Blogging the Third Essay Writing Workshop

What does it sound like to begin this essay?

Here is an updated version of a template to use in your own words:

This essay is about non-violent theory and practice. The main elements of Dr. King's non-violent theory are_______[1]  [2] [3] [etc]_____[keywords]__________________________________.  Define keywords. In practice, these elements of non-violent theory worked at different moments in Dr. King's civil rights struggle. They worked because ____________________[Invent your keywords? Define them.] Give an introduction (context) to your reader (they haven't read the essays, perhaps you could briefly introduce here the ones you're working from. We can see this in Birmingham, for example, when _____________. We can see this in the Montgomery Bus Boycott when _________________, or in the Poor People's Campaign, when ____________________.

Consider matching up an element of non-violent theory with an event where we can 'see it' in action. Then, in your critical thinking for those paragraphs, consider introducing your own keywords.

How Much Research is Necessary? How much context for the events do students need?

Students should be able to answer the following questions for the context of Montgomery, Birmingham, and the Poor People's Campaign (and, if you choose, Selma):

When did the event take place?
Who was involved?
What happened?
What element of non-violence can we see 'in action' there?
What was Dr. King's involvement, if any?

Student Survey

https://www.surveymonkey.com/s/c20_post_FA2011

In-Class Workshop: Revising, Drafting Essays 1-3

Revising: for students who have not completed essays one and two with grades of 60 or higher. 

All students must turn in essays with grades of 60 or higher to pass this course. For students seeking to revise essays one or two by choice or by demand, the deadline of Dec. 1 still operates. These students should use the first hour of class today to discuss on-going or planned revisions with the professor.


Drafting ENG 103: for students who have completed essays one and two, turn to the ENG 103 research supplement. 

Students that have completed essays one and two should turn their focus to the ENG 103 research supplement revision of either their first or second essays. First, students should decide what essay to revise. Then, they should begin the process of locating sources to add to the essay. Next, they should plan out two additional claims to craft into new paragraphs for the essay. They should locate passages from the text and then add them to the essay. They should incorporate critical thinking. Afterward, they should revise their conclusions to the essay. Finally, they should revise the rest of the essay by focusing on two key areas: the thesis statement, and the critical thinking sections of earlier paragraphs. Students should also revise any outstanding issues with the essay (citations, paraphrase, context). These essays will be graded as a whole.

Planning: Discussing Essay Three


Students will discuss the reading from the past weekend and how it may help essays.


Tomorrow: Bibliographies...and more drafting!

Essay Two Grades

Email jrcqueens@yahoo.com

Subject: Essay Two
Message: [your name]

Grading Grid Assignment Three

Grading Grid Assignment Three: LHR: King’s Speeches in Historical Context
Name: 

1. Thesis Statement: Describes main elements of non-violent theory and explains how non-violent theory worked in practice; minimum three examples: Montgomery, Birmingham, Selma, Poor People’s Campaign; (20%)

1              5              6              7              8              9              10

Comment:

2. Paragraphs and Critical Thinking: Topic sentences refer to thesis; critical thinking strategies present in paragraphs; keywords named and defined (30%)

1              5              6              7              8              9              10

Comment:

3. Research Context; Quotation and Citation: Signal phrases; short and long quotes; correct citation; bibliography; proper context for audience (30%)

1              5              6              7              8              9              10

Comment:

4. Sentence Structure: Obvious polish; doesn’t detract from meaning or intention (10%)

1              5              6              7              8              9              10

Comment:

5. Conclusion: Extends ideas of essays; new speculations; (10%)

1              5              6              7              8              9              10

Comment:

Grade:

Critical Thinking Notes on King Essays

Critical thinknig

Agape - P 88

Agape and non-violence are not the same. Agape is used in non-violence in order to make it successful.

Faith/moral dilemma – p89

King critiques the ministers because of their Christian hypocrisy. Like the ministers, he also fears that it is the silent people who are a larger threat to the movement than the KKK. We can return to King’s ideas of “maladjustment,” since the silent ones are either too scared or too ‘adjusted’ to take charge of an issue for themselves. It could be related to what psychologists call “diffusion of responsibility,” where people assume that a conflict is the responsibility of someone else, not them.

Burning truth – 94

Lost the fear: Birmingham.

When they’re not afraid anymore, there’s nothing the police can do to stop them.

The police use of weapons is meant to inspire fear in bodies that are not afraid of the police.

Research Activity: Creating a Bibliography

Bibliography

A bibliography is an alphabetized list of sources that you place at the end of essays that cite sources. It generally goes on a separate sheet of paper, though in my courses I allow students to place the list of sources on the last page beneath the final paragraph.

So far in this course have only cited books. For our third assignment, your research will require you to cite many different kinds of sources, including videos, articles, and websites. For instructions how to cite these sources within your essay, see pages 426-435 in the HACKER. For instructions on how to list these sources in your bibliography, see pages 435-469 in the HACKER.

Google "MLA Works Cited"

For those without HACKER, google that phrase (HERE).

Research Activity

In class Monday students found at least one source that they could use in their essays. For this activity, students will work on a NING blog. They will introduce their source to the class and explain why they chose it. They will then correctly enter a bibliographical citation for their source as it would appear in a works cited page at the end of their essay.

If students finish this task, they can select a quote from their source and practice successfully integrating it into a sentence and citing it.
 

Essay Three Workshop: Research!

Directions

For today's class, students will find research materials for their third essays using the LAGCC library website, the internet, and other search engines. Students should bring the information about their sources to class Wednesday so that we can model our bibliographies using the HACKER textbook.

Academic Sources

Academic sources are sources that cite other sources. They contain bibliographies.

Tracking and Archiving Sources

Write down ALL information you find about your source so that we can make bibliographies and figure out in-text citations for Wednesday.


Midterm

Students should email the professor at jrcqueens@yahoo.com to get their midterm grade. Subject: Midterm. Message: student's name.

Ning

While students work on research, the professor is going to send them invites to join the class "NING" website. We will then see if it's any good together, as a class, for the rest of the semester (yes, we will still mostly use Twitter and Blogger). 


Become friends with me on NING by clicking HERE.

Mini-Draft-Workshop Conversation Points

1. Explain to your partner the status of your draft: how much do you have written? In what form? Do you have a working thesis statement? What is it? How much more research do you need to do?

2. Your parnter and you will create a working plan for how you're going to acheive a Peer Review draft for next Monday. What needs to happen?

3. What are some of the keywords you're working with right now? What would you like to develop some keywords about?

4. Is there anything about the assignment that you don't understand?

Post the Contents of Your Conversation on Ning!

Blog Five: Speech Power

Directions

For their fifth blogs, students will post their in-class writing from class on Thursday. They will address the question: what made Dr. King's speeches so effective? What did the speeches say that allowed his listeners to feel new feelings? How did the speeches work? What is the connection between non-violent practice and speech power?

King Footage

How Long?

http://www.youtube.com/watch?v=TAYITODNvlM

Last Speech:

http://www.youtube.com/watch?v=98k-pjN6nl0&feature=related

Blogging the Third Essay Workshop: Non-violent Theory and Practice

What does it sound like to begin this essay?

Consider using the following template in your own words:

This essay is about non-violent theory and practice. The main elements of Dr. King's non-violent theory are______________________________________________. Name keywords. Define keywords. Give an introduction (context) to your reader (they haven't read the essays, perhaps you could briefly introduce here the ones you're working from. In practice, the main reason these elements of non-violent theory worked was because _______________________________________. Invent your keywords? Define them. Connect them back to the previuos ones.

We can see the non-violent element of ___________________ working in Birmingham in April 1963. Introduce PBS documentary Citizen King and summarize what you saw for those that didn't see it. Retell the story of Birmingham. Then describe the non-violent element you're talking about and how it connects to the practice of non-violence. Explore critical thinking connections that explain to the reader why all of this is so important, and how it connects to other ideas.

More Structure

The key ideas of non-violence are [idea 1], [idea 2], and [idea 3]. Define them. The most important way these ideas become expressed in real situations are [your idea a], [idea b], and [idea c].

paragraph = idea 1 (from text) and idea a (your idea)
paragraph = idea 2 (from text) and idea b (your idea)
paragraph = idea 3 (from text) and idea c (your idea)

example paragraph = idea of agape and your idea of bodily sacrifice

Tweets

The class Tweets contain a wealth of ideas. Explore them and consider bringing them into your arguments and your critical thinking.

In-class Research

Some of you are doing background reading on the Montgomery Bus Boycott and the Birmingham march on sites like Wikipedia, while others of you are doing research on religion and psychology. This is fine, but remember that Wikipedia can't be one of your sources. Can that site link to your sources that you can use or find in the library? Do you have ideas about how you can bring in some of the 'general knowledge' you find on sites like this to help your context sentences in your essay (both in the introduction and in the paragraphs)?

In-Class Activity and Workshop: Non-Violent Theory and the Birmingham March

Directions

Review

In class today, we will continue to compose paragraphs for our third essay. We will carry our discussion from Monday's class forward by reviewing through student blogs what we learned about the main elements of non-violent theory. All students will re-read their blogs to refresh themselves. We will then turn two or three of these blogs to begin expanding our individual definitions of Dr. King's non-violent theory. We will create a short list of these elements.

Non-Violent Practice: Dr. King in Birmingham

We will then turn to some visual historical evidence of the 1963 Birmingham de-segregation march from the PBS documentary Citizen King. While we view a segment of the film on the march, we will pause to take notes and describe what we see and how it connects back to our definitions of non-violent theory, and possibly other course themes. 

Organizing Thoughts: Tweeting Connections

After the film segment, student will to spend a few moments organizing their notes, and looking for at least one connection between the film’s footage of non-violence in action and elements of non-violent theory. Students will then “Tweet” this connection to the class. 

Discussion and Ideas for Drafting

 

We will use the class Twitter feed to establish the connections the class has made, and use those connections as a springboard for discussion. Afterward, students will turn to their blogs or to Microsoft Word in order to continue composing their notes and discussion into a paragraph for their essay.   

Friday Forum: Graduate Center: Priscilla Wald - 4pm

Some of you wanted to attend the Priscilla Wald lecture tomorrow on The Immortal Life of Henrietta Lacks. It's at the CUNY Graduate Center at 4 pm; 34th and 5th Avenue, room 4406. Show your ID at the security desk, sign-in, and take the elevator upstairs.

http://sciencestudies.gc.cuny.edu/priscilla-wald-cells-genes-and-stories/

http://www.amazon.com/Contagious-Cultures-Carriers-Outbreak-Narrative/dp/0822341530/ref=sr_1_1?ie=UTF8&qid=1320374521&sr=8-1