No Class 2.25.09 - Wednesday

Lorenzo is ill today.

Notice: Open Evaluation of Student papers

Professor Lorenzo's open note of student papers:

1. Definition Paper
2. Issue Paper

Most common errors:

1. Not following APA format
a. Abstract - missing
b. Headings/sub headings - missing
c. In page citations - missing
d. Reference page - format and content errors

Sample APA Paper at,http://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf

2. Word Choice error
3. Not making deadline
4. Paraphrasing error
5. Conclusion not clear
6. Not following the posted assignment directives.

One on One Student/Professor Meeting

Monday, February 23, 2009

One on One Student/Professor Meeting

One on One Meeting
Student Professor
Time: 9:00 - 3:00
Date: 2/24/09

Purpose: Journal Review, Paper Review, Attendance Review

Convocation: 11:00 - All freshmen must attend - bring program flyer to class Wednesday.

Annette Lorenzo
Wesley Hall
Room 337
Ext. 6271

Week 7 - Online Mini Lecture: How to Read an Academic Texts Critically

Friday, February 20, 2009

Week 7 - Mini Lectue: How to Read Academic Texts Critically

How to Read Academic Texts Critically(Adapted from Canberra University at http://www.canberra.edu.au/studyskills/criticalthinkingX.htm)

• Mini Lecture is a review of chapter 2 in the text.
• Read this mini lecture to assist in your first scanning of chapter 7, American Cultural Myths & 8 Business and Labor.
• Chapter 7 & 8 review will begin during week 7 and continue in week 8. Professor Lorenzo will review your chapter journal entry per week.
• Write down the main themes, concepts, perceptions introduced,
• Refer to classroom lecture - What the Title Chapter tells You. (journal notes 2/19/08 Thursday).
  

Academic material is not meant to be read. It is meant to be ransacked and pillaged for essential content. This means that you should never just sit down to read academic works as if they were novels or magazine articles. Academic study is not suited to such an approach, and the chances are you could spend hours reading and then not have a clue what you have been reading about (does that sound familiar?).

Rule #1

Never read without specific questions you want the text to answer. If you want your reading to stay in your memory, you must approach your text with a list of questions about the particular information you are after, and search the text for the answers to those questions. Don't just read with the hope that an answer will appear.

Rule #2

Never start reading at page 1 of the text. If there is a summary, a conclusion, a set of sub-headings, or an abstract, read that first, because it will give you a map of what the text contains. You can then deal with the text structurally, looking for particular points, not just reading ‘‘blind'' and so easily getting lost. Always keep in mind what you need, what is relevant to the question you are asking the text.

Rule #3

Think critically as you read. In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through

(1) developing an understanding of the content and(2) evaluating and critiquing the article. Therefore, before reading a text closely, read the introduction or abstract and skim read the text to give you a preliminary idea of what it is about.Then read it closely and critically. Some questions to help you read critically are:a. What are the main points of this text?b. Can you put them in your own words?c. What sorts of examples are used? Are they useful? Can you think of others?d. What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?e. Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?f. Can you work out the steps of the argument being presented? Do all the steps follow logically?g. Could a different conclusion be drawn from the argument being presented?h. Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?i. Do you agree or disagree with the author? Why?j. What connections do you see between this and other texts?k. Where does it differ from other texts on the same subject?l. What are the wider implications——for you, for the discipline?

Rule #4

Treat critical reading as a skill which can be developed through practices, such as:

a. Taking notes of the text's main ideas and adding your own responsive comments.

b. Talking to others about what you have read.

c. Relating a given text to others in the syllabus by identifying similar or contrasting themes.

d. Explaining what the text means to a non-specialist and noting what you would have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)

e. Asking yourself: "Is it possible to disagree with any of this?"

f. Asking yourself: 'How can I convince my peers/teachers that I understand what this is about?'

Week Six - Reserach Vocabulary Drill

Week SixVocabulary Drill

Directive:

A. In your journal enter the title, 'Week Six Vocabulary Drill - Self Directed'. Under that title number and write the name of the word being defined. Add your definition to the word/term.

B. Research method: Computer - ENG1102 text - text from another class.

C. Identify source directly after the definition.

Words/terms
1. Hypothesis
2. Inclusion Criteria
3. Research
4. Surveys
5. Dependent Variables
6. Independent Variables
7. Case Study
8. Data
9. Quantitative Research
10. Qualitative Research

Chapter 5 - Group Project: Directive

Wednesday, February 11, 2009

Chapter 5 - Group Reading/Research Project Directive (Learning Team/Study groups)

Due: 2/19/09 - Smartroom

Assignment Purpose: A detailed review of essay topic that meets the research and critical thinking skills of ENG1102.

Primary Skill Activity: Collaborative learning, research, verbal presentation, tracking research, critical thinking,interpersonal, team building, deadline completion, peer evaluation.

Outcome: 5/7 minute group presentation.

Documentation Submissions: Team review of essay, Research tracking (maybe through a time log), Power Point (if used), speaking notes (if used), handouts (if offered).

Project Steps:

1. Groups are formed
2. Groups pick one essay to review
3. Individual group members read chapter.
4. Individual group members review questions and statements that follow the essay - writing down notes in your journal.
5. Group members review the essay and their response to the questions and statements that follow the essay.
6. A writer for the group is chosen and they recorded group thoughts/findings.
7. Group members agree on what type of research should be completed to fully understand the impact of the essay. Example: Research the author, the essay topic, the type of essay it is (humor/political), the major theme of the essay, and what ever additional research that might be derived from the questions and statements that follow the essay.
8. Individual group members are assigned tasks.
9. Professor Reviews group process and production through out the time frame of the assignment.
10. Group sets a date and time to meet outside of the classroom to develop documentation, presentation and complete understanding of essay information and what the group is teaching their follow classmates.
11. Group present their research packet to the professor at the beginning of the 2/19/09 classroom time period. Professor decides the order of the group presentations.
12. Classroom doors are closed 15 minutes are the hour - no student allowed in afterward.
13. Presentations are preformed.

Note: The professor will meet with each group three times throughout the process (classroom activity).

Week Five and Six Assignment

Tuesday, February 10, 2009

Week Five

1. Group Learning Project: Chapter 5 - Group picks one essay to review.

2. Weekly Readings: Chapters 5 & 6 - Read - Chapter five is a group reading and chapter 6 is a individual reading

3. Picture Essay - Pg 335 - Review the picture of the two female twins and answer the questions on the following sheets. This is a journal entry - 'Title" - Picture of Two Girls.

4. Black History Month/Valentine Days research Assignment - twenty minute research run - topic relates to both black history month and Valentine Days. 2/10/09

5. Learning Team Study Table - Each group will meet on their own during their regularly scheduled class time and or go to their assigned classroom and work on Chapter 5 group project. Professor Lorenzo will be available through text message - she will be at Ohio State for the day.

6. Chapter 6 - Individual Essay - Professor Lorenzo will need to know which essay you have selected to read - due Thursday 2/12/09. When signing in for the class - put the essay tittle near your name.


Week Six

1. Learning Team Project - Verbal Presentation performed Thursday 2/19/09. Presentations are five minutes. Assignment directive was given during classroom period: 2/09/09. Smartroom research activity - 2/10 - 12/09. Location - Smartroom.

2. Reading Assignment - Chapters 7 & 8

3. Holiday - CSU Closed 2/16/094.

4. Issue Paper - Due at the beginning of the 2/19/09 classroom.

5. Voc. Exercise - In class activity

6. Chapter # 6 - Individual Essay - Professor Lorenzo will need to know which essay you have selected to read - due Thursday 2/12/09. When signing in for the class - put the essay tittle next to your name.