Just something silly...since I am a "friend" of Breaking Bad on Facebook, I was sent this link...a quiz on Season One...I scored 100%...you?
http://blogs.amctv.com/breaking-bad/2011/04/season-1-whats-the-story-quiz.php
Wednesday, April 27, 2011
Tuesday, April 26, 2011
Tuesday evening, April 26th
Greetings.
A few things:
1. Sign ups for oral presentations was Monday during class. If you did not attend class, it is your responsibility to ask me for the sign up sheet.
2. I have looked over a few students' rough drafts for Essay 3.
I feel inclined to remind you about what this essay is asking you to do. If you re-visit the blog entry for Friday, January 28th, you will find copies of two handouts I distributed and discussed in class. One is the actual Character Journal assignment and the other is the brief list of some character vocabulary/adjectives.
We have also discussed quite a bit in class about analysis, and specifically, character analysis.
The purpose of the essay, again, is for you to demonstrate your ability to make independent, careful, in-depth observations of one character from the Breaking Bad series. From these observations, you are to make an assertion about that person, based on how they act, what they say, etc.
What I am seeing in some of the rough drafts are descriptions of scenes and behavior of a character, but not really any explanation or analysis about how and why this demonstrates a particular character quality.
You have been building up to this essay all semester, practicing analysis. As I have mentioned before, it SHOULD be the most challenging of the three out of class essays. This essay requires, more than even the other two, a lot of THINKING and time commitment.
Friday January 28th
A few things:
1. Sign ups for oral presentations was Monday during class. If you did not attend class, it is your responsibility to ask me for the sign up sheet.
2. I have looked over a few students' rough drafts for Essay 3.
I feel inclined to remind you about what this essay is asking you to do. If you re-visit the blog entry for Friday, January 28th, you will find copies of two handouts I distributed and discussed in class. One is the actual Character Journal assignment and the other is the brief list of some character vocabulary/adjectives.
We have also discussed quite a bit in class about analysis, and specifically, character analysis.
The purpose of the essay, again, is for you to demonstrate your ability to make independent, careful, in-depth observations of one character from the Breaking Bad series. From these observations, you are to make an assertion about that person, based on how they act, what they say, etc.
What I am seeing in some of the rough drafts are descriptions of scenes and behavior of a character, but not really any explanation or analysis about how and why this demonstrates a particular character quality.
You have been building up to this essay all semester, practicing analysis. As I have mentioned before, it SHOULD be the most challenging of the three out of class essays. This essay requires, more than even the other two, a lot of THINKING and time commitment.
Friday January 28th
Friday, April 22, 2011
Friday evening, April 22, 2011
Greetings...wishing all of you a wonderful and safe weekend.
As you already know, this coming week will be a short one as we will not hold class on Friday, the 29th. Essay 3 is now due on Monday, May 2nd.
We will be following the course outline for Monday and Wednesday.
Monday will be a discussion/lecture on film vs. television, which I believe is appropriate since the semester is initially based on a television series. We will also begin a discussion of tips and guidelines for taking the GWAR requirement--the WPJ. I know there are a few of you who have already taken the exam--either the WPE or the newly revised version, the WPJ--but you may still find some of the information about taking a timed writing exam useful.
Even though quizzes are usually unannounced, I will be so bold as to tell you that Wednesday will be the day of our last quiz of the semester. It will be on information discussed on Monday and Wednesday. Also, Wednesday will be the day of student evaluations.
See you Monday!
As you already know, this coming week will be a short one as we will not hold class on Friday, the 29th. Essay 3 is now due on Monday, May 2nd.
We will be following the course outline for Monday and Wednesday.
Monday will be a discussion/lecture on film vs. television, which I believe is appropriate since the semester is initially based on a television series. We will also begin a discussion of tips and guidelines for taking the GWAR requirement--the WPJ. I know there are a few of you who have already taken the exam--either the WPE or the newly revised version, the WPJ--but you may still find some of the information about taking a timed writing exam useful.
Even though quizzes are usually unannounced, I will be so bold as to tell you that Wednesday will be the day of our last quiz of the semester. It will be on information discussed on Monday and Wednesday. Also, Wednesday will be the day of student evaluations.
See you Monday!
Tuesday, April 19, 2011
Tuesday afternoon, April 19, 2011...430 pm
Greetings,
A slight change of plans for this week.
I am going to have to cancel classes on Friday this week.There is a dept. workshop being held that I really would rather not miss. It is rare that these take place on Fridays.
(Next Friday, the 29th, is still cancelled as well).
The change for this week means that the Journal assignment will take place in class TOMORROW.
Also, a few other things that will occur tomorrow in class:
1. we will continue discussion of How to Read an Essay
2. there will be signups for oral presentations
See you then.
A slight change of plans for this week.
I am going to have to cancel classes on Friday this week.There is a dept. workshop being held that I really would rather not miss. It is rare that these take place on Fridays.
(Next Friday, the 29th, is still cancelled as well).
The change for this week means that the Journal assignment will take place in class TOMORROW.
Also, a few other things that will occur tomorrow in class:
1. we will continue discussion of How to Read an Essay
2. there will be signups for oral presentations
See you then.
Friday, April 15, 2011
Friday afternoon, April 15, 2011
Greetings!
Below is Packet 8. We will be discussing this packet on Monday and I will provide notes for you to fill in for the five listed steps to reading an essay towards the end of the packet. Please print out this packet, read through it, and bring it to class.
Have a wonderful weekend and be safe.
English 20, College Composition II
C. Fraga
How to Critically Read an Essay
Educated adults exist in a delusional state, thinking we can read.
In a most basic sense, we can.
However, odds are, some of us cannot read, at least not as well as we would like.
Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.
Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.
However, the act of reading to extract information and to read critically are vastly different!
The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.
In many ways, THIS MAKES SENSE.
Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.
DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.
1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.
ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.
FIVE GENERAL STAGES OF READING
1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)
2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.
3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.
4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.
5. Post-Reading—ensuring that you won’t forget your new insights.
Below is Packet 8. We will be discussing this packet on Monday and I will provide notes for you to fill in for the five listed steps to reading an essay towards the end of the packet. Please print out this packet, read through it, and bring it to class.
Have a wonderful weekend and be safe.
English 20, College Composition II
C. Fraga
How to Critically Read an Essay
Educated adults exist in a delusional state, thinking we can read.
In a most basic sense, we can.
However, odds are, some of us cannot read, at least not as well as we would like.
Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.
Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.
However, the act of reading to extract information and to read critically are vastly different!
The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.
In many ways, THIS MAKES SENSE.
Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.
DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.
1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.
ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.
FIVE GENERAL STAGES OF READING
1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)
2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.
3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.
4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.
5. Post-Reading—ensuring that you won’t forget your new insights.
Thursday, April 14, 2011
Thursday afternoon, April 14, 2011
Greetings...
in case anyone noticed, I mistakenly indicated that our last group exercise was GROUP EX 4...however, it was only #3....so we do have one more on the course outline. Also, we have one more journal to complete AND two more quizzes. Just a reminder that quizzes are not formally announced...so it is wise to attend class...tomorrow included. :-)
See you then.
in case anyone noticed, I mistakenly indicated that our last group exercise was GROUP EX 4...however, it was only #3....so we do have one more on the course outline. Also, we have one more journal to complete AND two more quizzes. Just a reminder that quizzes are not formally announced...so it is wise to attend class...tomorrow included. :-)
See you then.
Monday, April 11, 2011
Monday, April 11, 2011--5 pm
PACKET 7 (TWO READINGS)
"Immigration--Linked Prostitution Cases Pose Challenge
"Immigrants tell of forced prostitution and slavery as trafficking gang is jailed"
ALSO....a few reminders....for sections 4, 7 and 11...if you decide to revise out of class essay 2 which was returned to you today, the first revision is due no later than a week from today, Monday, April 18th.
See you Wednesday.
"Immigration--Linked Prostitution Cases Pose Challenge
"Immigrants tell of forced prostitution and slavery as trafficking gang is jailed"
ALSO....a few reminders....for sections 4, 7 and 11...if you decide to revise out of class essay 2 which was returned to you today, the first revision is due no later than a week from today, Monday, April 18th.
See you Wednesday.
Saturday, April 9, 2011
Saturday, April 9, 2011
Good morning...just a quick note to ONLY my students in the 11 o'clock section, section 11.
Since your out of class essay was returned to you on Friday, the first revision for that essay...if you choose to revise...is due next Friday, April 18th.
Since your out of class essay was returned to you on Friday, the first revision for that essay...if you choose to revise...is due next Friday, April 18th.
Friday, April 8, 2011
Second Posting for Friday, April 8th, 2011
Greetings,
so far this semester, we have read about and discussed various "off shoot" topics from the first season of Breaking Bad.
These have included immigration, health care, the war on drugs and family dynamics. We also touched on the issue of honesty in relationships, particularly a marriage. This becomes an increasingly alarming issue in Breaking Bad between Walter and Skylar and between Marie and Hank.
A few weeks ago, I asked all four sections of my 20 classes to complete a sentence:
Being honest is less about ...and more about....
As I looked through them, there were several that were very similar, but many others that differed quite a bit. I selected a well rounded sampling of the responses and have listed them below. Please print this list out and bring to class on Monday.
Honesty is less about truthfulness and more about vulnerability.
Being honest is less about being hurtful and more about being a trustworthy person.
Being honest is less about keeping a secret, and more about telling the truth.
Being honest is less about truth and more about character.
Being honest is less about justice and more about karma.
Being honest is less about being truthful and more about being respectful.
Being honest is less about yourself and more about others.
Being honest is less about telling the truth and more about integrity, backing up your belief.
Being honest is less about what you said and more about what you do.
Being honest is less about hurting someone’s feelings and more about doing what’s right.
Being honest is less about telling the truth and more about doing the right and caring thing.
Being honest is less about sugarcoating and more about keeping it real.
Being honest is less about how you are going to feel and more about how the other person is going to feel.
Being honest is less about protecting other people’s feelings and more about telling the truth even if the truth hurts another.
Being honest is less about the outcome and more about the motivation.
Being honest is less about “showing all your cards” and more about being respectful to the people you hold close to your heart.
Being honest is less about telling the truth and more about holding yourself to a standard.
Being honest is less about being straightforward and saying everything that comes to mind…and more about telling the truth about the right things at the right time.
Being honest is less about personal gain and more about personal growth.
Being honest is less about being a completely open book and more about sharing what is absolutely necessary.
Being honest is less about feelings and more about morals.
Being honest is less about being one hundred percent truthful and more about being truthful in moral situations and protecting people.
Being honest is less about what you say and more about what others hear.
Being honest is less about revealing your entire personal history and more about communicating honestly and effectively the desires of your heart.
Being honest is less about pain and more about courage.
Being honest is less about being “true” to yourself, and more about being truthful to those around you—giving them the power to see you as you are.
Being honest is less about promoting your own position or self worth and more about promoting the general improvement of society.
Being honest is less about saying every little blunt, crude and minor thing that may come to mind and more about just communicating your feelings to others when appropriate.
Being honest is less about telling the absolute truth and more about having good intentions.
Being honest is less about the problem at hand and more about how you solve it.
Being honest is less about kinship and more about fact.
Being honest is less about telling every single detail and more about showing others you value them enough to tell them the truth.
Being honest is less about what you say and more about when you say it.
Being honest is less about deceiving an individual and more about not getting in trouble.
Being honest is less about what’s true and more about what you can get away with.
Being honest is less about telling the truth and more about accepting the truth.
so far this semester, we have read about and discussed various "off shoot" topics from the first season of Breaking Bad.
These have included immigration, health care, the war on drugs and family dynamics. We also touched on the issue of honesty in relationships, particularly a marriage. This becomes an increasingly alarming issue in Breaking Bad between Walter and Skylar and between Marie and Hank.
A few weeks ago, I asked all four sections of my 20 classes to complete a sentence:
Being honest is less about ...and more about....
As I looked through them, there were several that were very similar, but many others that differed quite a bit. I selected a well rounded sampling of the responses and have listed them below. Please print this list out and bring to class on Monday.
Honesty is less about truthfulness and more about vulnerability.
Being honest is less about being hurtful and more about being a trustworthy person.
Being honest is less about keeping a secret, and more about telling the truth.
Being honest is less about truth and more about character.
Being honest is less about justice and more about karma.
Being honest is less about being truthful and more about being respectful.
Being honest is less about yourself and more about others.
Being honest is less about telling the truth and more about integrity, backing up your belief.
Being honest is less about what you said and more about what you do.
Being honest is less about hurting someone’s feelings and more about doing what’s right.
Being honest is less about telling the truth and more about doing the right and caring thing.
Being honest is less about sugarcoating and more about keeping it real.
Being honest is less about how you are going to feel and more about how the other person is going to feel.
Being honest is less about protecting other people’s feelings and more about telling the truth even if the truth hurts another.
Being honest is less about the outcome and more about the motivation.
Being honest is less about “showing all your cards” and more about being respectful to the people you hold close to your heart.
Being honest is less about telling the truth and more about holding yourself to a standard.
Being honest is less about being straightforward and saying everything that comes to mind…and more about telling the truth about the right things at the right time.
Being honest is less about personal gain and more about personal growth.
Being honest is less about being a completely open book and more about sharing what is absolutely necessary.
Being honest is less about feelings and more about morals.
Being honest is less about being one hundred percent truthful and more about being truthful in moral situations and protecting people.
Being honest is less about what you say and more about what others hear.
Being honest is less about revealing your entire personal history and more about communicating honestly and effectively the desires of your heart.
Being honest is less about pain and more about courage.
Being honest is less about being “true” to yourself, and more about being truthful to those around you—giving them the power to see you as you are.
Being honest is less about promoting your own position or self worth and more about promoting the general improvement of society.
Being honest is less about saying every little blunt, crude and minor thing that may come to mind and more about just communicating your feelings to others when appropriate.
Being honest is less about telling the absolute truth and more about having good intentions.
Being honest is less about the problem at hand and more about how you solve it.
Being honest is less about kinship and more about fact.
Being honest is less about telling every single detail and more about showing others you value them enough to tell them the truth.
Being honest is less about what you say and more about when you say it.
Being honest is less about deceiving an individual and more about not getting in trouble.
Being honest is less about what’s true and more about what you can get away with.
Being honest is less about telling the truth and more about accepting the truth.
Friday evening, April 8, 2011
Greetings. Below you will find a copy of the handout distributed today in class regarding out of class essay 3. If you were absent today, you will want to check with another student regarding additional information that was given in class concerning this assignment. It is difficult to relate to you all the information one misses during lectures, discussions, etc.
Enjoy the weekend, be safe, and be sure to check the blog again. I will be posting something you will need to print out and bring to class on Monday in preparation for the group work.
English 20, Sections 1, 4, 7 and 11
Spring 2011
Prof. Fraga
Out of Class Essay Assignment #3 (200 points)
Assigned: Friday, April 8
Optional Rough Draft Due: no later than Monday, April 25
Due: Monday, May 2
(you have over three weeks to complete this essay)
Requirements:
• MLA format
• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.
• Attach Character Study Journal (all 7 entries) to essay when submitting
Before we began viewing the first season of Breaking Bad, I assigned a Character Study Journal. You were to select a character to focus on more carefully than others and to record observations of him or her as the episodes unfolded.
This Character Study Journal will now be a valuable source as you write your last out of class essay for this course.
Assignment:
Write an in-depth character analysis of one of the characters in the first season of Breaking Bad. Write your essay for an audience that has viewed these episodes. In other words, be specific but you need not relate the entire story line.
Your essay must include the following:
• An introduction/description/background of your character
• Assertions about your character
• Supportive evidence from the episodes that support your assertions (how did you come to the conclusions you did regarding your character?)
Your supportive evidence might include but is not limited to:
• what others observe/say (or don’t observe/say) about your character—either directly or in private
• the actions of your character in particular situations
• the reactions/responses of your character in particular situations
• what drives this character
• what terrifies this character
• what pleases this character
• what does this character long for
• what does this character need
Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.
Whether or not you LIKE or DISLIKE this character is not an issue in this essay.
Whether you LIKE or DISLIKE the series is also not an issue in this essay. Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.
Your thesis might read something like this:
Once Walter learns of his terminal cancer, he seems very unstable and irresponsible; however, his behavior truly represents a very determined, focused and highly intelligent, highly moral father and husband.
or…
Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadow of her power-driven DEA husband and her happily married and very bright sister, Skylar.
Reminder: Keep in mind that you will be presenting the highlights of this essay to the class on either May 9 or 11. This is not a speech class, so I do not expect you to be elaborate. Just share a brief summary of your character analysis. You are not required to do this in front of the class; you can simply sit at your desk and speak. Sign ups for this presentation will be next week.
Enjoy the weekend, be safe, and be sure to check the blog again. I will be posting something you will need to print out and bring to class on Monday in preparation for the group work.
English 20, Sections 1, 4, 7 and 11
Spring 2011
Prof. Fraga
Out of Class Essay Assignment #3 (200 points)
Assigned: Friday, April 8
Optional Rough Draft Due: no later than Monday, April 25
Due: Monday, May 2
(you have over three weeks to complete this essay)
Requirements:
• MLA format
• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.
• Attach Character Study Journal (all 7 entries) to essay when submitting
Before we began viewing the first season of Breaking Bad, I assigned a Character Study Journal. You were to select a character to focus on more carefully than others and to record observations of him or her as the episodes unfolded.
This Character Study Journal will now be a valuable source as you write your last out of class essay for this course.
Assignment:
Write an in-depth character analysis of one of the characters in the first season of Breaking Bad. Write your essay for an audience that has viewed these episodes. In other words, be specific but you need not relate the entire story line.
Your essay must include the following:
• An introduction/description/background of your character
• Assertions about your character
• Supportive evidence from the episodes that support your assertions (how did you come to the conclusions you did regarding your character?)
Your supportive evidence might include but is not limited to:
• what others observe/say (or don’t observe/say) about your character—either directly or in private
• the actions of your character in particular situations
• the reactions/responses of your character in particular situations
• what drives this character
• what terrifies this character
• what pleases this character
• what does this character long for
• what does this character need
Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.
Whether or not you LIKE or DISLIKE this character is not an issue in this essay.
Whether you LIKE or DISLIKE the series is also not an issue in this essay. Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.
Your thesis might read something like this:
Once Walter learns of his terminal cancer, he seems very unstable and irresponsible; however, his behavior truly represents a very determined, focused and highly intelligent, highly moral father and husband.
or…
Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadow of her power-driven DEA husband and her happily married and very bright sister, Skylar.
Reminder: Keep in mind that you will be presenting the highlights of this essay to the class on either May 9 or 11. This is not a speech class, so I do not expect you to be elaborate. Just share a brief summary of your character analysis. You are not required to do this in front of the class; you can simply sit at your desk and speak. Sign ups for this presentation will be next week.
Thursday, April 7, 2011
Thursday April 7, 2011
Greetings,
I read the article below (link provided) today in the San Francisco Chronicle. Very interesting piece about immigration court and is yet another example of how we need to streamline the process. I think you will find it very topical to what we have been discussing in class.
See you tomorrow.
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/04/07/state/n072209D68.DTL
I read the article below (link provided) today in the San Francisco Chronicle. Very interesting piece about immigration court and is yet another example of how we need to streamline the process. I think you will find it very topical to what we have been discussing in class.
See you tomorrow.
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/04/07/state/n072209D68.DTL
Tuesday, April 5, 2011
Tuesday, April 5th, 2011
I have to be out of town on Friday, April 29th for a very special family event.
That is the day your out of class essay 3 is scheduled to be due.
Consequently, the new due date for out of class essay 3 is Monday, May 2nd.
See you tomorrow!
That is the day your out of class essay 3 is scheduled to be due.
Consequently, the new due date for out of class essay 3 is Monday, May 2nd.
See you tomorrow!
Saturday, April 2, 2011
Saturday evening around 930 pm
Just a quick correction...
on a few of the rough drafts I looked over I indicated to those students that essay two required five outside sources. I was gently reminded by a student on Friday that really, only three are required...I was thinking of my English 1A essay two assignment. I apologize! :-)
on a few of the rough drafts I looked over I indicated to those students that essay two required five outside sources. I was gently reminded by a student on Friday that really, only three are required...I was thinking of my English 1A essay two assignment. I apologize! :-)
Friday, April 1, 2011
Friday evening, April 1, 2011
Greetings...
Assignment below:
PACKET 6 (ONE READING)
"Top 10 Pros and Cons--What are the Solutions to Illegal Immigration?"
http://immigration.procon.org/view.resource.php?resourceID=000842
(if you need to know when this reading is due to be read...I suggest you check the course outline...:-)...can you tell that I am directing this at those who still do NOT READ THE BLOG...?)
Enjoy this most lovely spring weather and have a good, safe weekend!
Assignment below:
PACKET 6 (ONE READING)
"Top 10 Pros and Cons--What are the Solutions to Illegal Immigration?"
http://immigration.procon.org/view.resource.php?resourceID=000842
(if you need to know when this reading is due to be read...I suggest you check the course outline...:-)...can you tell that I am directing this at those who still do NOT READ THE BLOG...?)
Enjoy this most lovely spring weather and have a good, safe weekend!
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