Here are your five writing prompts for Illustration.
1. Incivility has become quite common in public places.
2. Not to decide is to decide.
3. Many people become obsessed with appearance.
4. Wanting more than we need can be destructive.
5. Sometimes actions have unintended consequences.
These prompts are taken from Strategies for Successful Writing, Reinking et al.
Click here for an example illustrative outline.
Wednesday, February 25, 2009
Thursday, February 19, 2009
Is Genius Born or Can It Be Learned?
Check out this interesting article written by John Cloud of Time Magazine.
Click here. I am expecting comments.
Click here. I am expecting comments.
Monday, February 16, 2009
ENG 104 - Narration
Write a narrative (about 500 words long) about an experience similar to one of the following prompts:
1. Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
2. Choose a vivid time from your childhood — You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first A you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
3. Teaching someone else how to do something can be rewarding. Think of a skill that you've taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think about the events that made up the process of teaching the skill, and narrate the story for your readers.
4. Every place has things that change — sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Food Lion or Winn Dixie. Maybe the First National Bank of Smithburg suddenly becomes NationsBank. Perhaps the change was more personal -- an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.
5. Choose a time when you did something that took a lot of nerve, a time when you didn't follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do something that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.
These prompts are taken from: http://tengrrl.com/tens/019.shtml
Please bring these in ASAP for me to help you edit and revise them. The final assignment is due on Wednesday 25th February (104 A), and Thursday 26th February (104 F).
1. Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
2. Choose a vivid time from your childhood — You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first A you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
3. Teaching someone else how to do something can be rewarding. Think of a skill that you've taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think about the events that made up the process of teaching the skill, and narrate the story for your readers.
4. Every place has things that change — sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Food Lion or Winn Dixie. Maybe the First National Bank of Smithburg suddenly becomes NationsBank. Perhaps the change was more personal -- an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.
5. Choose a time when you did something that took a lot of nerve, a time when you didn't follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do something that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.
These prompts are taken from: http://tengrrl.com/tens/019.shtml
Please bring these in ASAP for me to help you edit and revise them. The final assignment is due on Wednesday 25th February (104 A), and Thursday 26th February (104 F).
Sunday, February 15, 2009
More Scott Berkun Goodness!
I really need to give you guys another writer to read! But here are two more great articles by Scott Berkun that have direct relevance to the conduct of academic argument.
Why Smart People Defend Bad Ideas
How to Learn from Your Mistakes
Hope you enjoy these, and don't forget to comment! For those of you who have already been commenting - make sure to become a follower of the blog so that you are notified of the posts.
Why Smart People Defend Bad Ideas
How to Learn from Your Mistakes
Hope you enjoy these, and don't forget to comment! For those of you who have already been commenting - make sure to become a follower of the blog so that you are notified of the posts.
Thursday, February 12, 2009
ENG 105 - Debate Rules, Rubric, and Etiquette
So folks, we should be preparing for the debate on Monday.
"Is the cause of crime social or individual?"
I will adjust the format of the debate for the future to ensure that it is more reflective of participation and contribution from non-debating group members. This may be done by making smaller groups for the next one. Both selected members must have an equal presentation load.
The format that we shall be employing is as follows:
Opening Statement - Each team shall begin with a 3-5 minute opening statement about the rhetorical situation. There is no restriction on the creativity of the format used. However, the main claim must be introduced, as well as the line of reasoning (for eg. syllogistic argument based on premises).
Presentation of Support - Each team will provide support for the main claim through supporting claims and specific evidence. This should be given in two to three minutes. Each team will have two opportunities to present support.
Questions and Answers - Debate teams must be prepared to respond to questions from the audience. Approx. five minutes.
Counterargument - Each team will directly respond to a claim made by their opponents to either refute, concede, or qualify their own argument. Where refutations are attempted, direct evidence is expected in order to disprove the opponent. A minute conference will be allowed before the counterarguments begin. Two minutes will be allowed for teams to make their counterarguments.
Debate Etiquette:
No put downs or insults
Raise your hand during the Q&A session
Interruptions from a member of your team will cost your team 1 point
Whispering or talking while someone has the floor will cost your team 1 point
Click here for the rubric by which this debate will be graded.
"Is the cause of crime social or individual?"
I will adjust the format of the debate for the future to ensure that it is more reflective of participation and contribution from non-debating group members. This may be done by making smaller groups for the next one. Both selected members must have an equal presentation load.
The format that we shall be employing is as follows:
Opening Statement - Each team shall begin with a 3-5 minute opening statement about the rhetorical situation. There is no restriction on the creativity of the format used. However, the main claim must be introduced, as well as the line of reasoning (for eg. syllogistic argument based on premises).
Presentation of Support - Each team will provide support for the main claim through supporting claims and specific evidence. This should be given in two to three minutes. Each team will have two opportunities to present support.
Questions and Answers - Debate teams must be prepared to respond to questions from the audience. Approx. five minutes.
Counterargument - Each team will directly respond to a claim made by their opponents to either refute, concede, or qualify their own argument. Where refutations are attempted, direct evidence is expected in order to disprove the opponent. A minute conference will be allowed before the counterarguments begin. Two minutes will be allowed for teams to make their counterarguments.
Debate Etiquette:
No put downs or insults
Raise your hand during the Q&A session
Interruptions from a member of your team will cost your team 1 point
Whispering or talking while someone has the floor will cost your team 1 point
Click here for the rubric by which this debate will be graded.
Wednesday, February 11, 2009
ENG 125 - SparkNotes Study Questions
Please take a look at these questions and study topics for the Tempest in preparation for your actual essay questions. Come by my office tomorrow (Thursday) to pick up your essay questions.
ENG 125 - Dramatic Presentation Rubric
These are the criteria by which you will be judged.
Performance:
Excellent
Sustains audience's attention; Completely prepared, preparation obvious; Expression and body language convey enthusiasm and interest.
Good
Sustains audience's attention; Preparation obvious, but could use extra rehearsal; Expression and body language at times convey enthusiasm and interest.
Satisfactory
Intermittently captures audience's attention; Somewhat prepared, but not rehearsed enough; Expression and body language seem contrived.
Unsatisfactory
Does not hold audience's attention; Unprepared, unrehearsed; Expression and body language convey apparent disinterest; Reliant on notes.
Analysis:
Excellent
Draws direct and clear connection between dialogue/action and theme; Communicate using appropriate literary language; Identifies the use of various dramatic devices when present.
Good
Connection between dialogue/action and theme is made and understood; Some literary terms are employed to explain the text; Various dramatic devices identified.
Satisfactory
The connection between dialogue/action and theme is made loosely; Few literary terms are employed to explain the text; Few dramatic devices are identified.
Unsatisfactory
No connection between dialogue/action and theme is made, or is made in an unclear manner; No literary terminology is employed; No dramatic devices are identified.
P.S. Your essay questions for The Tempest are available in my office.
Performance:
Excellent
Sustains audience's attention; Completely prepared, preparation obvious; Expression and body language convey enthusiasm and interest.
Good
Sustains audience's attention; Preparation obvious, but could use extra rehearsal; Expression and body language at times convey enthusiasm and interest.
Satisfactory
Intermittently captures audience's attention; Somewhat prepared, but not rehearsed enough; Expression and body language seem contrived.
Unsatisfactory
Does not hold audience's attention; Unprepared, unrehearsed; Expression and body language convey apparent disinterest; Reliant on notes.
Analysis:
Excellent
Draws direct and clear connection between dialogue/action and theme; Communicate using appropriate literary language; Identifies the use of various dramatic devices when present.
Good
Connection between dialogue/action and theme is made and understood; Some literary terms are employed to explain the text; Various dramatic devices identified.
Satisfactory
The connection between dialogue/action and theme is made loosely; Few literary terms are employed to explain the text; Few dramatic devices are identified.
Unsatisfactory
No connection between dialogue/action and theme is made, or is made in an unclear manner; No literary terminology is employed; No dramatic devices are identified.
P.S. Your essay questions for The Tempest are available in my office.
Sunday, February 8, 2009
what's the difference between 'diabolic' and 'diabolical'?
English is quite the language. 'Diabolic' and 'diabolical' are used interchangeably daily, so why do we have two different adjectives with the same root and the same meaning? The answer is simple: they do not have the same meaning.
The definitions we will find in the dictionary for 'diabolic' are: having the qualities of a devil; devilish; fiendish; outrageously wicked: a diabolic plot. Or: pertaining to or actuated by a devil.
The definition for 'diabolical': Of, concerning, or characteristic of the devil; satanic. Or: Appropriate to a devil, especially in degree of wickedness or cruelty.
Also, if we take a more etymological approach (consider the origin), we will look at the -al ending a bit more closely. The -al ending is a holdover from the Latin ending -alis, - meaning 'of, relating to, characterised by, pertaining to, like'. In this light, 'diabolic' has a more direct connection to the qualities or wickedness of a devil (as we see in the definition given). 'Diabolical' however, simply seeks to judges the noun as being 'devil-like'.
With this understanding, calling someone 'diabolic' is just that much worse than calling them 'diabolical'.
Let me know if you would like me to include more tips and trivia like this on the blog in the future.
The definitions we will find in the dictionary for 'diabolic' are: having the qualities of a devil; devilish; fiendish; outrageously wicked: a diabolic plot. Or: pertaining to or actuated by a devil.
The definition for 'diabolical': Of, concerning, or characteristic of the devil; satanic. Or: Appropriate to a devil, especially in degree of wickedness or cruelty.
Also, if we take a more etymological approach (consider the origin), we will look at the -al ending a bit more closely. The -al ending is a holdover from the Latin ending -alis, - meaning 'of, relating to, characterised by, pertaining to, like'. In this light, 'diabolic' has a more direct connection to the qualities or wickedness of a devil (as we see in the definition given). 'Diabolical' however, simply seeks to judges the noun as being 'devil-like'.
With this understanding, calling someone 'diabolic' is just that much worse than calling them 'diabolical'.
Let me know if you would like me to include more tips and trivia like this on the blog in the future.
Friday, February 6, 2009
ENG 105 - Scott Berkun - How to detect B.S.
With the great response we had to the first Scott Berkun essay, here's another: 'How to detect bullshit'. Berkun gives tips for questioning claims and arguments (and lies) through challenging the premises (or lack thereof) they are based on. This is a short essay - besides the humour factor, does anything he says to do seem familiar based on our first few weeks of lectures and reading?
Monday, February 2, 2009
ENG 105 - Inductive vs Deductive Reasoning
If the distinction is still not clear after today's lecture. Please take a look at this resource and feel free to question me during office hours.
Read it here.
Read it here.
ENG 125 - Michel de Montaigne's "Of Cannibals"
Essay by Michel de Montaigne Of Cannibals. Read and respond.
Pay particular attention to the ideas presented here in the context of Caliban in The Tempest.
Pay particular attention to the ideas presented here in the context of Caliban in The Tempest.
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