Lesson Plans

can I insert music?

2005-08-31T16:31:00.000-05:00

Will this work?

5/2

2005-05-02T16:00:00.000-05:00

Syllabus:
AB for Research Project (min. 10 entries) Due. Creating your Research Project rough draft (bring in clusters/notes/outlines)

In Class:
Try out some of the research plans available via Bedford Researcher.
You may want to especially consider:

Developing Timeline (Note: Absolute latest to write and revise additional drafts [not first draft] is before class on 5/9; we will workshop your draft next Monday in class)
Invention Techniques
Consideration: Pyramid Power
Narrowing Your Topic Checklist
Selecting Roles Consistent with Your Purpose
Considering the TYPES of Questions you may need to ask
Testing your research question

For 5/4

Bring in working thesis and outline for final project

4/25

2005-04-25T15:49:00.000-05:00

Syllabus:

Research Project Proposal (500 words) Due. Research Project Annotated Bibliography (AB) Workshop. Considering types of sources and their value.

In Class:

Reading/Reviewing Workshop

One copy of RPP is to be handed in to me.
During class, you will read/review two other proposals (15 mins)
Is the project proposed analytical (it should be)?
*What appear to be the strengths of the proposed project?
...Has the writer identified these?
*What appear to be the weaknesses?
...Has the writer identified these?
***If so, are the writer's strategies to deal with these weaknesses adequate?
***If not, what might you suggest?
Is the proposed project original, creative, and/or interesting?
*Identify what is O/C/I, or suggest possible ways of framing the conversation so that it becomes O/C/I
Dystopia, Utopia, or Other?
*How well does the vision work as a strategy?
5 minutes to read/review others’ commentary

Annotated Bibliography Workshop

Assignment:

For Monday, 5/2, submit an Annotated Bibliography (10 entries or more) for your research project. AB should represent a range of resources.

Each AB entry is comprised of two parts: the citation (all of that MLA stuff we love so much) and the annotation (usually a BRIEF summary and analysis)
Each entry in the AB is listed in the same order as one would with a ‘regular’ (non-annotated) Works Cited (i.e., alphabetical)
Your AB should have an appropriate title that marks it as specific to your project and an Annotated Bibliography (e.g., “The Historical Foundations of Gay Pride: An Annotated Bibliography”)

For a sample entry, see SMH 14i (Keeping a Working Bibliography: Preparing Annotated Bibliographies [note Substantive/Evaluative Entry])

Popular magazines, personal home pages/ web sites, and general encyclopedias are generally unsuitable for college-level research. See me if you have a ‘research situation’ that you feel is grounds for special consideration.

Types of Sources (from strongest to weakest)

Primary Sources (Why?)
“Outside the Box” Sources (Behavioral studies concerning acceptance and exposure; parallel research in fields)
Sources that refute your stance (if you have one)
Sources that ‘agree’ with you

Remember, part of your mark as a writer is made by the way that you work with concepts and materials.

Overview of quick source evaluation

Books: TOC (Chapters), Introduction, Index, Skimming
Journal Articles: Introductory section/ paragraph(s), section introductions/headings, final sections/ paragraphs. Consider evidence, development. Note research used (this may lead you to other sources or point out possible flaws/inconsistencies with research)
Web sites: Cautions concerning publishing. Look to provenance of site. Who funds?

For all types of sources:

Who is author?
Credentials?
Author(s)’(s) or Publisher’s affiliations?
Always question what degree of responsibility does the individual have in publishing this information (web sites, high to none; peer reviewed journals, high; newspapers, high to little [due to changing nature of news])

Looking Ahead:

4/27	Bring in at least three prospective sources for your research project. In Class: Research Project AB Workshop. Bringing together the Research Project.

4/20

2005-04-20T16:10:00.000-05:00

Syllabus:
Evaluating sources review; working with your proposal. What is an Annotated Bibliography (AB)?

Today:

Essay II Due.

In Class:
Review of Project Proposal. A wonderful overview of research considerations can be found at http://bedfordresearcher.com/downloads/proposal.doc

Proposals (Bring in three final versions for Monday):

Remember what we had developed at the beginning of the semester:

Intro. Provides overview of problem/situation and proposed solution and/or stance (via thesis) Background of topic/ writer's interest in topic / relevance and importance to reader
Consideration of Alternative Viewpoints
Methodology-- What types of sources will you use and why? ('books' is not an appropriate response)
Limitations (possible ways in which you will have to confine/refine your research)/Opportunities (interesting 'places' your analysis may bring you-- perhaps alternative considerations)/ Challenges (anything from considerations to overcoming assumed prejudices)

Annotated Bibliography:

General Format

Samples (note content more than format):

Looking Ahead:
4/25
Research Project Proposal (500 words) Due (BRING IN THREE FOR CLASS). Research Project Annotated Bibliography (AB) Workshop. Considering types of sources and their value.

4/18

2005-04-18T14:27:00.000-05:00

4/18 Syllabus
Essay II Due (2000 words minimum). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal (due 4/25)

In Class Today:
Bookkeeping:
All: Digitally accessible = on disk or emailed to self.
Sec. 26: Don't forget that original submission and grading sheet must be turned in with revision. If you haven't, please bring in for next class.

Events:
Sec. 27: Presentations (see 4/11 for more information)

Goals:

Consider roles of proposal for me (as teacher), you (as writer), and class (as community)
Consider purpose of final paper. What are you actively questioning?
How are you approaching binaries (why, from last round of readings, might that be important)?
How is/will your approach be creative?
Dystopia/ Utopia
Consideration of terms such as "other"

Workshop:

Last chance review. Take out digital version.
Goal is for two reviews of work tonight.
Hand in printout to me. This will form the basis of your process work.
Get and give input (how does it help you as writer to read another's work? how does it help you as reader? how does this help the class community?).
If you want, can print out peer responses. Refer to WS guide for information.

Looking Ahead:
4/20
In Class: Evaluating sources review; working with your proposal. What is an Annotated Bibliography (AB)? Essay II Due (Really). 2000 wds. min. + Outline and WC.

4/13

2005-04-13T17:02:00.000-05:00

4/13

(also at http://eng101ab.blogspot.com)

Day of Silence

Please do not talk as you enter or are in today’s class. Today is the National Day of Silence, which began as a way to recognize and protest the discrimination and harassment—in effect, the silencing—experienced by LGBTQ students and their allies.

The meaning of today has influenced my decision to hold a “no talking” class, but I want you to know that I am not asking you to be silent as a form of political or ethical protest. I am asking you to remain silent because in this class—and in many days and ways of life—we seem uncomfortable with silence: the blank page, the empty screen, and any quiet that is not filled with voices, music, or other noise.

We can only begin to listen when we stop speaking.

Timeline for today’s class:

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.

For Monday, 4/18

Section 26: Essay II Due (one digitally accessible, one printout). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal.

Section 27: (7:35): Essay II Due (one digitally accessible, one printout). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal.

Reverberations & Metaphors presentation. Essay I Revisions will be due 4/27.

4/11

2005-04-10T20:06:00.000-05:00

Syllabus:
Reverberations & Metaphors Presentations. Draft of Essay II (One printout; one digitally accessible). In Class: Workshop.

In Class:

Reverberations and Metaphors Presentations

General Evaluation of Presentations (Written)
Consider following facets of oral presentation assignment:

Presenters: Expected to develop and strengthen speaking skills, become better aware of the type(s) of writing necessary for oral presentations, and to consider creative approaches to material in this course. Use skills to help class to discover alternative perspectives, become additional sources, and/or other considerations concerning your topic.
Time: 10-20 minutes
Overlap and Connection: If the subject of your lesson overlaps with others, be sure you make a cross-reference rather than take over or repeat the other subject’s material. In general, try to make connections with other lessons and with projects the class is working on.
Media: You are welcomed and encouraged to employ different media in your presentation, from music to posters, use of presentation software, handouts—you are only limited by your creativity. Remember, however, that the medium should not overshadow the message (in other words, all the cool effects in the world won’t help if you haven’t developed your content).
Submission: The group should submit, as a single document the day of the presentation, a formal outline (see SMH 3e for information; sample begins on page 442) of the entire presentation along with an MLA Works Cited (see SMH 20) for the texts researched for the presentation.
Grading Criteria: Includes the achievement of and/or accordance with the above guidelines, expectations, and requirements, plus a consideration of time management, maintaining eye contact, presenting (as opposed to simply “reading”), avoidance of empty words (like, basically, ummm), and cohesion of group’s presentation.

With this in mind, respond (in writing) to the following:

Other than your group's presentation, which presentation was strongest and why?
Other than your group's presentation, which presentation was weakest and why?
Other than your group's presentation, from which presentation did you learn the most (and how and why)? Was it the method? The delivery? Creative use of subject matter or media?
Finally, what grade do you think your group's presentation earned and why? In other words, step outside of your experience in preparing the presentation, but think of how your audience would evaluate your group's performance in achieving the goals.

View presentation schedule

Reading Texts:

Jeanette Winterson. “Vintage Living Texts.”
Flavio Risech: "Political and Cultural Cross-Dressing: Negotiating a Second Generation Cuban-American Identity" (reserve)
Carmen Vazquez: "Appearances" (reserve)
Robert McRuer: "Composing Bodies; or De-Composition: Queer Theory, Disability Studies, and Alternative Corporealities" (reserve)
Connie Monson and Jacqueline Rhodes: "Risking Queer: Pedagogy, Performativity, and Desire in Writing Classrooms" (reserve)
What brought these texts together?
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?

Considerations of Essay II Proposals & Essays in Progress:

For many, this site may be useful.
It is expected that at least half of your sources will be scholarly sources accessed via the Buley databases (do we need to review citation?). Many of the sources that have been used at this point would be considered biased sources in that they come from general websites created by individuals and/or organizations with agendas. While every writer may have an agenda, peer-reviewed scholarship (such as that found through ProQuest, JSTOR, or Medline) generally has to meet stricter criteria than 'published on the fly' websites.
In class research: working with your draft, evaluate your sources. Look to find out who has written and published the works you're using, and check to see what possible biases may exist.
Bring in furthered draft for Wed.

A note about a new citation mark:

)O (turn your head to the left to view).
This means "devil's advocate." This is a comment I have to you as a question or observation that takes another side of the issue. The )O mark doesn't mean that I personally disagree (or agree) with you, but that there's another part of this issue that you may need to address and consider.

For Wednesday:

Section 26 (6:15): Essay I Revisions Due. Continue working on drafts and in-class discussion of Queer Theory and writing.
Section 27: (7:35): Continue working on draft (electronically accessible and printout) for in-class review. Essay I Revisions will be due 4/27.

3/16

2005-03-16T15:37:00.000-05:00

Syllabus:
3/16
In Class: Written Lives Presentations. Overview of Final Project. Uncovering your topics. Freewrite to consider your topic for your final project; see SMH 3a, “Exploring a topic,” and SMH 13a-h to review and reflect upon purpose, whether your statement can be argued, formulating your thesis, and developing support. Bring in chaos/ ideas/ clusters.

In Class:

Speakers:

Responses
Considerations
Revisions?

Readings:

Heger's Arrival at Sachsenhausen (Triangles Roses) (A bit outside of our geographical area)
Ruthie and Connie: Every Room in the House (film synopsis)
Ruth Ellis
Ruth Ellis: Portrait of a 100-Year-Old Lesbian (Curve Magazine)
Ruth Ellis 1899-2000 (Lesbian Legacy Collection at USC)
Harvey Milk
Dave Kopay Profile
Poster Boy
Optional:
Out of the Past, documentary at PBS-- click on timeline and dates
"Musician's Death at 74 Reveals He Was a Woman" New York Times, Feb 2, 1989. p. A18
AIDS Quilt Images from CT: Imperial Court CT; Hospital of St. Raphael; St. Luke's Community Church, Stamford; Mid-Fairfield AIDS Project, Norwalk; In Memory of Our Patients, Norwalk Hospital; Friends and Family of Windham Tech, Windham; To The AIDS Victims of Litchfield County; HIV/AIDS Unit Hartford CT
Melvin Dixon (Bio.), "Aunt Ida Pieces a Quilt"

Final Research Project:
(there will be another, 'shorter,' paper due in the interim)

Your topic should be:

Interesting to YOU -- what readings intrigued you most and why? what is your major/ area of interest? How can you work with your interests and this course's theme?
Important. Consider the purpose of your writing. Often, we write to persuade or to teach. Writers can influence people, and as corny as it may sound, writing can change the world. How can you use writing to make a difference?
Original. This can be the hardest part, as it may feel to you that everything has been covered before. Think of music-- love songs. Think about how many times you can stand to hear the same song over and over on the radio-- even your favorite song can set your teeth on edge. That doesn't mean, however, that all love songs are exactly the same. Lyrics and performance can change perspectives. Even working from a common base (consider remakes!) can lead an artist to create something original.
.....One way to consider how you will make your writing original is to consider what you uniquely can bring to a work. If you've played team sports for ten years, might you not have something stronger to add to a conversation concerning gays in sports? If you're a psych. major, do you have a way to analyze homophobia among members of the psych. profession?
Researchable. Ok. Not sure if that's even a word. In truth, everything is, as you will need to establish authority in your paper, and one way in which to do so is to demonstrate your awareness of scholarship concerning your topic. Remember that your research may take you in different directions than you may suppose. If you're writing about the media and gay stereotypes, consider researching psychology journals for studies concerning repeated exposure and perception of norms ("media" and "gay" might not be found in these articles, but don't the concepts apply?).
Fun. You may not think that this is possible, but it should be. You're going to spend a lot of time researching and writing. Find something that is interesting and fun, one that offers you opportunities to think, to perhaps be a little creative. This is an academic paper, but academic shouldn't equal boring/painful/tedious.

Timeline:

4/25: Research Project Proposal (500 words, plus prospective outline of project) [5%]
See previous guidelines for proposal for an idea.
5/2: Annotated Bibliography for your specific topic. Minimum 10 sources. [10%]
Sample AB entry is in SMH 14.i (Substantive/Evaluative Entry). Grading based on Citation, Summary, and Analysis. Note how the sample entry is brief, yet covers the necessary information. See below for more info. as to types of sources.
5/11 (reading day): Researched Analysis (2500 words minimum plus Works Cited and Outline). Min. 7 sources (not including reference materials) [20%]
As always, sources are used to add to your analysis-- which this paper is, first and foremost. Sources must be appropriate for college level (generally, no general use websites or news sources; if your topic leads you to these types of sources, please meet with me to discuss). Consider how you will create something that is original scholarship, providing a different means of consideration, interpretation, or analysis. I would suggest moving beyond the blanket topics of gay adoption, gay marriage, or gays in the military, as people seem to be getting caught in many cliches.
Fin.: Oral Presentation: Final Research Project (5-10 mins.) [5%]

Looking Ahead:
3/28
Read & Blog: Sacrifices and Standards. In Class: Essay II Proposal.

3/14

2005-03-14T12:02:00.000-05:00

Syllabus:
3/14 Read & Blog: Written Lives

In Class:
Total change of plans. We will have two guest speakers in class today: D and Joel.
Per pre-class email:
Sorry about the short notice, but today was the only day I could confirm for, and I didn't find out until Saturday night (and I didn't have computer access until this morning). Tonight during class we will have two guest speakers. Please prepare some questions for them (see SMH on conducting an interview). Perhaps think about their lives in terms of the dry data we've read-- these are two of the names and faces that are behind the facts and figures.
Short bios follow.
=========================
Dolores (aka ‘D’)
=========================
Ask D to define herself, and the term “lesbian” will be pretty far down on the list. D is a woman who is passionate about her ideals and whose interests range from gardening and cooking to mechanics and music. It may have been her passion for conscientious action and a strong sense of right and wrong that drew her to her career in law enforcement.

Part of a large Italian-Catholic family, D grew up in Connecticut during the 1950s and 60s. Although she dated men—and had even been engaged to be married—she knew that she wanted more than the traditional life as wife and mother that was the aspiration of most women of her time. She chose to join the military in order to ‘see the world’ and served during the Vietnam War. It was at this time that she came to know servicewomen who were gay and reconsidered her own sexuality.

She has survived what she refers to as the military’s “witch hunts,” lived and loved in times and places where being gay and acting upon it was illegal, and has fought sexism, heterosexism, and cancer.

She currently lives in the Hartford area with her partner, Rosann, and their dog, Dexter.
=========================
Joel Zea
=========================
While most people become infuriated by stereotypes, Joel seems to enjoy crossing the lines between assumptions and actions. He is simultaneously ghetto and uptown, Anglo and Hispanic, book smart and street savvy. He’s also a gay man.

Raised as a Jehovah’s Witness, Joel has needed to redefine his relationships with his family since coming out. However, he has not held back in acting in accordance with his heart and beliefs. Joel and his former partner, Manny, were one of the first gay couples in Hartford to register as domestic partners. Joel has worked to promote safer sex awareness and was also active in campus organizations such as Queer Alliance. He is well-known and quite active in Hartford’s gay community.

A graduate of Wesleyan, Joel is interested in pursuing his doctorate and specializing in queer studies.
=========================
Looking Ahead:
3/16
SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Avoiding Plagiarism.” Read tutorial and complete exercise, “Avoiding Plagiarism.” How did you do? Do you feel that you now have a better understanding of the concepts of academic honesty and proper citation practices?
In Class: Written Lives Presentations.
Overview of Final Project. Uncovering your topics. Freewrite to consider your topic for your final project; see SMH 3a, “Exploring a topic,” and SMH 13a-h to review and reflect upon purpose, whether your statement can be argued, formulating your thesis, and developing support. Bring in chaos/ ideas/ clusters.

3/7

2005-03-07T17:39:00.000-05:00

Syllabus:

3/7 Finished Draft of Essay I. Workshop: Format/Design and proofing. In Class: Contemporary Cultural Perspectives Presentations. Overview of Wednesday.

Bookkeeping:

Guest Speakers are unable to attend this week. Class will be held. See below for expectations/requirements.
Please review web site after class to make sure that I have a link to your blog so that you will receive credit for your work. Also, make sure that you are creating a new post for each section (e.g., Contemporary Cultural or Religious); you will not receive credit for a blog posted as a comment (each entry is difficult to find).

In Class:

Grammar Workshop

First: Grammar check. Look at the notation marks noted in your proposal. If you haven’t yet, look up these terms in SMH to find out what they are and how to correct them.
What's the most common error in class? Read off descriptions.

Essay I Workshop

Count off to find workshop partner.
Email file as attachment
Check email ;-) and open file.
Follow workshop guidelines at cundrie.com; see special note for laptop lab people. You will save the document as a pdf so that the person has a copy. Make sure you know the file location to which you saved the pdf.
Email reviewed draft in pdf format with revisions showing to the original writer, a copy to you, and one to me (Beaudin A 1 @ southernct. edu). In case you didn’t know, you can do this by sending one email to multiple recipients.

6:15 Section

MLA Review. Parenthetical citation and list of works citedo what needs to be cited and why
 direct quotes
 summaries
 paraphrases
 any data that you needed to research (either by asking someone, looking up online, referring to a book—any type of research!)
How to cite
 MLA is a type of reference system. Term used in text (e.g., Smith 101) must be primary index term in WC (e.g., Smith, Thomas H. A History of Queer Literature. New York: Triangle, 2005.)
 All quotes must be introduced, even if cited parenthetically.
• WHAT NOT TO DO: “The reading and writing you do in college are part of what we broadly think of as research” (Lunsford 39).
• DO THIS: As Andrea Lunsford notes in the St. Martin’s Handbook, “The reading and writing you do in college are part of what we broadly think of as research” (39).
• Note that when the source is made clear, the parenthetical citation need only to indicate where in the text the particular quote, paraphrase, or section summary is to be found. The reader knows that he or she can look in your works cited and find an entry that begins “Lunsford, Andrea A.” that will name a text with full bibliographic information so that the reader can, if he or she wishes, turn to page 39 of that book and find that quote and the context in which it was used.
 If a source was located via JSTOR, the OED, or any of the Buley databases, it must be cited according to SMH 20c#40 (Work from an online subscription service). Look at the second example for more information.
 The greatest difficulty with citation is—for most—figuring out the type of source. SMH 20

Looking Ahead to 3/9

6:15

Essay I due.
We will discuss Contemporary Cultural Perspectives readings in depth in class.

7:35

bring in finished draft of essay one on disk/ thumb drive/ emailed to self as MS Word attachment for in class review and workshop.
We will continue discussion of Contemporary Cultural Perspectives.

3/2

2005-03-02T17:57:00.000-05:00

Syllabus:
2/28
SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Documenting Sources.” Read tutorial and complete exercises, “MLA Documentation for In-Text Citations.” and “MLA Documentation for Works Cited.”
Draft of Essay I (One printout; one digitally accessible). You are expected to have continued to work on your draft and considered both input from the previous workshop and the response(s) to your proposal. In Class: Workshop: effective organization, analysis, and use of source materials.
3/2
Read & Blog: Contemporary Cultural Perspectives. Draft of Essay I (One printout; one digitally accessible). You are expected to have continued to work on your draft and considered both input from the previous workshop and the response(s) to your proposal. In Class: Workshop.

In Class:
Essay Review:

Status?
Existing Issues.
Follow Workshop Reference
By end of workshop should have strong responses/suggestions. Goal is to help yourself as writer by critically considering others' writing. Be civil, but don't hold back if you think that the writer has serious gaps, flaws, or errors. Tell him/her what she has done well.

Text Discussion:

Did you know? Jael Phelps
Shrek
Social concerns in contemporary culture. What are threads among texts?
Contemporary Cultural Perspectives
"10 Myths About Priestly Homophobia" (Catholic Educators' Resource Center) See #6
The Abel and Harlow Child Molestation Prevention Study (11-12)
The Journal of Social Psychology, 2005, 145(1), 65–83. “The Components of Sexual Orientation, Religiosity, and Heterosexuals’ Impressions of Gay Men and Lesbians.” WAYNE W. WILKINSON and ANDREW C. ROYS. Read 65-68 (to Study I) and 78-80 (beginning with “General Discussion”). You are welcomed to read the article in its entirety
Technical Report by the American Academy of Pediatrics: Coparent or Second-Parent Adoption by Same-Sex Parents
"Will Sponge Bob Make You Gay?"
S. Bear Bergman: "Pardon Me, Have You Seen My Sexual Orientation?"

2/16

2005-02-16T18:07:00.000-05:00

Syllabus:
SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Knowing Which Sources to Acknowledge.” Read tutorial and complete exercise, “Acknowledging Sources.”
In Class: Religious Perspectives Presentations. Essay I Proposal Due (250 wds.)

In Class:
Religious Perspectives Presentations
Discussion concerning Religious Perspectives
Evaluate types of argument each author uses and why. Which are most effective?

Looking Ahead:
No Class Monday.
For Wednesday 2/23:
BILT (mylibrary.ccsu.edu/TILT/) (complete Module III; print out results—don’t forget to write in your name—submit). Draft of Essay I (One printout; one digitally accessible): Bring in working thesis and general outline. In Class: Workshop: research and development.

2/14

2005-02-14T16:03:00.000-05:00

Syllabus:
Read & Blog: Religious Perspectives Readings. Draft Essay I Proposal (One printout; one digitally accessible; don’t worry; it will be rather brief!). In Class: Discussion and Workshop.

Writing to Frame Conversation:

You're sitting at a table with one of these writers. Blog a short imaginary dialogue between the two of you concerning religion and homosexuality.

Considerations:

What are the primary religious points concerning homosexuality (as a matter of Judeo-Christian belief)? Are there conflicting views within the particular sects or branches?
Prager argues that "the...prohibition of non-marital sex simply made the creation of Western Civilization possible." What may support or detract from Prager's stance? Do you agree with his stance (your agreement may be predicated upon how/when you define Western Civ.)? Using the types of argument listed in SMH, what type(s) of argument does he use?
Consider Prager in the light of the writings of La Escondida. How might this affect your interpretation?
Phelps, Madden, and Morrissey all respond to religious views concerning homosexuality. How might you characterize these arguments? Which affected you the most and why?
Many believe that Phelps's argument concerning homosexuality has the opposite effect than intended. What do you think and why?

Other Perspectives:

Writing:

Review proposal questions.
Remember, this is a proposal-- not the paper itself. You are demonstrating the feasability and value of your proposed project.
The 'Who Cares?' Test
Rutgers Sample Proposal Ideas
Research Papers: Defining Your Research (Your proposal is expected to contain a working thesis; the thesis, geographically, will probably be in the last sentence of your introductory paragraph-- a position of power!)
Break down parts of proposal:
Intro. Provides overview of problem/situation and proposed solution and/or stance (via thesis)
Background of topic/ writer's interest in topic / relevance and importance to reader
Consideration of Alternative Viewpoints
Methodology-- What types of sources will you use and why? ('books' is not an appropriate response)
Limitations (possible ways in which you will have to confine/refine your research)/Opportunities (interesting 'places' your analysis may bring you-- perhaps alternative considerations)/ Challenges (anything from considerations to overcoming assumed prejudices)

Looking Ahead (2/16):

SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Knowing Which Sources to Acknowledge.” Read tutorial and complete exercise, “Acknowledging Sources.”
In Class: Religious Perspectives Presentations.
Essay I Proposal Due (250 wds.)

2/9

2005-02-08T21:08:00.000-05:00

Syllabus:

BILT (complete Module II; print out results—don’t forget to write in your name—submit). Freewrite to consider your topic for Essay I; see SMH 3a, “Exploring a topic,” and SMH 13a-h to review and reflect upon purpose, whether your statement can be argued, formulating your thesis, and developing support. Bring in chaos/ ideas/ clusters.
In Class: Historical Perspectives Presentations. Overview of Essay I.

Presentations: Historical Perspectives

Essay I Overview/Proposal:
(Topic needs to relate to theme of course)

The College Essay (Analysis) "an analytic or interpretive literary composition"
Not a report of others' information, but an analysis or interpretation. Don't regurgitate other people's research and analysis, but create something original with the resources you have available (your mind and some awesome resources)
Consider what it means to have original scholarship; consider the types of texts that are read/assigned in humanities. Even "fact" books (e.g., history) are interpretive, as they develop from a perspective (usually US-centric) of historical events and their importance.
Factoid: The events of the biblical Exodus are not mentioned in Egyptian historical records.
Great General Site for Information: Writing Center at CO State
Identifying Stance/Argument (13)
Resource: Activities and Checklists
Identify Research Question (consider how this will evolve into thesis)
Review Topics (in terms of Purpose, Argument, &c-- Toulmin, Aristotelian)
Proposal: What is it and Why?
Resource: Proposal Overview from Bedford-St. Martin's. I suggest considering your personal interest in topic and why.

Bookkeeping:

Hand in BILT Tutorial: Module II
Pick Up Corrected Work

Upcoming:

Read & Blog: Religious Perspectives Readings. Discussion.
Draft Essay I Proposal (One printout; one digitally accessible; don’t worry; it will be rather brief!). In Class: Workshop in finalizing proposal; discussing resources and methods.

2/7

2005-02-07T13:03:00.000-05:00

Syllabus:
Read & Blog: Historical Perspectives Readings.

Bookkeeping:
Not everyone has completed tutorials and/or been keeping up with blogs. This is an important part of grade. Everyone signed up? Emailed me? Check cundrie.com to verify that your blog link is active and functional. If your name isn't linked, I haven't received link-- and you aren't receiving credit.

Considerations:
General consensus is that situations have improved.

What supports?
What might demonstrate differently?
Is your opinion based on whether or not you believe homosexuality is biological/genetic or a matter of preference/choice?
Blog responses

Additional Re/Sources

Violence: Hate Crime Stats 2003 (FBI) : Bias motivation: Sexual Orientation/ Incidents 1,239/Offenses 1,430/Victims 1,479
Fair(er) Treatment, 'Separate but Equal,' or Discrimination? Don't Ask Don't Tell Don't Pursue Digital Law Project at Stanford
Step(s) in the Right Direction? Queer Eye/ Will and Grace
Responses & Concerns: American Family Association Baptist News/ Textbooks Defend the Family
Parody: The Homosexual Agenda Revealed

Upcoming:

Freewrite to consider your topic for Essay I; see SMH 3a, “Exploring a topic,” and SMH 13a-h to review and reflect upon purpose, whether your statement can be argued, formulating your thesis, and developing support. Bring in chaos/ ideas/ clusters. Remember, writings for this class are essays, not report. You should not be regurgitating, but creating original works of scholarship. You will use supporting texts to further your analysis (make sure you know what an analysis is). The supporting texts do not create your essay.

Need insight as to what might be important? See the Critical Thinking Rubric at the CT Project.