Mulk Raj Anand (1905-2004).
Contemporary Literary Criticism. Ed. Jeffrey W. Hunter. Vol. 237. Detroit: Thomson Gale, 2007. p1-53.
Tuesday, April 30, 2013
Remember Library Day!
A Library Instruction session has been scheduled for your class in the Library Classroom, E101-B on Tu, 4/30, 9:15 AM - 10:15 AM. Please verify this information and let us know of any discrepancies.
Thursday, April 25, 2013
Class Agenda 4.25
1. Announcements
Midterm Monday: let's go over structure, reminder
LIB 110: filming in 3 weeks: all needs written down and planned by next week
2. Peer Review: Groups of three: chosen by professor.
Grading Grid
Guidelines
Leonore
Diana
Jonathan
Jasmine
Nicole
Sean
Nayara
Jairo
Rachel
Joel
Nico
Nadira
Rachel
Leticia
Stefan
Eddie
Akeem
John
Paul
Denii
3. Untouchable- what do we do with the conclusion?
4. Racial Formation in the United States- what keywords can we use?
Midterm Monday: let's go over structure, reminder
LIB 110: filming in 3 weeks: all needs written down and planned by next week
2. Peer Review: Groups of three: chosen by professor.
Grading Grid
Guidelines
Leonore
Diana
Jonathan
Jasmine
Nicole
Sean
Nayara
Jairo
Rachel
Joel
Nico
Nadira
Rachel
Leticia
Stefan
Eddie
Akeem
John
Paul
Denii
3. Untouchable- what do we do with the conclusion?
4. Racial Formation in the United States- what keywords can we use?
Grading Grid
ENG 101 Assignment One Grading Grid:
Name:
1-10 scale
10 –exceptional; 9 – above average; 8 –slightly above average; 7 – slightly below average; 6 – below average; 5 – significant development needed; 1 – minimal or no response
1. Thesis: Contains a
central assertion that places a central idea at the forefront of the
essay; thesis statements is 2-3 sentences; thesis statement answers the main question posed by the assignment (20%)
2. Structure: Essay
organized
around topic sentences; topic sentence are claims; each paragraph provides "they say" context;
essay uses summary and paraphrase to explain main ideas from reading
(30%)
3. Evidence: Essay
successfully places direct quotes into each body paragraph; essay cites those
quotes correctly according to MLA guidelines; essay
explains direct quotations; essay contains a bibliography
(20%)
4. Critical Thinking: Essay
interprets quotes in original ways that go beyond class discussion; essay
connects main ideas to other texts or moments in text; essay utilizes keywords
and defines them; essay offers original perspectives and argument (20%)5. Polish: Essay shows signs of revision; essay's syntax doesn't interfere with meaning; vocabulary words from class appear in essay;
ALL WRITTEN FEEDBACK FROM PEER REVIEW MUST BE STAPLED TO THE BOTTOM OF FINAL DRAFT TO RECEIVE FULL CREDIT FOR PEER REVIEW.
Peer Review:
Grade:
Comments:
Tuesday, April 23, 2013
Class Agenda 4.23
1. Announcements
Peer Review Thursday
LIB 110 Scripts Thursday
No Class Tomorrow: Open Office Hours
Attendence reports/class confernces
Library Day
2. Review. Review blog comments
Check your blog to see if an ENN 195 student left you a comment. If they did not, email me at jrogers@lagcc.cuny.edu to say so. If they did, write a comment beneath their comment, which does the following: thanks them, summarizes their advice, and reports what you will do to revise the blog.
3. In-class blog: producing a paragraph about Untouchable. Return to all your notes on the novel, going back two weeks - specifically, class yesterday, class last Thursday, and the class the previous Thursday. Assemble all the keywords you've found helpful and update a list of them in today's notes.
Now return to your free-writing from yesterday. We're going to practice "filling in the templates" for a college paragraph on the novel. Let's work like this:
[summary] In the novel Untouchable, we see a world where...Over the course of the novel, [say what happens in 2-3 sentences; these are 'plot points,' or the major plot episodes]. The main character, Bahka, experiences...[summarize what you believe to be his main experiences].
Now remember: claims about the novel don't repeat what happens, they explain the signifiance of what happens, they explain the importance of what happens. For this assignment, they explain what the novel helps us to understand about issues of racial formation. Remember, claims are not facts. You must be able to disagree with a claim for it to be an argument.
topic sentences
[topic sentence 1: claim 1] The novel Untouchable narrates colonial Indian racial formation in the 1930s by showing us...
[topic sentence 2: claim 2] Based on Bahka's behavior, we learn that...
[topic sentence 3: claim 3] The novel Untouchable highlights the issues of...by showing us that...
[topic sentence 4: claim 4] The conflict in the novel between ... and ... demonstrates to readers the importance of ...
Topic sentences are great locations to add keywords. If you use one, define it in the next sentence. You may want to give it a "general" definition, or what it means in all cases, and also a "specific" definition, or what it means in this novel.
Tweet your claims
When you're sure you have a couple solid claims, Tweet them. Use the hashtag #untouchable
Look over your sentences and notes
Now look over the sentences you've written. Take one claim and turn it into a revised paragraph, with a quote sandwich. Locate your notes on college paragraphs and critical thinking strategies.
Note: Essays do not write themselves. They are built like puzzles, and the "pieces" of the puzzle are your ideas. You must first figure out your best ideas, or claims, and then arrange them into the puzzle of your essay. Notes based on passages, ideas based on notes, keywords based on ideas, claims based on keywords, paragraphs written to support claims. (Use Keywords from cluster courses?)
And then? A cluster of claims can be a thesis.
And then you look at a "cluster," or group, of claims together. What do they have in common? Ideally, you can find something. That commonality might be a thesis.
Or? A really strong single claim be can turn into the thesis.
Or you look at your best claim, and you think, can I expand this into the thesis of the essay? Then you think of other supporting claims you could make that would expand it. Then that one claim becomes your thesis, and you invent new claims to support it.
Done?
Look over these blogs about Twitter and respond to them in three sentence comments. The comments address whether you agree with a claim made about Twitter and why.
Done with that?
Follow the following Twitter handles and figure out what they're up to. Read a few Tweets and "favorite" a couple, or follow a few links.
@MovetoAmendNYC
Peer Review Thursday
LIB 110 Scripts Thursday
No Class Tomorrow: Open Office Hours
Attendence reports/class confernces
Library Day
2. Review. Review blog comments
Check your blog to see if an ENN 195 student left you a comment. If they did not, email me at jrogers@lagcc.cuny.edu to say so. If they did, write a comment beneath their comment, which does the following: thanks them, summarizes their advice, and reports what you will do to revise the blog.
3. In-class blog: producing a paragraph about Untouchable. Return to all your notes on the novel, going back two weeks - specifically, class yesterday, class last Thursday, and the class the previous Thursday. Assemble all the keywords you've found helpful and update a list of them in today's notes.
Now return to your free-writing from yesterday. We're going to practice "filling in the templates" for a college paragraph on the novel. Let's work like this:
[summary] In the novel Untouchable, we see a world where...Over the course of the novel, [say what happens in 2-3 sentences; these are 'plot points,' or the major plot episodes]. The main character, Bahka, experiences...[summarize what you believe to be his main experiences].
Now remember: claims about the novel don't repeat what happens, they explain the signifiance of what happens, they explain the importance of what happens. For this assignment, they explain what the novel helps us to understand about issues of racial formation. Remember, claims are not facts. You must be able to disagree with a claim for it to be an argument.
topic sentences
[topic sentence 1: claim 1] The novel Untouchable narrates colonial Indian racial formation in the 1930s by showing us...
[topic sentence 2: claim 2] Based on Bahka's behavior, we learn that...
[topic sentence 3: claim 3] The novel Untouchable highlights the issues of...by showing us that...
[topic sentence 4: claim 4] The conflict in the novel between ... and ... demonstrates to readers the importance of ...
Topic sentences are great locations to add keywords. If you use one, define it in the next sentence. You may want to give it a "general" definition, or what it means in all cases, and also a "specific" definition, or what it means in this novel.
Tweet your claims
When you're sure you have a couple solid claims, Tweet them. Use the hashtag #untouchable
Look over your sentences and notes
Now look over the sentences you've written. Take one claim and turn it into a revised paragraph, with a quote sandwich. Locate your notes on college paragraphs and critical thinking strategies.
Note: Essays do not write themselves. They are built like puzzles, and the "pieces" of the puzzle are your ideas. You must first figure out your best ideas, or claims, and then arrange them into the puzzle of your essay. Notes based on passages, ideas based on notes, keywords based on ideas, claims based on keywords, paragraphs written to support claims. (Use Keywords from cluster courses?)
And then? A cluster of claims can be a thesis.
And then you look at a "cluster," or group, of claims together. What do they have in common? Ideally, you can find something. That commonality might be a thesis.
Or? A really strong single claim be can turn into the thesis.
Or you look at your best claim, and you think, can I expand this into the thesis of the essay? Then you think of other supporting claims you could make that would expand it. Then that one claim becomes your thesis, and you invent new claims to support it.
Done?
Look over these blogs about Twitter and respond to them in three sentence comments. The comments address whether you agree with a claim made about Twitter and why.
Done with that?
Follow the following Twitter handles and figure out what they're up to. Read a few Tweets and "favorite" a couple, or follow a few links.
@MovetoAmendNYC
@NYSLOF
@AQEJosh
@CVHPower
Monday, April 22, 2013
Free Writing on Untouchable
The character of Bahka is complex for a couple reasons. On the one hand, you have a young man from the "untouchable" caste system, who's cleaning toilets, sweeping up after his higher-caste betters, trying to please his father. He resents the system he's in, at least at times, but doesn't really question it...at least not at first. Through a series of confrontations, though, he does come to question it - I guess that's the "on the other hand" part of this. The emotions he feels during these confrontations set off how he questions the paradigm of caste difference that he's living in. What feels unfair is what produces ideas about unfairness.
It's notable that those feelings are the agents of his resistance, so to speak, but it's also interesting that he doesn't turn to a deconstruction of the culture, or start to question why the caste works the way it does, or question the "religion" of Hindu-caste difference. Instead, he gravitates towards the English, the sahibs that wander around at the fringes of the novel, never quite becoming characters until we see Colonel Hutchinson. It reads as if the "answer" to the injustice of the untouchable is some kind of fantasy of becoming British. It's as if people react to oppression - Bakha for sure - by producing a fantasy of escape rather than a plan for confrontation. Perhaps this is how ideology and hegemony works...maybe this is how power functions...the answer to feelings of anger, sadness, and disappointment is the creation of fantasies that allow one an "escape" from those feelings...it's easier to "become" a fantasy of yourself than to confront the real people who keep you down. Note that Bahka runs from the crowds in the cities as they grow angry he didn't call out of ahead of himself...he runs from the mother of the boy who gets injured in the stone-throwing after the hockey game. He runs from them straight into his dreams of being British, of dressing British, of having English clothes...and maybe, then, this "colonial" mindset that he has - for it's clear that he's been colonized, right? - works both ways: as a system, a real system, it keeps him down, by keeping the Hindu-caste system in place, by breaking down Indian society into competing classes that keep the boot on the face of those below, as it were. But on the other hand, the power of the English example - their clothes, their "ornamentalism," their speaking - provide Bahka with an alternative - a way "out," at least mentally, from that very same caste system.
So what becomes of the individual, and his dreaming, when the fantasy takes the place of direct confrontation? When we use dreams to escape forms of social domination?
It's notable that those feelings are the agents of his resistance, so to speak, but it's also interesting that he doesn't turn to a deconstruction of the culture, or start to question why the caste works the way it does, or question the "religion" of Hindu-caste difference. Instead, he gravitates towards the English, the sahibs that wander around at the fringes of the novel, never quite becoming characters until we see Colonel Hutchinson. It reads as if the "answer" to the injustice of the untouchable is some kind of fantasy of becoming British. It's as if people react to oppression - Bakha for sure - by producing a fantasy of escape rather than a plan for confrontation. Perhaps this is how ideology and hegemony works...maybe this is how power functions...the answer to feelings of anger, sadness, and disappointment is the creation of fantasies that allow one an "escape" from those feelings...it's easier to "become" a fantasy of yourself than to confront the real people who keep you down. Note that Bahka runs from the crowds in the cities as they grow angry he didn't call out of ahead of himself...he runs from the mother of the boy who gets injured in the stone-throwing after the hockey game. He runs from them straight into his dreams of being British, of dressing British, of having English clothes...and maybe, then, this "colonial" mindset that he has - for it's clear that he's been colonized, right? - works both ways: as a system, a real system, it keeps him down, by keeping the Hindu-caste system in place, by breaking down Indian society into competing classes that keep the boot on the face of those below, as it were. But on the other hand, the power of the English example - their clothes, their "ornamentalism," their speaking - provide Bahka with an alternative - a way "out," at least mentally, from that very same caste system.
So what becomes of the individual, and his dreaming, when the fantasy takes the place of direct confrontation? When we use dreams to escape forms of social domination?
Library Day
A Library Instruction session has been scheduled for your class in the Library Classroom, E101-B on Tu, 4/30, 9:15 AM - 10:15 AM. Please verify this information and let us know of any discrepancies.
Class Agenda 4.22
1. Super Quiz
2. Announcements
3. Let's entertain ourselves with the Racial Formation video for a few minutes.
3. In-class writing: return to your notes from Thursday (or last week) and 'free write" some thinking and words around a passage you find interesting. You may also want to think about a passage you just read from the novel. Remember the second assignment, and the Peer Review due Thursday.
4. Now, working from your notes, construct a "typical" college paragraph around a claim and use the novel to provide evidence for the claim. Be sure to distinguish between Anand the author, Bhaka the character, and yourself the writer.
(Let's note some templates here)
5. Trade your paragraph with a partner. Give them some feedback on the paragraphs.
2. Announcements
3. Let's entertain ourselves with the Racial Formation video for a few minutes.
3. In-class writing: return to your notes from Thursday (or last week) and 'free write" some thinking and words around a passage you find interesting. You may also want to think about a passage you just read from the novel. Remember the second assignment, and the Peer Review due Thursday.
4. Now, working from your notes, construct a "typical" college paragraph around a claim and use the novel to provide evidence for the claim. Be sure to distinguish between Anand the author, Bhaka the character, and yourself the writer.
(Let's note some templates here)
5. Trade your paragraph with a partner. Give them some feedback on the paragraphs.
Thursday, April 18, 2013
Blog Assignment Four: Cluster Connections
Well, it's about halfway through the semester. What kinds of connections do you see in the cluster so far? What texts from one class speak to the texts in another class? What ideas have you found useful in more than one class? On a personal level, has all this talk of race and culture changed the way you see LaGuardia, yourself, your neighborhood, and/or New York City? As you reflect, be sure to offer examples so your reader can "see" the links you're making more...don't be afraid to offer a quote from a text or film, either!
LIB 110: Script design
Today we need to begin the process of actually designing our videos. Let's look at some script-related stuff.
http://westernreservepublicmedia.org/producer/script.htm
http://www.filmschoolonline.com/sample_lessons/sample_lesson_format.htm
In your teams, begin scripting process. Your team will turn in a draft script next week for us to review.
http://westernreservepublicmedia.org/producer/script.htm
http://www.filmschoolonline.com/sample_lessons/sample_lesson_format.htm
In your teams, begin scripting process. Your team will turn in a draft script next week for us to review.
Class Agenda 4.18
1. Reading Quiz
2. Announcements
Peer Review next Thursday. Blog due Monday night?
Please take more time to review the blog.
3. Essay One Returned: letter of response.
When you receive your essay, keep the comments and grade to yourself. The classroom is an inappropriate space to share grades.
Please read all the comments within the essay and grading grid.
Take out a piece of paper and spend some time writing a reply to your essay. The letter must answer the following questions:
a) Do you understand my comments? What comments do you not understand?
b) Reflect on your writing process: how many drafts did you complete of this essay? How closely did this essay resemble the essay you turned in for Peer Review? What was helpful about the Peer Review? What could have been more helpful? What notes did you work from the most? How frequently did you utilize the class blog? Did you look at the grading grid before turn in the essay? Did you re-read the assignment goal before turning in the essay? How long did you spend looking over the templates linked from the blog to They Say I Say?
c) Did you go to the Writing Center? Why or why not? If you went, what was your experience and how did it shape your essay?
d) Some of you must revise while others of you may want to revise. If you must revise, you must explain your plan for revision here. Confirm when you will attend the Writing Center, which must occur in the next week (you may want to bring a clean copy of the draft, as well as my grading grid). If you must revise, reflect on your process for this essay. What made the draft difficult? Did you complete the reading? If you completed the reading, how steps did you take to incorporate the book into your draft? If you didn't complete the reading, why not? Did you believe the essay could still be successful?
e) If you are choosing to revise, what is your revision plan?
f) If you have not turned in the essay, what is your plan? Are you aware you cannot pass the class without this essay? What steps are you currently taking to complete the essay? How often have you visited the Writing Center? What kinds of choices do you think have affected your inability to complete the essay?
g) What is your plan going forward for the rest of the semester to ensure success? What are you actually going to do in the next six weeks?
4) Essay One Returned: What's going to change
Things that will be different in class:
a. Students accessing course materials from their phone will lose participation points.
b. We will spend more time on They Say I Say templates.
c. We will have student conferences sometime in the next two weeks.
d. Students that don't turn in Essay One by Monday will receive a formal letter notifying them of their danger of failing.
e. There will be a "Super-Quiz" on Monday about quotation sandwiches, making claims, direct quotation, and citation. The quiz will be worth 40 points, and will be given at the beginning of class. Students will have 20 minutes for the quiz.
f. We will spend more time writing sentences that distinguish paraphrases of reading from your claims about the reading.
g. Anything else?
Things some students must do differently to succeed:
a. Create more time to study. Find a place that you can concentrate. Continue to "become" a public student.
b. Any student that failed Essay One must go to the Writing Center for both Essay One revision and Essay Two, before it's due.
c. Students that don't complete the reading must find ways to do so. The balance struck so far for about 1/3 of the class is ineffective and will challenge students from completing their goals.
d. Anything else?
5) Untouchable
Turning discussions of passages into paragraphs. Converting notes to sentences.
2. Announcements
Peer Review next Thursday. Blog due Monday night?
Please take more time to review the blog.
3. Essay One Returned: letter of response.
When you receive your essay, keep the comments and grade to yourself. The classroom is an inappropriate space to share grades.
Please read all the comments within the essay and grading grid.
Take out a piece of paper and spend some time writing a reply to your essay. The letter must answer the following questions:
a) Do you understand my comments? What comments do you not understand?
b) Reflect on your writing process: how many drafts did you complete of this essay? How closely did this essay resemble the essay you turned in for Peer Review? What was helpful about the Peer Review? What could have been more helpful? What notes did you work from the most? How frequently did you utilize the class blog? Did you look at the grading grid before turn in the essay? Did you re-read the assignment goal before turning in the essay? How long did you spend looking over the templates linked from the blog to They Say I Say?
c) Did you go to the Writing Center? Why or why not? If you went, what was your experience and how did it shape your essay?
d) Some of you must revise while others of you may want to revise. If you must revise, you must explain your plan for revision here. Confirm when you will attend the Writing Center, which must occur in the next week (you may want to bring a clean copy of the draft, as well as my grading grid). If you must revise, reflect on your process for this essay. What made the draft difficult? Did you complete the reading? If you completed the reading, how steps did you take to incorporate the book into your draft? If you didn't complete the reading, why not? Did you believe the essay could still be successful?
e) If you are choosing to revise, what is your revision plan?
f) If you have not turned in the essay, what is your plan? Are you aware you cannot pass the class without this essay? What steps are you currently taking to complete the essay? How often have you visited the Writing Center? What kinds of choices do you think have affected your inability to complete the essay?
g) What is your plan going forward for the rest of the semester to ensure success? What are you actually going to do in the next six weeks?
4) Essay One Returned: What's going to change
Things that will be different in class:
a. Students accessing course materials from their phone will lose participation points.
b. We will spend more time on They Say I Say templates.
c. We will have student conferences sometime in the next two weeks.
d. Students that don't turn in Essay One by Monday will receive a formal letter notifying them of their danger of failing.
e. There will be a "Super-Quiz" on Monday about quotation sandwiches, making claims, direct quotation, and citation. The quiz will be worth 40 points, and will be given at the beginning of class. Students will have 20 minutes for the quiz.
f. We will spend more time writing sentences that distinguish paraphrases of reading from your claims about the reading.
g. Anything else?
Things some students must do differently to succeed:
a. Create more time to study. Find a place that you can concentrate. Continue to "become" a public student.
b. Any student that failed Essay One must go to the Writing Center for both Essay One revision and Essay Two, before it's due.
c. Students that don't complete the reading must find ways to do so. The balance struck so far for about 1/3 of the class is ineffective and will challenge students from completing their goals.
d. Anything else?
5) Untouchable
Turning discussions of passages into paragraphs. Converting notes to sentences.
Tuesday, April 16, 2013
Class Agenda 4.16
1. Announcements
When is Essay 2 Peer Review?
How did the blog comments go?
What is your current assignment in anthro?
Did you see this and this?
2. Twitter Time!
a. First, log into Twitter.
b. Then, Tweet about Untouchable if you haven't done so: one Tweet about your overall impression of the book, and one Tweet that puts down a page number and gives a comment on a particular scene you found interesting, confusing, or useful.
c. Once you've Tweet, go and "favorite" one classmates' Tweet and reTweet one classmates' Tweet.
d. Now search for the following Twitter handles in the search box, and "follow" these handles:
@Prisonwatchint
@followbamn
@lobojost
@shamnix
@ZMTRUST
Once you're following these handles, explore some of their recent Tweets, and their links. Take note of things that interest you. What is the purpose of these handles? Do they surprise you, or did you expect them? Why? Do you think Twitter is a legitimate way to have interesting conversations? What does it take to have them?
3. Blog time!
In a short in-class blog, free-write and "digest" what you saw on the new Twitter handles. I want you to focus in particular on any connections you see to the "race and culture" cluster.
4. Now let's look at some of our student writing together: let's return to the blogs we wrote last week and talk about the writing strategies we used, and think of some new ones to use in the future. Consider your experience reading blogs from the other class.
Assignment
Leticia on hate crimes
Jasmine on hate crimes
John on hate crimes
Eddie on hate crimes
Akeem on hate crimes
Nayara on hate crimes
Rachel on hate crimes
Denii on Akeem's Tannenbaum blog
Paul on the English major
When is Essay 2 Peer Review?
How did the blog comments go?
What is your current assignment in anthro?
Did you see this and this?
2. Twitter Time!
a. First, log into Twitter.
b. Then, Tweet about Untouchable if you haven't done so: one Tweet about your overall impression of the book, and one Tweet that puts down a page number and gives a comment on a particular scene you found interesting, confusing, or useful.
c. Once you've Tweet, go and "favorite" one classmates' Tweet and reTweet one classmates' Tweet.
d. Now search for the following Twitter handles in the search box, and "follow" these handles:
@Prisonwatchint
@followbamn
@lobojost
@shamnix
@ZMTRUST
Once you're following these handles, explore some of their recent Tweets, and their links. Take note of things that interest you. What is the purpose of these handles? Do they surprise you, or did you expect them? Why? Do you think Twitter is a legitimate way to have interesting conversations? What does it take to have them?
3. Blog time!
In a short in-class blog, free-write and "digest" what you saw on the new Twitter handles. I want you to focus in particular on any connections you see to the "race and culture" cluster.
4. Now let's look at some of our student writing together: let's return to the blogs we wrote last week and talk about the writing strategies we used, and think of some new ones to use in the future. Consider your experience reading blogs from the other class.
Assignment
Leticia on hate crimes
Jasmine on hate crimes
John on hate crimes
Eddie on hate crimes
Akeem on hate crimes
Nayara on hate crimes
Rachel on hate crimes
Denii on Akeem's Tannenbaum blog
Paul on the English major
Monday, April 15, 2013
Fundraiser for Hurrican Sandy-hit New Yorkers
Are you looking for ways to support the many New Yorkers who are still
struggling to get back on their feet after last year's Hurricane Sandy?
You are invited to join the Honors Student Advisory Committee (HSAC) to
raise funds for hurricane -affected communities in the Far Rockaways
this Wednesday, April 17. HSAC's Coffee House provides a way for the
LaGuardia community to support our fellow New Yorkers while enjoying the
many performing talents at the college, engaging in witty
conversations, and winning amazing raffle prizes. Here's the deal:
Coffee House Fundraiser for Hurricane Sandy Recovery Efforts Wednesday, April 17 4:00-7:00 Poolside Cafe
Coffee House Flyer: https://docs.google.com/file/d/0BxnlWiiyzLRZcHpyTlBQd1RVLWs/edit?usp=sharing
FEATURING
* Over 20 Faculty and Student performances by singers and musicians, poets and rappers, dancers and light shows
* Guest speakers (Hurricane Sandy victims, Commission on Voluntary Service and Action, Smallwater, and more)
* Coffee, Tea, Pastries, Artisanal Cupcakes
* Fabulous Raffle Prizes (Designer Headphones, a Kindle, museum tickets, coffee gift basket, personal training session, restaurant dinners, singing lesson, art consultation, video camera lesson, swimming lesson, etc)
Let's all come together to show our brothers and sisters in the Rockaways that we at LaGuardia care!
Special Thanks to: The President's Office, Student Affairs, Academic Affairs, Institutional Advancement, Events Office, Media Services, Student Government Association, Student Life, President's Society, Print Shop, CVSA/Smallwater, Performing Arts program, and the performers!!!
Coffee House Fundraiser for Hurricane Sandy Recovery Efforts Wednesday, April 17 4:00-7:00 Poolside Cafe
Coffee House Flyer: https://docs.google.com/file/d/0BxnlWiiyzLRZcHpyTlBQd1RVLWs/edit?usp=sharing
FEATURING
* Over 20 Faculty and Student performances by singers and musicians, poets and rappers, dancers and light shows
* Guest speakers (Hurricane Sandy victims, Commission on Voluntary Service and Action, Smallwater, and more)
* Coffee, Tea, Pastries, Artisanal Cupcakes
* Fabulous Raffle Prizes (Designer Headphones, a Kindle, museum tickets, coffee gift basket, personal training session, restaurant dinners, singing lesson, art consultation, video camera lesson, swimming lesson, etc)
Let's all come together to show our brothers and sisters in the Rockaways that we at LaGuardia care!
Special Thanks to: The President's Office, Student Affairs, Academic Affairs, Institutional Advancement, Events Office, Media Services, Student Government Association, Student Life, President's Society, Print Shop, CVSA/Smallwater, Performing Arts program, and the performers!!!
Apply to Student Conference
Students, faculty, and staff are invited to present at
The Second Annual Social Science Student Conference
May 21-22
ALL TOPICS THAT RELATE TO THE SOCIAL SCIENCES ARE ENCOURAGED!
COLLABORATIONS ARE GREAT.
Proposals are due at the end of THIS week: April 19
Details are attached.
Please send proposals to lbeaty@lagcc.cuny.edu or Lara Beaty in C-459.
We're looking forward to hearing from you!
Best,
Lara Beaty
Michael Frank
Eduardo Vianna
The Second Annual Social Science Student Conference
May 21-22
ALL TOPICS THAT RELATE TO THE SOCIAL SCIENCES ARE ENCOURAGED!
COLLABORATIONS ARE GREAT.
Proposals are due at the end of THIS week: April 19
Details are attached.
Please send proposals to lbeaty@lagcc.cuny.edu or Lara Beaty in C-459.
We're looking forward to hearing from you!
Best,
Lara Beaty
Michael Frank
Eduardo Vianna
Sample Sentences: in-class exercise
In 1930s India, the
paradigm at that time was a really strict caste system.
In the novel Untouchable,
the class system was divided through language, religion, and culture. We
can see the “colonial” aspect of the novels’ world when Bahka desires to live
like an Englishman.
Sunday, April 14, 2013
Class Agenda 4.15
1. Announcements
Pay your taxes!
Blog Due later tonight
Essay One back TH
DREAM Act play Friday?
Other announcements?
Goal for lesson: Our goal is to think through our cluster's theme of "race and culture" by linking "keywords" to explain the novel Untouchable. We also want to consider how the novel might help us to further define our keywords.
You might remember that discussing keywords and the novel is the focus of our second essay assignment...therefore everything we do today will help you draft your paper!
2. For example, let's start with the keyword "paradigm." What is one way we can think about the "paradigm" of race and culture in the novel?
3. Class Discussion. Let's think more about keywords in the novel. Let's turn to page 22 and think about the word "colonial"(professor provides passage: read aloud). In what way does this passage illustrate the idea of "colonialism"? Now let's think about how we'd write this relationship into a sentence. Write a sentence as a class. Then, let's answer this question together: What else can this passage teach us about colonialism?
4. Group Work. Now let's think about our keywords next to other passages in the novel. In groups of 3-4, I will provide you with a passage to consider. Based on this passage, select a keyword from discussion that you think could help explain what's happening in it; I will provide you with several to choose from. Then, go one step further. Answer the following question the best you can: what can the passage teach us about the keyword? You might also ask: how does this passage teach us about race and culture in the novel? As a group, write down sentences that explain your thinking, based on our class model. Write these sentences on the board.
Group One: Page 20: race, class, labor, work.
Group Two: Page 52: race, culture, ethnicity.
Group Three: Page 62: race, racism, dominant culture, emotional identity.
Group Four: Page 83: biologist theory of race, religion, class.
5. In-class writing: return to your notes from Thursday and select one of the "keywords" from our discussion. Choose a keyword that you believe might usefully illustrate a passage from Untouchable, the novel we're reading. "Free write" on any connections between that keyword and the novel. If you were absent Thursday, select a passage from the novel Untouchable you find illustrates related to our cluster's theme "race and culture." Free write on how race and culture might illustrate your passage. We will share some of our responses when you're done.
6. Thinking through the novel: passages of interest and other keywords from the cluster.
Pay your taxes!
Blog Due later tonight
Essay One back TH
DREAM Act play Friday?
Other announcements?
Goal for lesson: Our goal is to think through our cluster's theme of "race and culture" by linking "keywords" to explain the novel Untouchable. We also want to consider how the novel might help us to further define our keywords.
You might remember that discussing keywords and the novel is the focus of our second essay assignment...therefore everything we do today will help you draft your paper!
2. For example, let's start with the keyword "paradigm." What is one way we can think about the "paradigm" of race and culture in the novel?
3. Class Discussion. Let's think more about keywords in the novel. Let's turn to page 22 and think about the word "colonial"(professor provides passage: read aloud). In what way does this passage illustrate the idea of "colonialism"? Now let's think about how we'd write this relationship into a sentence. Write a sentence as a class. Then, let's answer this question together: What else can this passage teach us about colonialism?
4. Group Work. Now let's think about our keywords next to other passages in the novel. In groups of 3-4, I will provide you with a passage to consider. Based on this passage, select a keyword from discussion that you think could help explain what's happening in it; I will provide you with several to choose from. Then, go one step further. Answer the following question the best you can: what can the passage teach us about the keyword? You might also ask: how does this passage teach us about race and culture in the novel? As a group, write down sentences that explain your thinking, based on our class model. Write these sentences on the board.
Group One: Page 20: race, class, labor, work.
Group Two: Page 52: race, culture, ethnicity.
Group Three: Page 62: race, racism, dominant culture, emotional identity.
Group Four: Page 83: biologist theory of race, religion, class.
5. In-class writing: return to your notes from Thursday and select one of the "keywords" from our discussion. Choose a keyword that you believe might usefully illustrate a passage from Untouchable, the novel we're reading. "Free write" on any connections between that keyword and the novel. If you were absent Thursday, select a passage from the novel Untouchable you find illustrates related to our cluster's theme "race and culture." Free write on how race and culture might illustrate your passage. We will share some of our responses when you're done.
6. Thinking through the novel: passages of interest and other keywords from the cluster.
Thursday, April 11, 2013
Submit Your Creative Work
CREATIVE
WRITING CONTEST
DEADLINE:
Tuesday, April 30, 2013
Winners will be honored at the English Department’s
Student Literary Forum on May 16, where they will read their winning
pieces. Winners will also be published
in Literary LaGuardia.
Send your best writing—fiction, poetry, creative-nonfiction,
or plays—to Professor Carrie Conners, professor.conners@gmail.com Please include your contact
information and a brief (100 words or less) biography.
Sponsored
by the English Department’s Creative Writing Committee, the Writing and
Literature Major Committee, and Literary
LaGuardia.
$2500 Scholarship? Check it out.
We're Awarding $2500 for a Slice of Life!
The deadline is quickly approaching for students to submit an entry to win a $2500 scholarship. Please share this opportunity and enter by Friday, April 19 by visiting www.cengage.com/mintap/slice <http://s2138.t.en25.com/e/er?s=2138&lid=11962&elq=230e5235645b4133bec2002de6e5e140> and completing the entry form.
There's more than one way to peel an orange, and there's more than one way to learn. We're asking students to get creative and put together a short video that illustrates their identity as a unique learner.
We're awarding a $2500 scholarship for the best video.
Learn More! <http://s2138.t.en25.com/e/er?s=2138&lid=11698&elq=230e5235645b4133bec2002de6e5e140>
The deadline is quickly approaching for students to submit an entry to win a $2500 scholarship. Please share this opportunity and enter by Friday, April 19 by visiting www.cengage.com/mintap/slice <http://s2138.t.en25.com/e/er?s=2138&lid=11962&elq=230e5235645b4133bec2002de6e5e140> and completing the entry form.
There's more than one way to peel an orange, and there's more than one way to learn. We're asking students to get creative and put together a short video that illustrates their identity as a unique learner.
We're awarding a $2500 scholarship for the best video.
Learn More! <http://s2138.t.en25.com/e/er?s=2138&lid=11698&elq=230e5235645b4133bec2002de6e5e140>
Blog Assignment Three
For this assignment you will offer your perspective to classmates in ENN 195.
First, note that you will click on your name below to find the blogs
that need your comments. Follow the instructions provided below. Your
main goal is to offer an overall evaluation of the blog, communicate
what you believe to be their main ideas, and to provide
helpful 'constructive criticism' for their revision process.
What is the goal my response?
The goal of your response is to offer the writer some suggestions for revision. Their assignment was to discuss texts from class for what they found interesting, and to say why. Your job is to let them know whether they communicated their interest, the text, and their reasons efficiently. Remember, you shouldn't feel confused about what they're writing about - you are their audience. If you're confused, you need to say why. Their interest should also make you interested. If you weren't interested, they need tell them what they could have done to make your more interested.
As for how you should organize your response, see the directions below. Here are the specific steps:
Blog Comment Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
How do I leave a comment again?
Press the "No Comments" or "Comments" link at the end of their blog entry.
Consider pasting your response from Microsoft Word, or simply write in the box.
Fill out the web-bot verification boxes.
What if someone else has already left a comment?
Leave yours too.
What if I don't know why they're writing?
A) Their blogs *should* explain what they're doing. If they don't, that's something for you to offer criticism about.
B) I'll tell you now their assignment: react to issues they discovered in the reading or in class. You may or may not be familiar with the texts they're writing about. If you're confused, it's your job to say why, and how they could improve.
What is constructive criticism?
It's when you point out issues that need attention and offer suggestions for how to make the changes you propose.
What do I do?
See the directions below.
What if I have a question?
Email me!
What is the goal my response?
The goal of your response is to offer the writer some suggestions for revision. Their assignment was to discuss texts from class for what they found interesting, and to say why. Your job is to let them know whether they communicated their interest, the text, and their reasons efficiently. Remember, you shouldn't feel confused about what they're writing about - you are their audience. If you're confused, you need to say why. Their interest should also make you interested. If you weren't interested, they need tell them what they could have done to make your more interested.
As for how you should organize your response, see the directions below. Here are the specific steps:
Blog Comment Directions (from the text Tutoring Writing)
1. Open a general statement of assessment about the blog's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement.
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Don't feel obligated to do all the 'fixing.' Refrain from focusing on grammar unless it impedes your ability to understand the piece.
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.
Strategies
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
3. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.
How do I leave a comment again?
Press the "No Comments" or "Comments" link at the end of their blog entry.
Consider pasting your response from Microsoft Word, or simply write in the box.
Fill out the web-bot verification boxes.
What if someone else has already left a comment?
Leave yours too.
What if I don't know why they're writing?
A) Their blogs *should* explain what they're doing. If they don't, that's something for you to offer criticism about.
B) I'll tell you now their assignment: react to issues they discovered in the reading or in class. You may or may not be familiar with the texts they're writing about. If you're confused, it's your job to say why, and how they could improve.
What is constructive criticism?
It's when you point out issues that need attention and offer suggestions for how to make the changes you propose.
What do I do?
See the directions below.
What if I have a question?
Email me!
Class Agenda 4.11
1. Reading Quiz
2. Announcements
Congrats to Leonore (and anyone else?)
Other events attended?
Blog Due Monday
class observer in class first hour of Monday: ARRIVE ON TIME AND BE YOURSELF.
3. Continuation of Tuesday group activity
Group Discussion of Key Terms
1. ethnicity (15)
rejection (20)
differences (21-22)
2. class (24)
false consciousness (31)
ideology (31)
centrality of race (34)
3. nation + colonialism (37)
cultural nationalism (40)
unify groups (41)
race-based (47)
4. Relating terms to Untouchable
5. Student writing: investigating audience and style and general responses
Leticia on hate crimes
Jasmine on hate crimes
John on hate crimes
Eddie on hate crimes
Akeem on hate crimes
Nayara on hate crimes
Rachel on hate crimes
Denii on Akeem's Tannenbaum blog
Paul on the English major
2. Announcements
Congrats to Leonore (and anyone else?)
Other events attended?
Blog Due Monday
class observer in class first hour of Monday: ARRIVE ON TIME AND BE YOURSELF.
3. Continuation of Tuesday group activity
Group Discussion of Key Terms
1. ethnicity (15)
rejection (20)
differences (21-22)
2. class (24)
false consciousness (31)
ideology (31)
centrality of race (34)
3. nation + colonialism (37)
cultural nationalism (40)
unify groups (41)
race-based (47)
4. Relating terms to Untouchable
5. Student writing: investigating audience and style and general responses
Leticia on hate crimes
Jasmine on hate crimes
John on hate crimes
Eddie on hate crimes
Akeem on hate crimes
Nayara on hate crimes
Rachel on hate crimes
Denii on Akeem's Tannenbaum blog
Paul on the English major
Reading Quiz: Untouchable
What is the most memorable scene you read from pages assigned for today? Why did you find it memorable?
Tuesday, April 9, 2013
Transfer Fair Today
Today, we expect nearly 45 CUNY, SUNY and private colleges and
universities to be represented in our
daytime
Transfer Fair (1-4pm in the E-Atrium). Please see the attached list of
specific schools and share with your students who are interested in
transferring.
Social Science Career Day Today!
SOCIAL SCIENCE CAREER DAY!
What jobs are out there?
What do I need to do to build a career?
How can a social science education help me?
What degree do I need to meet my goals?
Come talk with professors and careerplanning services to find answers to these and other questions!
ANTHROPOLOGY: Dr. Emily Cohen
CRIMINAL JUSTICE: Dr. Jennifer Wynn
ECONOMICS: Dr. Choon Shan Lai & Dr. Soloman Kone
HISTORY: Dr. Robin Kietlinski
POLITICAL SCIENCE: Dr. Bojana Blagojevic & Dr. NicholeShippen
PSYCHOLOGY: Dr. Rebio Diaz Cardona & Dr. LisaSilverman
SOCIOLOGY: Dr. Sreca Perunovic, Dr. Hara Bastas,& Dr. Alex Welcome
CAREER PLANNING SERVICES: Judith Gazzola
Organized by Dr. Lara Beaty
TUESDAY,APRIL 9TH
4:30 – 6:30 PM
ROOM C-461
Class Agenda 4.9
1. Turn in essays
2. Announcements
New Blog due Date: NOT TODAY or yesterday
Upcoming events: Green Week Thursday; Creative Writing Read-a-Thon; Literary LaGuardia; DREAM Act Play this Friday; Social Science Career Day.
questions and confusions
What is it like being a student in this college?
3. Twitter: Sign in to Twitter and give your thoughts about the novel "Untouchable." Tweet one: Overall impression(s). 2) Locate a passage, phrase, or word you found interesting or confusing. Tweet the page number and say what you found interesting or confusing.
4.Take this Survey.
5. In-class blog: Respond to the following in-class assignmment.
6. Group work: Racial Formation in the United States (continuing discussion from last week).
From Last Week: Review and Looking Ahead:
Class Discussion
How do we approach difficult texts and readings?
color-blind (1)
color-conscious (1)
racial formation (4)
ethnicity theory (4)
biologist perspectives (10)
race-relations cycle (10)
paradigms (11)
three central categories (12)
Group Discussion of Key Terms
1. ethnicity (15)
rejection (20)
differences (21-22)
2. class (24)
false consciousness (31)
ideology (31)
centrality of race (34)
3. nation + colonialism (37)
cultural nationalism (40)
unify groups (41)
race-based (47)
Assignment Two
7. Thinking through racial formation in Untouchable.
2. Announcements
New Blog due Date: NOT TODAY or yesterday
Upcoming events: Green Week Thursday; Creative Writing Read-a-Thon; Literary LaGuardia; DREAM Act Play this Friday; Social Science Career Day.
questions and confusions
What is it like being a student in this college?
3. Twitter: Sign in to Twitter and give your thoughts about the novel "Untouchable." Tweet one: Overall impression(s). 2) Locate a passage, phrase, or word you found interesting or confusing. Tweet the page number and say what you found interesting or confusing.
4.Take this Survey.
5. In-class blog: Respond to the following in-class assignmment.
6. Group work: Racial Formation in the United States (continuing discussion from last week).
From Last Week: Review and Looking Ahead:
Class Discussion
How do we approach difficult texts and readings?
color-blind (1)
color-conscious (1)
racial formation (4)
ethnicity theory (4)
biologist perspectives (10)
race-relations cycle (10)
paradigms (11)
three central categories (12)
Group Discussion of Key Terms
1. ethnicity (15)
rejection (20)
differences (21-22)
2. class (24)
false consciousness (31)
ideology (31)
centrality of race (34)
3. nation + colonialism (37)
cultural nationalism (40)
unify groups (41)
race-based (47)
Assignment Two
7. Thinking through racial formation in Untouchable.
DREAM Act Play This Friday
DREAM ACTS - A Reading & Panel Discussion. Created by The DREAM Act Union. Written by Chiori Miyagawa, Mia Chung, Jessica Litwak, Saviana Stanescu, and Andrea Thome. Directed by Handan Ozbilgin. Featuring: IHS & LAGCC Students
Fri, Apr 12 @ 4-6pm ● Little Theater
In Dream Acts, five undocumented students from Nigeria, Mexico, Ukraine, Korea, and Jordan relate stories of their extraordinary challenges in living ordinary lives under the Homeland Security radar. Each story is moving and urgent; some are funny, others are tragic, and through their experiences, we learn about the DREAM Act and the secret lives led by undocumented students.
A Staged Reading will be followed by Panel Discussion moderated by Saviana Stanescu. Panelists include Judith Sloan( Co-founder EarSay, Co-writer Crossing the Boulevard)
For reservations, please email: rsvp-lpac@lagcc.cuny.edu
FREE Admission
Dream Acts is part of Rough Draft Festival@LPAC
http://laguardia.edu/LPAC/Rough-Draft-Fest/
Literary LaGuardia Call for Submissions
LaGuardia Community College’s Creative Writing
Magazine
Send Submissions to LiteraryLaguardia@gmail.com
Deadline for
Submissions May 2nd 2013
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