In-Class Activities, 30 October

Affinity

This activity builds on the last part of our in-class work from Thursday, concerning Juniors' writing about you/our class: positioning students for written interaction.

Based on your notes, select the ONE writer from the Junior Writing Course that you feel the closest to, like the best, appreciate the most, or otherwise MOST draws you to connection with them.
In a word document (to save and then post), explain why you are drawn to this particular writer. Be specific and include evidence (e.g., direct quotes).
Based on this reasoning, identify three additional junior writing course writers who meet similar criteria and explain why. Read the original posts again in order to include specific evidence.
In your Penguin handbook, look up how to cite online resources, specifically weblogs. Use MLA in-text citation and include a complete bibliography; include this in your document and post.
Login to your Wordpress weblog, create a unique title, and paste in your answer. Include HTML links to each online source (i.e., each post from which you quote - how many links do you need?)

How adequate were your notes?
What did you have to look up again?
How can you organize your notes so that you do not have to reduplicate research?
What suggestions or models can you offer to the class as a good/better way to identify and keep track of what is important for the task?

Select a group representative to explain your MODEL for taking notes. (Draw it clearly for scanning into the CourseWiki.)

Small group work: five groups, randomly-assigned, one for each of the distinct voices in the Conversation on Censorship and Youth Culture:

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