JenniferBray.July102017 History

Hide minor edits - Show changes to output - Cancel

Changed lines 53-54 from:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy,'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
to:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. *%red%Before you begin the recording, make sure to MARK ON YOUR TRANSCRIPT (WORD DOC) WHERE YOUR WRITING BEGINS. Then, be sure to SAVE what you write (the transcripts). Don't alter them.
*
Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy,'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
Added line 54:
*If you get on a roll, and want to draft more of WP 2, go ahead. BUT MAKE SURE YOU KEEP THE DRAFT OF WHAT YOU WROTE AS YOU RECORDED AS A SEPARATE FILE. In other words, if you work on the project some more, SAVE the subsequent file as WP 2 Draft 2. Save your project and name it a new file after every major revision.
Changed line 54 from:
*READ %newwin%[[ |"Monsanto's Harvest of Fear"]]. Take notes on this article as you read, and be prepared to thoughtfully participate in our class discussion on Tuesday.
to:
*READ %newwin%[[https://manowar.tamucc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=31595102&site=ehost-live&scope=site|"Monsanto's Harvest of Fear"]]. Take notes on this article as you read, and be prepared to thoughtfully participate in our class discussion on Tuesday.
Changed lines 53-54 from:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy,'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
to:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy,'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
*READ %newwin%[[ |"Monsanto's Harvest of Fear"]]. Take notes on this article as you read, and be prepared to thoughtfully participate in our class discussion on Tuesday
.
Changed line 53 from:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
to:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy,'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
Changed line 53 from:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
to:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' %black%Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
Changed line 53 from:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]]. Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? SAVE this draft by naming it: WP 2 Draft 1. Bring this document ''in electronic format'' and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
to:
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]] and %red%'''record yourself drafting, using the composing aloud protocol.''' Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? Record yourself for 15 minutes. You may want to wait until you're more in a groove of drafting before you hit record. Save the recording, and SAVE the draft you composed while recording by naming it: WP 2 Draft 1. Bring this document ''in electronic format AND a printed copy'' your video, some headphones, and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
Changed lines 41-42 from:
**Choose a specific quote from the article where the author makes a logical appeal. Write a "quote sandwich." Set up the quote in your own words, then
transcribe the quote, then provide some analysis or explanation.
to:
**Choose a specific quote from the article where the author makes a logical appeal. Write a "quote sandwich." Set up the quote in your own words, then transcribe the quote, then provide some analysis or explanation.
Changed lines 52-53 from:
*Review the code your group came up with today. Make any revisions you would like in order to "customize" your code to your liking. Make sure your code will work for you as you analyze everything you do while writing. %red%'''Please print out your own customized code and bring this to class on Thursday.'''
*BEGIN DRAFTING %newwin%[[WP1ESpring2017|WP 1]]. Start by simply writing a summary of the Hollitz essay. Sum up the key points your reader needs to understand in order to understand the primary source you'll focus on. In other words, make sure you are supplying the necessary information for the "back story" of your primary source document. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? SAVE this draft by naming it: WP 1 Draft 1. Bring this document ''in electronic format'' and your ''printed'' customized coding sheet to class on Thursday. This will count as a homework grade.
to:
*Review the code your group came up with today. Make any revisions you would like in order to "customize" your code to your liking. Make sure your code will work for you as you analyze everything you do while writing. %red%'''Please print out your own customized code and bring this to class on Tuesday.'''
*BEGIN DRAFTING %newwin%[[WP2SII17|WP 2]]. Start by simply writing a summary of the article (use today's Daily Writing to help you continue this). Sum up the key points your reader needs to understand in order to understand your rhetorical analysis. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? SAVE this draft by naming it: WP 2 Draft 1. Bring this document ''in electronic format'' and your ''printed'' customized coding sheet to class on Tuesday. This will count as a homework grade.
Changed line 48 from:
*Using Academic Search Complete
to:
*Using ''Academic Search Complete''
Changed line 50 from:
*How to use Ulrich's Periodicals Directory
to:
*How to use ''Ulrich's Periodicals Directory''
Changed line 47 from:
You're going to need to do some basic research on your author and the ''historical context'' behind the article itself. Check out our %newwin%[[|Food Library Guide]]
to:
You're going to need to do some basic research on your author and the ''historical context'' behind the article itself. Check out our %newwin%[[http://tamucc.libguides.com/food|Food Library Guide]]
Changed lines 30-31 from:
**How you will set up your experiment (will you record yourself via web cam? Cell phone? Ask someone to vidoe tape you with a cam corder?
*Make sure someone from your group types this up in the Bb assignment, and submits it. Then, everyone should be able to see it. This will count as your Daily Writing grade for today.
to:
**How you will set up your experiment (will you record yourself via web cam? Cell phone? Ask someone to video tape you with a cam corder?
*Make sure someone from your group types this up and emails it to everyone in the group.
Added lines 33-50:

!!!10 Minute Break

!!!Getting Ready to Draft %newwin%[[WP2SII17|Writing Project 2]]
*Let's review the assignment
*You'll need to re-read Pollan or read one of the other articles.
*Respond to the following prompts in the Bb journal for today:
**Summarize the article in your own words.
**Choose a specific quote from the article where the author makes a logical appeal. Write a "quote sandwich." Set up the quote in your own words, then
transcribe the quote, then provide some analysis or explanation.
**Do the same for an example of a pathetic, or emotional appeal.
**How does the author establish his or her ''ethos?''

!!!Research Basics
You're going to need to do some basic research on your author and the ''historical context'' behind the article itself. Check out our %newwin%[[|Food Library Guide]]
*Using Academic Search Complete
Next, you'll need to investigate the ''publication'' in which your article was published.
*How to use Ulrich's Periodicals Directory
Added lines 12-13:

Thanks to Brian Owens
Changed line 10 from:
*So, what are we going to do with this? How will this relate to our first writing assignment: %newwin%[[WP1ESpring2017|Writing Project 1 The Critical Analysis]]
to:
*So, what are we going to do with this? How will this relate to the rhetorical analysis: %newwin%[[WP2SII17|Writing Project 2 The Rhetorical Analysis]]
Changed lines 4-10 from:
!!!MLA Feedback
*Headings & headers
*Italics v. quotation marks
*Work Cited
*Block style quotes for direct quotes longer than 4 lines
*Signal phrases and in-text citations
*Make sure to use the 8th Edition of MLA
to:
Added line 9:
*Signal phrases and in-text citations
Added lines 3-9:

!!!MLA Feedback
*Headings & headers
*Italics v. quotation marks
*Work Cited
*Block style quotes for direct quotes longer than 4 lines
*Make sure to use the 8th Edition of MLA
Added lines 1-32:
!!!Please Turn in Your Perl Reading Responses as Soon as You Arrive
These should be ''printed, stapled'' versions. I cannot accept work that's submitted late.

!!!Class Discussion: Perl
*What are the main ideas to take away from the reading? Let's list them.
*What are the implications of studying how someone writes in such a detailed way?
*How would you feel if you were the subject of such a study? How do you think it would impact your writing?
*So, what are we going to do with this? How will this relate to our first writing assignment: %newwin%[[WP1ESpring2017|Writing Project 1 The Critical Analysis]]
*Here are some samples of what you should have and what a video session looks like:

Thanks to Damaris Georgiadis: http://www.youtube.com/watch?v=-YLnCy9j0IU&feature=g-upl

Thanks to Felly Jacobo: https://www.youtube.com/watch?v=YZyYherHcG8

Thanks to Travis Benton: https://www.youtube.com/watch?v=k_TDN3PHgfI&feature=youtu.be

*Here's a %newwin%[[Attach:SampleCode.doc|Sample Code]] thanks to Damaris Georgiadis

!!!Small Group Brainstorming: How Will I Document and Analyze My Writing Processes?
Get into your newly formed Writing Groups! %red%Assign someone to take notes. You'll need this information later!
*Referring to the article, come up with your own "code" for analyzing your writing process. You'll need to decide:
**What aspects of the composing process will you code? You may not need to be as detailed as Perl was, but you'll need to identify the important parts of the writing process.
**Assign a code to each part of the process. You may use some of Perl's, create your own from scratch, or use some sort of combination.
*You'll also need to discuss and decide:
**How will you transcribe and evaluate your experiment?
**How you will set up your experiment (will you record yourself via web cam? Cell phone? Ask someone to vidoe tape you with a cam corder?
*Make sure someone from your group types this up in the Bb assignment, and submits it. Then, everyone should be able to see it. This will count as your Daily Writing grade for today.
Report your group's methods to the class.

!!!Homework
*Review the code your group came up with today. Make any revisions you would like in order to "customize" your code to your liking. Make sure your code will work for you as you analyze everything you do while writing. %red%'''Please print out your own customized code and bring this to class on Thursday.'''
*BEGIN DRAFTING %newwin%[[WP1ESpring2017|WP 1]]. Start by simply writing a summary of the Hollitz essay. Sum up the key points your reader needs to understand in order to understand the primary source you'll focus on. In other words, make sure you are supplying the necessary information for the "back story" of your primary source document. It may be helpful to use the journalists' questions as you write this "chunk of text:" who, what, when, where, how, why? SAVE this draft by naming it: WP 1 Draft 1. Bring this document ''in electronic format'' and your ''printed'' customized coding sheet to class on Thursday. This will count as a homework grade.