression of ideas? Why or why not? Does it seem that some points are being repeated or assumed?

· What suggestions might you make to the writer to make the organization more effective?

· Do the paragraphs read like a "grocery list" of proofs? (If the paragraphs or sections do read as such, when was the last time you looked forward to reading a grocery list?)

· How well does the writer support his or her claims?

· If the writer used other sources, is quotation/ paraphrasing/ summarizing pertinent, or is it "filler"?

o Could the writer have made better use of his or her sources? Why or why not?

o Are the sources appropriate for college writing?

o Is it clear what the writer is citing and what constitutes his or her original scholarship (this is very important!)? Does the writer use clear signal phrases to introduce each source?

· Are you confused by any of the "connections" made in the paper? Why or why not?

· Ultimately, does the writer fulfill the promise that he or she made in the thesis (keep this in mind not only for the topic and the commentary, but the order as well)?

Style

· Does the phrasing appear artificial, mechanical, "boring," or awkward?

· Is the writer's vocabulary precise and suitable for college writing?

· Does the writer use slang (which, unless quoting a source, is inappropriate)?

· Generally, how effective are the writer's methods in these regards? What suggestions might you make to the writer?

5. Write a final note at the end of the essay (as a comment) with a general response. Please note your first name.

6. Once you've completed all of your notes, click the Acrobat PDF Icon

7. Save the file to the desktop. (check the desktop to make sure the file you just workshopped is there!)

8. Stand up. See who else might be standing up. Switch off with that person. (you should review at least two other essays during class; you may read more)

No Draft? While you will miss out on full credit for participation today, you have two choices:

One: If you’re having a real problem with your essay, contact me via the chat and let me know what’s going on.

Two: If you’re just not prepared, you may use the session to draft and research. Email me a copy of your in-class work at the end of class (beaudina1@southernct.edu)

7:20

8:40

• Return to “your” laptop. Now you will need to save the files for yourself as well as email a copy of all the drafts (with comments) to me. To do this:
• Return to MySCSU (you may have to login again)
• Click on Email
• Click on Compose
• Under “to” enter the email address to which you want your commented drafts to go
• Under “CC” enter my email: beaudina1@southernct.edu
• Under “Subject” Please put something appropriate (like “Essay II WS Drafts for June Roberts”)
• Click on “attach” (bottom left button)
• Click on “browse”
• Click on “desktop”
• Select the first file you want to attach
• Click “Open”
• Click “attach” (number 2—if you don’t do it, you won’t attach the file)
• Wait until the file appears in the box on the right
• Repeat as necessary for all drafts
• When you’ve attached all of the files that you need, Click the “ok” on the bottom right-ish side
• Click “send” (bottom right)

Great!

• Now shut down the PC (don’t just log off!)
• Put the laptop back (making sure, of course, that the ID is showing and that it’s plugged in).
• Check to see if you have any papers to pick up

Have a good night and thank you.