In-Class Activities: 23 October (Day 14)

We meet in the Calipari Room of the Dubois Library' Learning Commons (basement).

Collect Peer Reviews (to record for credit).
Return Peer Reviews and my feedback.
Distribute handout for final revision of your Unit II essay "Interacting with Art Objects" (of course, you will give your own paper a unique title).
Use this library seminar with your "big essay" topic (Unit III) in mind.

Click through to download pdf or Word versions of the library research guides.

Homework due 25 October

Read p. 361-365 in The Text-Wrestling Book.
Complete the worksheet as a preparation tool for serious re-writing of your Interaction essay.
Re-read the description of your chosen "mode of interaction" with Winterson.
Re-read Art Objects!
Complete final draft of your "Interaction" essay. Hand in with a complete portfolio.

Transition. "My Day in a Sentence." Go to your Weblog and "boil" your day (today, not yesterday or tomorrow!) into one (1) sentence. "Freewrite" your process as you develop the sentence, including describing the quality you want to convey in the sentence. List the activities, emotions, and experiences that compose your day, target a theme, explore the most concise way to nail the point home. Play with diction and phrasing: remember each nuance matters! Once you have arrived at your single sentence, publish the entire entry (we want to read through how you thought about "getting" to where you wanted to be). Category: learning: ENG112
Schedule next round of individual appointments with Steph.
Your grades/progress reports and first drafts of the 'big paper' :-)
Your evaluations of me and the course on learning, teaching, and curriculum
The wikiteam presents...
Now, go to Steph's post...(be sure you are logged in through your own Wordpress blog) learning that lasts. Read it. :-) Then, respond using "Reply." Paste in your one, single sentence (from today's first activity). Explain what "learning" you think will persist from this course

you could be narrow, focusing on one activity - such as "boiling your day down to a sentence,' or

general (broad skills that we keep coming back to.

Somehow, include a reference and link "back" to your blogpost where you worked out your specific statement.

Last, read and take notes on the Juniors' analysis and critique of your responses to positioning students for written interaction. These notes will be evaluated and placed in your "Conversation" portfolio!

Bring your Penguin handbook to class on Tuesday!

Bibliography: find several sources (more than you think you need) for your "big paper" topic using the UMass library databases introduced last Tuesday (Oct 23). Bring information on all your sources to class on Tuesday.
Read: Conversation on Censorship and Youth Culture, pp. 415-435.

Keep track of each part, its main points, areas of disagreement, various angles from which the author defines and approaches the problem.

Preface (in italics)

Sexism and Misogyny: Who Takes the Rap by bell hooks

Eminem: Reasons for Rage by Mary Eberstadt

Music Violence: How Does It Affect Our Children by U.S. Government

Appendix, Raymond and Christine Kuntz

Freedom of What? First Amendment No Big Deal, Students Say