Today’s midterm

**We will begin the exam at 8:15**

English 101, Section 0974


October 29, 2014

Part I.

1. Open the paraphrasing method document we created. Go to page 242 and paraphrase the second long body paragraph (be sure to read the notes in the back of the book as well).

2. Re-read the section “A Beautiful Thing” (116-120) and the section “Temptation” (224-228). What types of intimacies are described in each passage? What’s lacking in each of these examples of connection and intimacy? Citing evidence from both these passages (in MLA format), describe how, read together, they exemplify the main claims of Turkle’s book: “in intimacy, [we find] new solitudes,” and “in solitude, [we find] new intimacies.” Do this in two to three brief paragraphs.

**Reminder, create a new Word document, cut and paste the prompts above into the Word document, and save it as “[first name, last name] Midterm.” When you have finished, upload your Word document to this folder in Google Drive:   If you have any trouble accessing this folder, simply copy and paste your response into this document:

Grading: Part I of the midterm will count as the equivalent of two out-of-class blog posts.

For next class, please do the following:

1) Read through the end of chapter 14 in Alone Together.

2) Keep revising paper 2 on your own (see the revision task I left you in My Reviewers) and bring a copy of your paper with you to the next class: bring a hard copy if you prefer revising on paper and a digital copy if you prefer to work on a laptop. Also, if you have not yet incorporated an outside source into your paper, please come to next class with a reliable source you plan to cite in the second essay.

Monday and Wednesday’s classes will be working sessions devoted to writing, revising, and conferencing with me about your paper. Your revised paper is due, uploaded as a PDF to My Reviewers, no later than Friday, November 7th at 5 pm.

Preparing for Wednesday’s in-class midterm

8:15-8:30: Re-read the “practice paraphrasing” handout under the Tips for Writers page on our blog. Then, turn to the end of chapter 13 to read the passage we’ll work on paraphrasing together on 262 to 263 (“starting with “privacy has a politics” and ending with “gaining popularity among high school and college students”)

8:30-8:45: By focusing on key words (or “anchor” words) and establishing a context for them in our own words, we’ll work toward paraphrasing the section together.

8:45-9: On your own, look over all six options, then choose ONE of the following paragraphs to paraphrase. Post your paraphrases to the blog as a comment on today’s post.

1. page 174 (“Adolescent autonomy”…)

2. page 181 (“In the Victorian era”…)

3. page 188 (“Technologies live in complex ecologies”…)

4. page 202 (“Increasingly”)

5. page 213 (“Anthropologist Victor Turner”)

6. page 226 (“In the flow state”…)

9:20: BREAK

9:30-9:50: When you return, turn to a partner–share your paragraphs. Then, imagine you are offering instructions to a student practicing paraphrasing in this course next semester. Come up with a multi-step process for paraphrasing a complex passage. Write it down. We’ll share these as a group

The steps we came up with in class can be found here: 0974 paraphrasing review, class notes

Revision tasks for paper 2 will be posted before Wednesday morning. Check My Reviewers.

Wednesday, October 22nd: Peer reviewing our early drafts of essay 2

I will place you into groups at the start of class. Keep the blog open on your screen so that you can stay on task during today’s session.

8:15: First, take out the assignment sheet and re-read the task. Then log in to My Reviewers.

Please take about 5-8 minutes to read each early draft posted by members of your group. After reading each paper, take up to 10 minutes to complete the peer review below, using the various commenting features in My Reviewers. Then move on to the next paper and repeat this process. Devote about 15 minutes to each paper total.

  • In your marginal comments: Leave a sticky note next to the place in the draft where the essay points or suggests the real “problem” (the deeper, prevalent, or pressing issue). In your note, comment on whether the overall focus of the current draft matches what the real problem seems to be. If it does not, provide a suggestion to help the writer bring the overall paper in line with the problem (e.g. describe the problem earlier, offer more context, narrow the problem, establish a motive–a tie to the audience). Community comments can also help you to offer suggestions.
  • Leave at least one relevant community comment from the “focus,” “evidence,” or “organization” categories, highlighting the place in the draft where this comment applies.
  • Offer an overall comment (in the commenting box beneath the rubric.

Re-write (quote) at least two key points in this draft that can be expanded upon. (“Dear ___, “After reading, two main claims I understand from this essay are…”) Suggest to the writer whether the essay, at this stage, seems most focused on the history, causes, effects, or solutions related to this “problem.”

You do not need to fill out a numeric grade or a letter grade on the rubric. PLEASE BE SURE TO “SAVE” AND “SUBMIT” BEFORE MOVING ON TO THE NEXT DRAFT.

9:15-9:25: We will break after the first hour. When we come back together in small groups, each writer will take about 10 minutes to review the feedback he or she has received.

9:25-9:45: As a small group:

Each writer will read back the key points his or readers cited from the writer’s essay in their overall comments. Together, draft a thesis statement for this essay.

Decide as a group… does it pass the thesis test? Go here to see:

(If your group finishes early, complete the “testing a thesis” exercise.)

9:45-10:00: As a class, I will ask each group to offer at least one thesis statement for large group discussion (preferably the one you feel is strongest); we will collect these statements on the board.

10-10:15: We are just past the midway point in the semester. On Wednesday, October 29th, you will complete an in-class midterm that will review the kinds of reading and writing work you have been doing for the last six weeks. No part of the midterm will expect you to do anything new or surprising. If you have been doing the work for the course all along, you are prepared. Here’s the format:

midterm preview

FOR NEXT CLASS (10/27): read Alone Together through the end of chapter 13 and complete a revision plan in My Reviewers based on your peer reviews. Begin revising on your own and email me if you would like an appointment next week.

Monday, October 20th, in-class composing: working up to a first draft of essay 2

Today in class we used a set of prompts to help us figure out a specific AUDIENCE that would be interested in the specific “problem” we’re analyzing; aiming our claims at a specific audience also helped us to better understand our MOTIVE (or motives) for analyzing a particular “problem.” In other words, we were asking, will our readers be most affected by this problem’s history, causes, effects, or solutions?

in class composing 10 20

Please remember to upload your a PDF of your first draft (at least two pages doubled-spaced) to My Reviewers ( no later than 1 hour BEFORE class begins this Wednesday. It is extremely important that the draft is in the system by that time so that I can assign you to peer review groups by the time class starts. We will spend the first half of Wednesday’s class independently reading each others’ work in My Reviewers and the second half talking in our small peer review groups in response to questions I will distribute at the start of class.

Both the draft and the peer review will be graded this round. You cannot make up the peer review at another time. However, the grading will be lenient as long as you turn in the required work as this stage. Just start by developing your main ideas. Do not worry too much about writing an eloquent introduction — start with the body of the essay!

Wednesday 10/15 in English 101: starting essay 2 (from “reading as a writer” to “writing as a reader”), and reflecting on essay 1

8-8:15: Attendance, Karen and Gaby’s summary of the problem of “media addiction” and the challenges of “media refusal,” assignment sheet for essay 2 will be passed out and discussed

8:15-8:25: Introduction to Gordon Harvey’s “Elements of the Academic Essay.” We’re building on what we’ve already been doing! Please read the first four categories, “Thesis,” “Motive,” “Evidence,” and “Analysis” to yourself.

The importance of clarifying motive:

8:25-9:00: We’ll review the blog posts you completed for today and brainstorm issues from Alone Together that relate to the broader “problems” suggested on the assignment sheet for essay 2

brainstorming problem analysis essay

**Hint: to narrow your focus and establish a MOTIVE, craft your argument with attention to one of the following aspects of this “problem”: history OR causes OR effects OR solutions (in some cases, it may make sense to discuss causes and effects together, but do not try to tackle all four of these aspects of the problem in 4-5 pages!)

(9-9:10 — BREAK)

9:10-9:30: Turn to a partner and begin to consider essay 2 from the perspective of a reader. If you already know the topic you want to pursue, focus on that topic–if not, choose the topic you feel most excited by at this point. Each person will fold a piece of paper down the middle so he or she has two columns. Label the left hand column, “WHAT the reader needs to know” and the right hand column “WHEN and WHY the reader needs to know.” Fill out then left-hand column first. Then talk through the right-hand column with your partner, using Harvey’s terms to explain where in the essay your individual point belongs.

Here’s an example related to topic 1:

(left) What the reader needs to know:

Robots have already begun to do jobs inside the home.

(right) When and why the reader needs to know:

Reader needs this information in a first paragraph to establish a MOTIVE and to narrow down the topic to robots in the domestic (home) sphere.

9:30-9:45: *I will come around and take pictures of a few sample column sets to post on our blog after class. Then we will discuss your overall strategy as a group.

9:45-10:15: Every essay in this course is a new challenge you have not tried before; the first essay, in particular, is a learning experience; as a result, grades on a first essay are usually not very high (there will be very few even in the B-range this round, and no A papers). Do not be discouraged by this!

For next class (Monday, October 20th):

  • Check into My Reviewers to read my feedback on your essay. Re-read your essay from start to finish, opening the sticky notes, clicking on the community comments, and watching the videos that accompany them; see the rubric with my overall comment as well. Then, open your revision plan for project 1. Scroll down to question 3 “Revision plan.” Start a new heading, “Update, October 15th.” Then respond to the following questions:
  1. Did I write a motive into this first essay? If so, at what point in my essay will my reader [Professor Zino] begin to understand my motive for writing most clearly? If not, what do I think the motive of my essay might be, in hindsight, and how might I write it in?
  2. What do I want to remember about the process of writing this first essay as I begin my second essay? (You might comment on how you used your time, how you revised between drafts, or how you used notes you took on the readings, among other things; if you are dissatisfied with your approach, describe what you plan to do differently.)
  • Read chapter 11 of Alone Together. Complete and type up the two-column plan you started in class, then copy and paste it into a comment on this blog post; bring a hard copy with you to class as well. Monday’s class will be a working session in which you use this two-column outline to begin your first draft of essay 2. Use it to keep you focused as you write and to make necessary structural changes as you think through your argument (the outline should change as you actually begin to write!).

If you would like to make an appointment with me to discuss comments on the previous paper or the upcoming draft, Monday (between 10:30 to 12 and 12:30 to 3:15 pm) would be a good time. Please contact me at for an appointment.

We’re beginning class in the Library and Media Center today (E-101)

Hong Cheng, our instructional librarian, gave us a basic introduction to the library’s resources today.

intro to library, session I

We’ll return to the library for a follow-up session in November when we begin our research papers.

During the second half of class, you’ll each open up your essays and practice reverse outlining, which we started to discuss last class. Click here for guidelines and a sample reverse outline. I will come around the everyone to meet with you one on one.

I have extended the deadline for the paper to this Friday at midnight (under “project 1, final draft”).

What’s due next class:

  • Read chapters 9 and 10. As a comment on this post, explain two “problems” Turkle raises about connectivity and media use in these chapters that you find relevant and important (do so in one brief but well structured paragraph per problem — with a topic sentence, quotation, and summary sentence)

This exercise is moving us toward the next assignment, which we will discuss in detail when we return on Wednesday, October 15th. Please read the assignment sheet before coming to class: Assignment Sheet for Essay 2: “Analyzing a problem”

**Remember that Dr. Laura Portwood-Stacer’s talk, “Meanings of Media Refusal in a Connected Culture,” is happening on Thursday, 10/9 from 3:30 to 4:30 in E500. To learn more about what she’ll be discussing, see her short article on media addiction: If you attend the event and would like extra credit, please send me a review (a 200-300 word summary along with your opinion of the relevance of Portwood-Stacer’s research subject) to by this weekend.

Today in English 101, Finishing Part I and mobing toward a final draft

8 am: Questions about submission. Reminders about three things going on later this week [library visit, essay submission, new assignment, plus extra credit opportunity on Thursday]. Attendance.

8:15-8:25: Kismet and Rich:

[On your own time, see this video of Pia Lindman’s machine/human performances:]

8:25-8:40: WRITING and POSTING– What is Turkle’s thesis in chapter 7? Transcribe it. How does the dialogue illustrate it? How does that thesis get explained in smaller pieces in this chapter? (use the subheadings to come up with a few sentence description) Post your response as a comment on our blog.

8:40-9:55: Turn to a partner, share your answers from the previous questions. Then answer the following questions together [designate a notetaker]: How would you summarize Turkle’s argument in Part I overall? Describe Turkle’s motive for writing this book thus far, as you understand it. Describe her research method. What section of Part I did you find most shocking, exciting, and/or convincing, and why? Do you have any doubts about her argument?

8:55:-9:10: Large group discussion about Part I

Mapping Part I of Alone Together

9:10-9:20: Break!

9:20-9:40: Review sample essay. Practice reverse outlining.

9:40-10:10: Open your essay and revision plan in My Reviewers. Open a new Word document and create a reverse outline of your paper, noting places where you will need to do more substantial revising.

10:10: Amend your revision plan if necessary.

What’s due next class:

  • Final essay must be submitted to My Reviewers (essay 1, final draft) by the end of the day on Wednesday, 10/8.Note: To read my comments on your paper, please log in to My Reviewers, go to “Assignments,” then go to “early draft.” You will be able to view the PDF with my comments there.
  • On Wednesday morning, we will meet in the Library and Media Center, EN-101 at 8 am (go straight there!)

Today’s peer review session, October 1st

8 am: Please sit in your peer review groups when you come in. I will hand back your rubrics. Sign into My Reviewers and read through your essay again, making any changes to your rubric you feel are necessary after reading your peers’ drafts. If it is available, read through your reviewers’ feedback. If you have not completed certain peer reviews, catch up now! Attendance.

8:15: Open up the assignment sheet before beginning your conversations. Open up your own paper in My Reviewers as well. Choose a group member to go first; each person will get 15 minutes. A writer should be prepared to take notes on his or her own essay!

First, review the assignment together. How can you help this essay to meet the basic requirements for the assignment, if it doesn’t already?

The writer should repeat back the critiques he received, asking questions about whether various pieces of feedback are related, trying to find patterns or overall reactions in the feedback.

Turn to each category of the rubric. The writer should propose one category where he or she will give attention when revising and explain why. Choose from the first four categories: focus, evidence, organization, and style. The group will offer suggestions based on the writer’s choice.

Check that all writers have notes they can refer back to at the end of the discussion.

9:30-9:40: BREAK (or finish reviews)

9:40-9:50: Discussion of overall strategies for revision

revision strategies

9:50-10:15: Begin to fill out your revision plan. I will come around and offer suggestions.

By Monday morning’s class, you should have read through the end of chapter 8. You should also be revising your essay, the final version of which will be due on October 8th. You may incorporate ideas and examples from future chapters beyond what you have read from the first draft to strengthen your definition.