ENG 101 Assignment One
Evaluate the essays in your
peer review groups by responding thoughtfully to each of the following
criteria. Focus on the criteria you feel students should most address in
their drafts.
Responses must be specific in order to count.
Attach written suggestions from your peers to your final drafts for full peer review credit.
1. Thesis: Contains a central assertion that places a central idea
at the forefront of the essay that can tie together the ideas of black
power, civil rights, and violence/non-violence (30%)
2. Structure: Essay organized around topic sentences; each paragraph provides 'they say' context; essay explains direct quotations (30%)
3. Evidence: Essay
successfully places direct quotes into each body paragraph; essay cites
those quotes correctly according to MLA guidelines; essay contains a
bibliography (20%)
4. Critical Thinking: Essay
interprets quotes in original ways that go beyond class discussion;
essay connects main ideas to other texts or moments in text; essay
utilizes keywords and defines them
Thursday, April 26, 2012
Tuesday, April 24, 2012
Film template(s)
These ideas (civil rights, black power) are further described in (film: e.g., black power mix tape). Film: five W's (who what when where why: one sentence. State main ideas of film in one sentence. (Speaker from film) agrees/echoes/touches on/exemplifies/contradicts with (idea, speaker) when he/she/it explains/shows _______________. Go on from here by describing in more detail.
Tuesday, April 17, 2012
Video Event: Extra Credit
Just a reminder about our little event tomorrow from 2:30pm in M122. There will be just four short presentations and light refreshments will be provided.
The students of our "Truth, Lies, and Videotape" cluster will present their final film projects from 2:30-3pm on Wednesday 18th April in M122.
The students were tasked with creating short film projects (no more than 3 minutes) communicating a message they think important to their peers (i.e. *you* students!). Each group will introduce their video and after the screenings there will be an opportunity for you to speak with the students about the process and challenges. Students may wish to simply come and see what others have been doing (spurring them on to work on their own projects!).
The students of our "Truth, Lies, and Videotape" cluster will present their final film projects from 2:30-3pm on Wednesday 18th April in M122.
The students were tasked with creating short film projects (no more than 3 minutes) communicating a message they think important to their peers (i.e. *you* students!). Each group will introduce their video and after the screenings there will be an opportunity for you to speak with the students about the process and challenges. Students may wish to simply come and see what others have been doing (spurring them on to work on their own projects!).
Videos
1. http://www.youtube.com/watch?v=AI4U-q2o2cg
Campus Unrest in the 1960s...UCLA and Angela Davis
2. http://www.youtube.com/watch?v=rUss0PNA8Qk&feature=related
Adam Clayton Powell explains black power
3. http://www.youtube.com/watch?v=h36wbRHInhs
The Black Power Movement
Campus Unrest in the 1960s...UCLA and Angela Davis
2. http://www.youtube.com/watch?v=rUss0PNA8Qk&feature=related
Adam Clayton Powell explains black power
3. http://www.youtube.com/watch?v=h36wbRHInhs
The Black Power Movement
Blog Comment Exercise: Global Politics meets Ethics of Food
This assignment asks you to offer a peer some advice on their writing. Below you fill find a link to an assignment. You will also find your name linked to the blog of another student. You will also find some instructions for leaving written feedback that echoes what we went over in class.
Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
The link to the assignment is HERE.
Andres
Jordan
Chris
Steven
Elvia
Robbie
Heisly
Casey
Adam
Emmanuel
Danny
Elizabeth
Shabana
Mamadou
Carla
Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
The link to the assignment is HERE.
Andres
Jordan
Chris
Steven
Elvia
Robbie
Heisly
Casey
Adam
Emmanuel
Danny
Elizabeth
Shabana
Mamadou
Carla
Sunday, April 15, 2012
Monday's Class is Meeting in Room C-466
Please arrive to this new location for class on Monday the 16th.
Thanks!
Thanks!
Tuesday, April 3, 2012
Lab Exercise: Blog Comments & They Say/I Say
Directions
1. Read over any latest comments on your blog. Make a mental note of how you might revise your blog accordingly, and then move onto to the lab exercise below.
2. King and Carmichael: non-violence and black power
Find Your Templates
In the They Say / I Say book chapters "Three Ways to Respond" and "Distinguishing What You Say From What They Say," Graff and Birkenstein offer several ways to paraphrase texts and authors, explain those paraphrases, and negotiate between what texts say and what you say. Please make a note to briefly re-read the template for agreeing and disagreeing simultaneously (64-65), the idea of "voice markers" (69), and the template for identifying who is speaking (73-74).
Work from Passages
To make this assignment easier, I'll give you a couple passages below to work from today. Here is King and and Carmichael on non-violence.
King: "When legal contests were the sole form of activity, the ordinary Negro was involved as a passive spectator. His interest was stirred, but his energies were underemployed. Mass marches transformed the common man into the star performer and engaged him in a total commitment. Yet non-violence resistance caused no explosions of anger - it instigated no riots -- it controlled anger and released it under discipline for maximum effect. What lobbying and imploring could not do in legislative halls, marching feet accomplished a thousand miles away" (18).
Carmichael: "If we were to be real and honest, we would have to admit that most people in this country see things black and white. We live in a country that's geared that way. White people would have to admit that they are afraid to go into a black ghetto at night. They're afraid because they'd be 'beat up,'...etc. It happens to black people inside the ghetto every day, incidentally. Since white people are afraid of that, they get a man to do it for them - a policeman. Figure his mentality. The first time a black man jumps, that white man's going to shoot him. Police brutality is going to exist on that level. The only time I hear people talk about nonviolence is when black people move to defend themselves against white people. Black people cut themselves every night in the ghetto - nobody talks about nonviolence. Lyndon Baines Johnson is busy bombing the hell out of Vietnam - nobody talks about nonviolence. White people beat up black people everyday - nobody talks about nonviolence. But as soon as black people start to move, the double standard comes into being. You can't defend yourself" (58-9).
After reading these passages, it would appear that we can't make easy intellectual divisions between King and Carmichael, as if one is non-violent and the other isn't. They are making more subtle arguments, and each sees violence and non-violence working in particular ways for particular ends. Rather than summarize these two statements, I'm asking you to do something differently here: write a paragraph on how each thinker understands how violence works. What do King and Carmichael's ideas on nonviolence have in common? Where do they divide?
Using the They Say/ I Say templates, figure out a way to compare and contrast how each of these American thinkers reacted to the role of violence in organizing social movements against white supremacy. Expect to write a paragraph 7-10 sentences long that
- introduces the authors and the texts
- paraphrases their main points on the subject
- uses a "yes/no" and "but/yet" template model for introducing your own analysis.
1. Read over any latest comments on your blog. Make a mental note of how you might revise your blog accordingly, and then move onto to the lab exercise below.
2. King and Carmichael: non-violence and black power
Find Your Templates
In the They Say / I Say book chapters "Three Ways to Respond" and "Distinguishing What You Say From What They Say," Graff and Birkenstein offer several ways to paraphrase texts and authors, explain those paraphrases, and negotiate between what texts say and what you say. Please make a note to briefly re-read the template for agreeing and disagreeing simultaneously (64-65), the idea of "voice markers" (69), and the template for identifying who is speaking (73-74).
Work from Passages
To make this assignment easier, I'll give you a couple passages below to work from today. Here is King and and Carmichael on non-violence.
King: "When legal contests were the sole form of activity, the ordinary Negro was involved as a passive spectator. His interest was stirred, but his energies were underemployed. Mass marches transformed the common man into the star performer and engaged him in a total commitment. Yet non-violence resistance caused no explosions of anger - it instigated no riots -- it controlled anger and released it under discipline for maximum effect. What lobbying and imploring could not do in legislative halls, marching feet accomplished a thousand miles away" (18).
Carmichael: "If we were to be real and honest, we would have to admit that most people in this country see things black and white. We live in a country that's geared that way. White people would have to admit that they are afraid to go into a black ghetto at night. They're afraid because they'd be 'beat up,'...etc. It happens to black people inside the ghetto every day, incidentally. Since white people are afraid of that, they get a man to do it for them - a policeman. Figure his mentality. The first time a black man jumps, that white man's going to shoot him. Police brutality is going to exist on that level. The only time I hear people talk about nonviolence is when black people move to defend themselves against white people. Black people cut themselves every night in the ghetto - nobody talks about nonviolence. Lyndon Baines Johnson is busy bombing the hell out of Vietnam - nobody talks about nonviolence. White people beat up black people everyday - nobody talks about nonviolence. But as soon as black people start to move, the double standard comes into being. You can't defend yourself" (58-9).
After reading these passages, it would appear that we can't make easy intellectual divisions between King and Carmichael, as if one is non-violent and the other isn't. They are making more subtle arguments, and each sees violence and non-violence working in particular ways for particular ends. Rather than summarize these two statements, I'm asking you to do something differently here: write a paragraph on how each thinker understands how violence works. What do King and Carmichael's ideas on nonviolence have in common? Where do they divide?
Using the They Say/ I Say templates, figure out a way to compare and contrast how each of these American thinkers reacted to the role of violence in organizing social movements against white supremacy. Expect to write a paragraph 7-10 sentences long that
- introduces the authors and the texts
- paraphrases their main points on the subject
- uses a "yes/no" and "but/yet" template model for introducing your own analysis.
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