Bring in your essays in the morning. We will have our second peer review. If you see this, meet us in A-232. The doors open at 8 AM, go in and start reviewing another student's essay.
Today we looked at organization and coherence. Tomorrow we will look at style, tone, transitions, and the use of evidence or citations. If there is time I want students to note 3 places where the student is doing something well in the paper. Read the introduction and the conclusion and state whether the student follows his or her plan or deviates from it.
Also note what kind of conclusion it is: synthesis, summary, call to action, prediction, question, quotation, anecdote, restatement of the importance of the topic, connecting the ideas to another idea which is connected but not overtly: the idea is transcendent--upward and outward. (See handout.)
I'll come by the class to meet students who don't see this tonight. Remember, no classes Thursday, March 25--Staff Development.
If you have your essay electronically we can use Microsoft comment.
The 8-9 AM class will take their Grammar Exam 1 during the first part of the class. Students will have half an hour to complete it. Quite a few students came by my office to write their midterm essay. The rest of you made other arrangements (I hope).
We are in Part 5, Essay 3, Parallel Structure. We will write this essay next week, perhaps in class as well.
We will set aside class time to check-in and discuss progress next week (5 minutes per student, so have your questions developed in advance).
I will return your midterm with verbal comments in the morning. Students will be able to revise the Synthetica or midterm in class next week as a freewrite assignment, so bring it with you.
There is a saying that the stupid question is the one you didn't ask, or maybe the saying is, there are no stupid questions.
I have also heard that one shouldn't ask a question one doesn't want to know the answer to, because the answer could be no.
The questions I choose not to answer in class are the ones lazy students ask me, well maybe the students aren't lazy just lack self-confidence. I don't mind clarification questions, but if I think a student is shifting their critical thinking skills off on me, I get miffed and through it back like a hot potatoe.
If you ask me questions because you lack self-confidence then woman or man-up! Be bold, even when proven wrong later.
State your claims with conviction!
I am wrong a lot, but one would never know it when I take a stand. Being wrong is okay, being afraid to be wrong is not okay. Take a chance and have an opinion, take a stand even when you are the only one on your side of the chalk line.
In order to learn, one has to take chances and with chance, sometimes you win and often you lose; sometimes you are right and sometimes you are wrong. Sometimes you loose and you are right, but you loose because you don't control all the elements in the equation. Take for instance you want to attend college in the morning, and when you check with your boss she says she needs you in the morning, so you have to drop the morning class and go to school in the evening.
You tell your friend that you will see her in class in the morning, but because of circumstances outside of your control, you can't.
Being wrong is not intentional. I am not saying lie or be false. What I am saying is to make a decision based on the best evidence you can muster in the decisive moment.
What's great about taking a stand is the learning that occurs. In the case of the morning class. Next semester, perhaps the employee needs to meet with his supervisor before he registers to see how the two, employer and employee, can compromise so both win.
Over time, you will know more than you know now: you will be a better researcher, a better planner, be able to anticipate objections, clear objections to your views and perhaps even mitigate them in advance.
Such person will make fewer mistakes.
Dare to be wrong. I dare you.
Today we looked at organization and coherence. Tomorrow we will look at style, tone, transitions, and the use of evidence or citations. If there is time I want students to note 3 places where the student is doing something well in the paper. Read the introduction and the conclusion and state whether the student follows his or her plan or deviates from it.
Also note what kind of conclusion it is: synthesis, summary, call to action, prediction, question, quotation, anecdote, restatement of the importance of the topic, connecting the ideas to another idea which is connected but not overtly: the idea is transcendent--upward and outward. (See handout.)
I'll come by the class to meet students who don't see this tonight. Remember, no classes Thursday, March 25--Staff Development.
If you have your essay electronically we can use Microsoft comment.
The 8-9 AM class will take their Grammar Exam 1 during the first part of the class. Students will have half an hour to complete it. Quite a few students came by my office to write their midterm essay. The rest of you made other arrangements (I hope).
We are in Part 5, Essay 3, Parallel Structure. We will write this essay next week, perhaps in class as well.
We will set aside class time to check-in and discuss progress next week (5 minutes per student, so have your questions developed in advance).
I will return your midterm with verbal comments in the morning. Students will be able to revise the Synthetica or midterm in class next week as a freewrite assignment, so bring it with you.
There is a saying that the stupid question is the one you didn't ask, or maybe the saying is, there are no stupid questions.
I have also heard that one shouldn't ask a question one doesn't want to know the answer to, because the answer could be no.
The questions I choose not to answer in class are the ones lazy students ask me, well maybe the students aren't lazy just lack self-confidence. I don't mind clarification questions, but if I think a student is shifting their critical thinking skills off on me, I get miffed and through it back like a hot potatoe.
If you ask me questions because you lack self-confidence then woman or man-up! Be bold, even when proven wrong later.
State your claims with conviction!
I am wrong a lot, but one would never know it when I take a stand. Being wrong is okay, being afraid to be wrong is not okay. Take a chance and have an opinion, take a stand even when you are the only one on your side of the chalk line.
In order to learn, one has to take chances and with chance, sometimes you win and often you lose; sometimes you are right and sometimes you are wrong. Sometimes you loose and you are right, but you loose because you don't control all the elements in the equation. Take for instance you want to attend college in the morning, and when you check with your boss she says she needs you in the morning, so you have to drop the morning class and go to school in the evening.
You tell your friend that you will see her in class in the morning, but because of circumstances outside of your control, you can't.
Being wrong is not intentional. I am not saying lie or be false. What I am saying is to make a decision based on the best evidence you can muster in the decisive moment.
What's great about taking a stand is the learning that occurs. In the case of the morning class. Next semester, perhaps the employee needs to meet with his supervisor before he registers to see how the two, employer and employee, can compromise so both win.
Over time, you will know more than you know now: you will be a better researcher, a better planner, be able to anticipate objections, clear objections to your views and perhaps even mitigate them in advance.
Such person will make fewer mistakes.
Dare to be wrong. I dare you.
posted by Professor Wanda's Posse at 3:23 PM
2 Comments:
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