Typing Solo #1

A. Quick review of capitalization rules, Everyday Writer pages 437-440. In your daybook, do Ex.45.1 page 441. Write down only the words that need capitalized.

B. Questions about Solo #1? Write.

 C. At the end of 45-50 minutes, post what you have written to the forum in our class in Moodle.

Homework:

1. Complete, revise, and polish the paper to hand in on Monday. One copy, printed, at the beginning of class.

2. TWFTD:your choice from a kickstarter -- be sure to give the title as the source of the quote.

Thinking About Kickstarter Campaigns

Let's look at the colorized essay.

How exactly will you use your two example kickstarters? Kickstarter Key Elements?

 http://scholarlykitchen.sspnet.org/2013/12/05/tip-of-the-iceberg-how-the-illusion-of-products-can-mislead-customers-about-the-realities-of-business/

This caused me to follow the link about the T-shirt. Which brought me back to Kickstarter.

Thinkwrite: What can we look for in a Kickstarter's campaign to help decide whether a Kickstarter project has the ability to actually produce its product? What do you think  the are the most important Key Elements?

Last bits of Section 23?

Homework:

1. Do whatever pre-writing you need to do to be ready to type your essay tomorrow. Mapping? Freewrite? Listing? Outline?

2. TWFTD: metaphor

3. Tomorrow you will have 50 minutes during class to type up Solo paper #1. You will turn in that effort using a Moodle forum; then you have the weekend to revise and finish it to turn in a hard copy on Monday.

Note: https://en.wikipedia.org/wiki/2013_Savar_building_collapse   

An Example Essay for Solo #1

Let's look at the assignment sheet for Solo #1 -- your first essay.

Thinkwrite: What are the Key Elements of an essay?

We list them.

I show you an example essay.

You go to Moodle to download the Example Analysis paper there.

Then open the forum in the same Moodle section, and follow the directions there.

When you finish, upload the colorized document into the forum in Moodle.

If you finish before the others, use the time to be working on your notes for your Solo #1 paper.

Also at the end of class, you will turn in your daybook. Make sure your name is visible on it.

Homework:

1. Begin prewriting for Solo #1. Make lists or outline or freewrite about what makes an effective Kickstarter campaign, and how your examples demonstrate this. (Not in your daybook.)

Kickstarter Rhetorical Analysis

What did you discover looking at Kickstarter? Thinkwrite: What did you see that was effective among the kickstarters you looked at?

Discuss.

I hand out the assignment sheets.

Narrowing your focus: find two kickstarters that are useful examples for analyzing Kickstarter campaigns.

Grammar: Some more notes about Section 23 Everyday Writer.

We do the daybook check.

Homework:

1. Fill at least two pages of your daybook with notes about the two kickstarters you have chosen for Solo #1.

2. TWFTD:  your choice from a Kickstarter.

Getting to Know Kickstarter

A. Word Choice and Spelling: Section 23 in Everyday Writer. Take notes. Up to Ex. 23.5.

B. Go to Kickstarter.com . Look around and find the answers to the following questions (write the answers in your daybook):

1. What kinds of projects can be put up on Kickstarter?

2. Who sets the money goal and deadline?

3. What happens if the money goal is NOT pledged before the deadline?

4. What’s the MOST a project has ever been pledged?

5. How many total projects have been funded at Kickstarter?

6. How do you see projects that have expired/failed (this may take clicking around)?

 Figure out how to use the search tool. You can put in a term that interests you and see what happens (“tractor,” “cooler,” “knife”).

7. Find 5 projects that interest you. List their A) title, B) the money goal, C) closing date, and D) the pledge amount and reward that you would choose.

Homework:

1. Complete the above work for Monday's Daybook Check. Be prepared to turn your Daybook in to me at the end of class Monday.

2. TWFTD: Your choice from The Everyday Writer Section 23.
 

Legos Due/ New Genre

Organize your Legos to be ready to hand in. (See white board.)

Nomenclature: context is key to communication. What does that mean?

How about assumptions? We watch Derek Sievers on assumptions.

Thinkwrite I: How did the Lego project go for you? Did you make any assumptions you were not aware of? How did you handle the nomenclature problem? Was it hard to give feedback AS you were building?

I show you the set of directions that taught me the key elements in this genre of writing (assembly directions with no pictures). I did not instruct you to do these; I was hoping you would discover them by trial and error. Key elements: ______.

Thinkwrite II: Assess the directions you created. Which of the key elements did you come up with on your own? Explain.

When you are done, please hand in your Lego Project. Only leave the parts in the bag if you think I might need to build it.

To keep you thinking about the relationship between the key elements of a genre and effective writing (rhetoric in action), our next two writing projects involve another genre that none of us has written before.

Look at Kickstarter.com.

Some projects I've found....#1 and #2 and #3 and #4.

Homework:

1. Spend some time looking around Kickstarter. There is a phone app you can download as well. Tomorrow during class you will be looking for specific information on the site.
 
2. TWFTD: crowdsourcing

3. The first Daybook Check is Monday July 25.

Legos Day 3: Second Build with Feedback

BLOOM'S TAXONOMY

Thinking about thinking:

Copy these into your daybook:

Reading the directions-
Assembling the parts-
Writing/reacting on the directions-
Filling out the feedback green sheet-


Again, I pass out a green scoring sheet, and you build, give feedback, and score/comment.

After you have built two, your project and all papers should come back to you.
   
Homework:

1. Read the input from your builders. If there were still problems, make further revisions.

2. Print out a single FINAL version of your directions to hand in tomorrow. 

3. Bring ALL former versions to hand in, with ALL green score sheets, and the legos.

4. Be ready to discuss the Lego Nomenclature reading tomorrow. The questions at the end of the reading were answered in your daybook.

6. TWFTD: taxonomy

Legos Day 2 - First Build with Feedback

I give you a green comment sheet. You put your parts (taken apart) and the answer picture (well-folded) in your bag, to pass around with the directions (both copies) and green comment sheet.

1. As a builder, you put your name on the green comment sheet AND one set of directions. Have a pencil in your hand. You SHOULD write on the directions with comments and questions that you have as you are building. Be specific about what confuses you; watch for inconsistent orientations or unclear spatial directions. Make positive comments when it is going well.

2. Then when the build is complete, you must score it and write about it on the green scoring sheet. Remember, thorough comments earn you points.

3. Everyone builds two.

When all are done, your parts with comment sheets come back to you. You can see how others did with your directions. You will have some ideas for ways to improve your own.



Note: Everyone MUST now include a "General Description" at the beginning of their directions.

Homework:

1. Make typed changes to your directions and print the new version before class tomorrow (2 copies). You do NOT have to make all the changes that you brainstormed, but you MUST now have a "general description" at the beginning.  Show that you are thinking. Have 2 copies of the revised directions tomorrow.

3. Be sure to read and answer the questions on the Lego Nomenclature reading in our Moodle class.

4. TWFTD: superfluous

Lego Project Day 1

We review Audience/Purpose/Genre = Style/Content by looking at this: http://www.funeraltech.com/blogs/blog-entries/4/Marketing/6/Cringe-Worthy-Funeral-Home-Ads.html.

Look again at your example directions from yesterday.

Get out the green sheets you were to have read for homework. Compare the front and back of the page with the builder pictured on it. The information content is very similar between the two.

Thinkwrite: 1. What differences in style and content between the two sides do you see? 2. Which is more effective?

Audience, purpose, genre, content and style for the Lego project?

We look at MLA style page layout: pages A-2 and A-3 in Bedford.

You make the heading, insert page number top right with your last name, and the rest is up to you.


To get in the mood:
  Legos  we   love .  Indeed. And professional builder #1. Professional builder #2. Lego artist #3.

Homework:

1. Monday bring:

• A. TWO copies of your directions printed
• B. An answer key picture (either drawing or photo)
• C. Your legos.

2. Go to our class in Moodle. In the light blue highlighted section, click on the Lego nomenclature reading. Read it. There are questions at the end that should be answered in your daybook.

3. TWFTD: nomenclature. Use the reading in Moodle for your quote, please.

4. No typo that I know of.

Rhetoric

I.  Today we start with a video.

Audience + Purpose + Genre = Style (how it looks) and Content (what it says)

Apply this to p. 14 Bedford?


II. Now we look at your examples.

In your daybook, create a chart for each of the terms in the "equation" and your direction examples that you brought to class, like this:

MP3 Player:
Audience-
Purpose-
Genre-
Style-
Content-
Effectiveness:

After filling in your chart, think about the effectiveness of each of your examples. What specific choices in style and content work or do not work?

 The first writing project: directions. I hand out green sheets, you choose Legos.


Homework:

1. Read the green handouts, both sides. Questions?

2. Write up a draft set of directions for someone to build your Lego object. Be ready to type them during class tomorrow.

3. TWFTD: rhetoric.

4. No typo that I know of.

The Writing Process

Class start time?

 

"Quantity produces quality. If you only write a few things, you're doomed."

Ray Bradbury (SF writer)

Copy and thinkwrite. Discuss.
              
Groups share lists. Discuss.

All look at pages 7-11. See anything there you did not discuss?

Establish a vocabulary section in your daybook. Flag.

1. Enter TWFTD: drudgery.

2. Find a quote (by SOMEONE ELSE) that uses the word. For this word, today, you should use the sentence from the Bedford Guide. BUT for all other words, you must choose and copy down a quote using the word, AND GIVE THE SOURCE --an author and a site or publication.

3. Definition? Google? Always give teh source of your definition. Make sure your definition matches how the word is used in the text.


Homework:

1. Read pages 6-15 in Bedford. In your daybook, write out two paragraphs based on the "Learning by Doing" on page 14.

2. Find TWO EXAMPLES of written directions to bring to class. These could be the directions for any product OR a school assignment OR a "how to" from online OR in a manual. They must be hard copies.

3. There IS a typo on the blog today. If you found it, write it down, with a correction, in your daybook under the "Learning by Doing" assignment.

Welcome

This is the place for the daily happenings in class and HOMEWORK.

I will hand out the course information sheet and calendar. Copies are also available in the Moodle version of this course.

A. On paper, write the answers to these questions about the yellow handout:

1. Copy down my name. (You may call me Mrs. Loden, Ms. Loden, or Ms. Kate. Not a "professor.")

2.  Read the "Course Objectives" section at the top. Copy down the four goals of this class.

3. Circle the goal in #2 that you think is the most important for you to practice this quarter.

4. How many points is the daybook worth?

5. How many papers (projects) with feedback will you write?

6. How many "solo" projects (papers) will you write?

7. How many "polished" pages do you have to write to skip the final?

8. What do you think an English teacher might mean by "polished" pages?

9. How can you get a zero on a paper?

10. On this blog, what is the first link under the "Useful Links" section?

11. Look at our class in Moodle, and click on the "Grades" link under "Settings" (on the left). How many spots for a future grade do you count?

We discuss.

B. Now, on the back of your sheet of paper, please do some creative thinking/writing. Please imagine a scenario in the future where you will need to communicate clearly and effectively in writing (this includes typing on computers or phone). Try to describe it in as much detail as possible. Is it work-related? Or is it a personal situation? Is something important hanging in the balance?

Pkease remind me to collect these sheets at the end of class!

Homework:
1. Get your books if you have not, including something to use for a daybook and a folder to hold all your graded papers.

2. On the first page in the daybook, write today's date and "Steps for Writing a Paper." Underneath that title, please use your past experience to put together a list of steps you would go through for writing a long paper. You might start with "Sit down at my computer."

3. Did you notice the typo on today's  blog page? Then skip a couple lines below your "Steps for Writing a Paper" and write the typo from this blog page with its correction.