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Schedule

Page history last edited by Dundee Lackey 12 years, 4 months ago

 

Class Date

Class Overview & Homework due today

Th 8/18

In class: distribute syllabus; introductions; exploring course theme. (Click the class date in the left-hand column to open a detailed daily class plan.) 

Tu 8/23 

Before class: Read/explore "5 Truths about Healthcare in America" (Time Magazine). (The links on this are kind of weird: make sure you hit all 5 images. 1 | 2 | 3 | 4 | 5) Read/explore the AMA statement on health care access (including subheadings--see the menu at left).  Read our syllabus! (ENG 1060 syllabus | ENG 1030 Syllabus) 

 

In class: In class writing/discussion of reading; watch episode 1 ("In Sickness and In Wealth") from the series "Unnatural Causes". Discussion of video. Discussion of blogging requirement, privacy concerns, sites fo blogging. 

 Th 8/25

Before class:   Read "What is Academic Writing?" and "Health Status and Health Care Access of Farm and Rural Populations."   (Please note: you should ALWAYS bring copies of readings--digitally or in print). Set up a blog. Go to your blog, and post a response to the following prompt: "We are conducting a study of health and wellness in Robeson, Scotland, and Hoke counties. What do you already know about these issues in our area? What did you learn from the reading "Health Status and Health Care Access..." about health, access, and health care concerns in rural areas?  What questions do you have about these issues in our area?" When you're done, email me a link to your blog. (My address is dundee.lackey@uncp.edu. When you email me: please use your UNCP address. Please input the following in the subject line: Your name, blog address, 1060.section number)

 

In class: continuing discussion on Episode 1, "Unnatural Causes", discussion of reading and academic research & writing; intro to quantitative and qualititative research

Tu 8/30

 

Before class: Read "Oral History Techniques: How to Organize and Conduct Oral History Interviews" (Online). Read portfolio one materials

 

In class: continuing discussions from Thursday, as necessary; discussion of portfolio 1, the oral history project.

Th 9/1

Before class: 

  • Scan our IRB application  
  • READ 3 sections--Introduction, History, and Respect for Persons--from "Protecting Human Subjects." (Because it is important that we are ethical researchers, and we represent your university well, there *will* be a quiz.)
  • READ  "US Public Health Service Syphylis Study at Tuskeegee" AND "US Apologizes for Guatemala Syphilis Experiments". Post a response to these readings on your blog before class time today. For this post, I’d like you to consider the ways in which the Guatemala Syphilis and Tuskeegee Syphilis studies were unethical. Be specific. Try to use language from your reading of “Protecting Human Subjects” to talk through this. THEN: consider how they might have changed the experiment to do their research ethically. 

 

 

In class: the IRB and research ethics. practicing inviting participants, getting informed consent; the question game; mock interview; researching to prep for the interview.

 

Post-class notes: Here is the article, "Top 10 Unethical Psychological Experiments", we were exploring as we talked. ||  Miss Evers' Boys (Drama, 1997) || The Deadly Deception (Documentary, 1993) || "Research in Native American Communities in the Genetics Age..."

 Tu 9/6

(9:30 writers, meet Dr. McClanahan,

11 Dr. Decker,

12:30 Robin Snead)

Before class:  

  • Read section II ("A Framework for Health Communities" pp. 22-44) from "Why Place Matters: Building the Movement for Healthy Communities" (Online)
  • Write a response to this reading on your blog. For this posting, you should: Do some research on one of the three counties (Scotland, Hoke, Robeson) we'll be exploring through interviews, and report back on your findings. Summarize this reading, then use the measures of community health you just read about to consider the county. Is it "healthy"? Why/why not? What could/should be done to improve the health and well-being of the community?

 

In class: watch episode 5 ("Place Matters"); watch second episode of your choice. discussion.

Th 9/8

NO MEETING-"Virtual" class day.

Accomplish the tasks at right
before our next meeting.

Because of our court date, there will be no class meeting today; HOWEVER, consider this an online class, and use an equivalent amount of time today to: 1)  Read "About StoryCorps", and explore the Griot initiative on their site, listening to whatever stories interest you. 2) Explore samples of written summaries from previous courses.  3) Read and respond to AT LEAST two classmate's blog postings from 9/6. (You can access their blogs by clicking on their names at the right of the course blog.)

 

You will report back on these activities in Tuesday's class. 

 Tu 9/13

In class: discussion of video(s); discussing 9/8 activities; summarizing the interview

 Th 9/15

Before class:

  • Your assigned blog post for this week is to report back on where you are in the interview process. Do you have a willing participant? Is the interview scheduled? If you haven't done it yet, tell us what you've done to prepare. If you HAVE done it yet, tell us how it went, and offer whatever advice you think might help those who have yet to do their interview. Take this opportunity to ASK QUESTIONS about the project, whatever stage of it you are at. 

 

Reminders:

  • You must also do two additional blog posts each week, on topics of your choosing. (If you need a refresher on this, click here.) While I encourage you to browse, and comment on, one another's blogs, these do not count towards your three weekly. (That said: you'll have more fun writing if you know you have readers, and it's good to be able to help answer one another's questions, think through things, and etc.)
  • Make sure you use the RIGHT INFORMED CONSENT document. It's the one dated 9/1/11. I handed out copies in the 9/13 class. You'll also find it on the writing projects page.
  • When you are ready to draft your interview, you should use the blank form provided on the writing projects page. (It's important that they are all formatted the same, as it lends a more professional look to our site.)    

 

In-class: We'll listen to an interview, and consider the summary and timeline written by the interviewer, as well as explore evaluation criteria for portfolio 1. 

 Tu 9/20

DRAFT OF INTERVIEW SUMMARY NEEDED!

Workshop: bring one printed copy of your interview summary/timeline to share!

 Th 9/22

Before class:   

  •  Read: "Reflective Writing and the Revision Process: What Were you Thinking?"
  • For your assigned blog post this week: Look over the goals of the course, and our activities over the last several weeks. Consider the reading, writing, and research processes you have used as you worked on portfolio 1. What have you done? What have you learned? What do you continue to struggle with? If you could do this project over again, what would you change? How would those changes strengthen the research and/or writing?

 

In class: Revision workshop. Drafting the reflective overview. BRING WHATEVER YOU NEED TO WRITE. (DL is sick :-( Click the date at left to access some info and prompts to help you with the reflective overview. Email me as needed!)

 Tu 9/27

 

No class meeting today. Use this time to polish your interview summary/timeline and reflective overview. I will be available in the office during your class time--please stop by if I can be of help!

 Th 9/29

PORTFOLIO 1 DUE

 

 

Portfolio 1 due by class time today. BRING: a disc with the interview audio file and summary burned to it, AND a signed, hard copy of the informed consent document. EMAIL ME: your reflective overview as an attachment (dundee.lackey@uncp.edu)

 

Before class: read "Taking Flight: Connecting Inner and Outer Realities" (online).  Your assigned blog post this week is to: explore the resources in my most recent blog post. Click comment, and reply to the question at the end of my post.

 

In class: Exploring Portfolio 2, The Research Proposal

 

DON'T FORGET: Do this week's required posting ASAP, and then begin your research proposal (due 10/6).

 Tu 10/4

 

Read: Annotated Bibliographies" AND "How to Prepare an Annotated Bibliography".

In class: Cite and annotate a short reading (in groups): "Education Reduces Blood Pressure"; Discussion of research project proposal (due by class time Thursday) 

 Th 10/6

Due: research project proposal. Post to blog before class time today!

In-class: sharing proposals; research skills; developing a search plan.

 Tu 10/11

MEET IN DIAL 149 (lab)

 

 

Before class: SCAN "THE INFLUENCE OF ALCOHOL ADVERTISING IN A CAMPUS NEWSPAPER ON STUDENTS’ CONSUMPTION OF ALCOHOL" (online) + READ "LBG in the Workplace: A Review of Literature".  Your assigned blog post for this week is to read/respond to at least 3 classmate's research project proposals.

 

DON'T FORGET: Today we'll meet in Dial 149 to do individual research in library databases and online.

 

I am reading and commenting on blogs, and so are your groupmates. Please make sure you have enabled commenting on your blog?

 Th 10/13

FALL BREAK. No class meeting. (Please note: Monday the 17th is the last day to drop a class with a W. I will be out of state the 12 through the 17th; see me in advance if you need a signature!)

 

 

Tu 10/18

 

 

 

Before class: review sample reviews of lit (see 10/11 readings, above) and read "Learn How to Write a Review of Literature" AND "Writing a Short Literature Review". Your assigned blog post this week is to share at least one annotation of a source (including citation). Your requried blog post this week is to post a second annotation.

 

In-class: looking at sample annotations; questions re. citation, annotation and the review of lit; workshop time

 

CLASS CANCELLED DUE TO ILLNESS. (I'm sorry.) Take some time today to go to the library and look for sources/check out those you've already found. If you didn't already, READ what was assigned for today. Spend some time thinking, in writing: What do these two review of lit authors do the same? What do they do differently? What seem to be the "rules" for writing a review of lit? PRINT OUT  "LBG in the Workplace: A Review of Literature". and bring it, and your notes on reviews of lit, to class with you on Thursday!

 

 

 

 Th 10/20

Make sure you've done the readings above, on the review of lit, particularly the samples and the "how tos" ("Learn How to Write a Review of Literature" AND "Writing a Short Literature Review"). PRINT OUT "LBG in the Workplace: A Review of Literature". and bring it, and your notes on reviews of lit, to class with you.

 

In-class: looking at sample annotations; exploring the review of literature, questions re. citation, annotation and the review of lit; "They Say, I Say..."

Tu 10/25

 

Meet in the LIBRARY, 1st floor, near the research computers. Bring what you need to research and write!

 

 

Th 10/27

Print/bring a draft of your annotated bib and/or review of lit for a peer response workshop. Developing evaluation criteria. We'll also spend some time on invention towards the reflective overview for this portfolio.

Tu 11/1

MEET IN DIAL 149

 

Portfolio 2 (ann. bib + review of lit + reflection) due VIA EMAIL no later than Friday, 8 am.  (You're welcome for the extra time; use it wisely!) We will, though, go ahead and spend out class time this week MOSTLY on getting portfolio 3 started. (Feel free, though, to focus your blog posting this week on your research, if that helps you. )

 

In-class: exploring portfolio 3. Using MovieMaker. 

 

Th 11/3

Reading due today: "Old + Old = New: A Copyright Manifesto for the Digital World" + "Bound by Law". Watch videos of your choice from last semester's YouTube channel. Your required blog posting this week is to consider: have you ever used something from the internet in an unethical way? Do you think current copyright laws work well in the digital composing environment? Why/why not? What do you think should be changed?

 

In-class: intro to storyboards, C.R.A.P. design principles. Discussion of Fair Use, ethical use of sources in videos

 Tu 11/8

 

Before class: 

  • Read/review readings due 11/3! (There will be a quiz on readings due today.)
  • Read "The Big Four: Contrast, Repetition, Alignment, Proximity" AND "Matters of Type"
  • Explore resources re. storyboards, and work on yours. I'd like you to bring your storyboard THURSDAY to share in small groups> 
  • Your required blog posting this week is to locate a video that inspires you. It might give you a way of thinking through the rhetorical appeal you want to make to your audience. It might be on the same topic. It might just be a really cool example of how you'd like to make your own video. Link to it, and write a little about why you've chosen this, and how it inspires you. 

 

 

 

signing up for in-class presentations! If you were absent today, you must touch base with me about this. (Here's the assignment sheet.)

 Th 11/10

Before class:

 

In class: sharing storyboards. Class evaluation. 

 Tu 11/15

Your required blog posting for this week is to: find a text (any genre or mode) aimed at YOUR ideal audience. Link to it, if possible, in your blog post, then analyze: 1) why the author of this text chose this audience, 2) how you can tell this is the audience chosen, 3) how they approach the audience to achieve their purposes. Do this before today's class, as we'll be using it in class (see below).

 

In-class:

  • We're going to explore the videos (chosen as inspiration for your work/last week's blog posting) and the texts (this week's blog posting, chosen as a way of thinking about your audience). Be sure to complete these blog postings so you can share your finds in class. 
  • In-class writing: what rhetorical appeals will I use? How? How can my choices in design, color, image, sound, source information help me use these appeals to achieve my purposes? 
  • Presentations begin THURSDAY. Have you signed up? What questions do you have about this task
  •  Class evaluations. 
 Th 11/17

Before class: SCAN "The Joshua Tree Epiphany". (This is a rather long chapter introducing, and showing concrete examples of, C.R.A.P. design principles, which I hope will give you some good ideas as you work on your video.)

 

In-class: Presentations begin.  Discussion of PSAs & rhetorical tactics: Texting while Driving | We Give a Damn | "Don't Say..." 

 Tu 11/22

Before class: watch any 2 of the 3 videos in this edition of JUMP AND read the student AND instruction reflections for those videos. (They are linked beneath the video.) Revisit "old + old = new" and pay attention to the videographer's reflections.

 

Your required blog posting this week is to: Your reflective overview has two "sections," or components, this time. One is to articulate and justify your choices in the video. The other is to consider your work and learning over the whole semester, and to make plans for how you'll continue developing your reading, writing, and research skills in future. (See the assignment sheet for more information.) For this week's blog posting, begin your reflection!

 

In-class: Presentations.  Time permitting: reflection workshop. (Bring what you need to write!)

 

HEY: I'm still missing one audio recorder. If you have it, bring it back next week, please?

 Th 11/24
Thanksgiving Holiday. No class meeting. Travel safely, and have fun!
Tu 11/29 

In-class: Presentations. Bring video drafts to share! (Remember: you have to publish or export them before trying to show them on a computer other than the one they were built on....). Reflection workshop. 

 

Stuff I gotta remember to ask/tell you:

  • ENG 1030 students: WE WILL MEET TOMORROW. (I got the ticket dismissed! woot! ;-) )
  • HEY: I'm still missing one audio recorder. If you have it, bring it back next week, please?
  • Question: Dr. Guynn, whom many of you have met, will be traveling to China over break, and will be collaborating with some English/Composition scholars there who are researching the difference between how we teach writing in America, and how they do so there. As part of this, they'd like to have some samples of assignments, and student writing. Is there anyone who'd be comfortable sharing your work on project two? If so, email me and let me know it's okay to share yours?
 Th 12/1

In-class: Presentations. DRAFT WORKSHOP! Bring an advanced draft of your video, academic works cited list, and reflective overview for feedback. DON'T FORGET TO "PUBLISH" THE VIDEO. (You can't transport the raw moviemaker file, and have it work properly, without this step.) This is our LAST class meeting! If you want, bring stuff to make it a celebration! Snacks welcome! In-class writing: Write a note to the next class of students to work on these projects. What advice would you give them?

 Finals Week!

Final exam schedule.

 

I will hold office hours on Monday 12/5, from 11 to 2.

 

Your final portfolio is due as follows:

Tu/R 9:30 am class? Due by 10:30, Tuesday 12/6 (I'll be in the office from 9 to 1:15)

Tu/R 11 am class? Due by 1:15, Thursday 12/8 (I'll be in the office from 10:30 to 1:30)

Tu/R 12:30 class? Due by 1:15, Tuesday 12/6. (I'll be in the office from 9 to 1:15)

 

 

I will be in the office during your exam time if you need help posting your work, or have questions.

 

I will accept revisions of portfolio 2 under the following conditions: 1) You MUST let me know you want to revise, and MUST meet with me prior to finals week to discuss how to proceed with your revision. 2) You MUST submit, alongside your revised annotated bib and review of lit, a new (brief) reflection, in which you discuss what you've changed, why, and how you feel these revisions improve the work. 3) You MUST submit your revision(s) and reflection to me via email no later than 8 am on Friday, 12/9.

 

To turn it in: Export your video, and upload it to YouTube. Email me the web address for your video, and attach your reflective overview and an academic works cited list including ALL sources and resources (sounds, images, videos, etc.) used in the creation of your video.