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1060 Schedule

Page history last edited by Dundee Lackey 11 years, 11 months ago
Class Date  Work Due/Class Activities 
Tu 1/10 

In class: distribute syllabus (ENG 1060 Syllabus || ENG 1030 Syllabus); introductions; exploring course theme/viewing "Worldclass Healthcare: Why Isn't the U.S. the Best?" (2006). In class writing.

 

(Click on the date, in the left hand column, to open a more detailed class plan.)

Th 1/12 

 

Before class: Read/explore "5 Truths about Healthcare in America" (Time Magazine). (The links on this are kind of weird: make sure you hit all 5 images. 1 | 2 | 3 | 4 | 5) Read/explore the AMA statement on health care access (including subheadings--see the menu at left).  Read our syllabus! (ENG 1060 syllabus | ENG 1030 Syllabus) (Please note: whenever you do readings for class, you should bring the readings. It will facilitate discussion. This is true in all of your courses. It's also a good idea to make notes on, or alongside, readings, recording your ideas/connections, questions, etc., and bring that along too.)

 

In class: Discussion of blogging requirement, privacy concerns, sites for blogging.  Watch episode 1 ("In Sickness and In Wealth") from the series "Unnatural Causes". Discussion of readings and video (time permitting. We'll almost certainly have to carry this discussion over to Tuesday, SO TAKE GOOD NOTES as you watch.)

Tu 1/17

Before class:  Read "What is Academic Writing?" and "Health Status and Health Care Access of Farm and Rural Populations."  (Please note: you should ALWAYS bring copies of readings--digitally or in print). (In case you read this before I made a revision: we didn't get to talk about the course blogging requirement yet, so I've pushed the assignment of starting one back to Thursday....)

 

In class: Distributing Portfolio 1. continuing discussion on Episode 1, "Unnatural Causes", discussion of reading and academic research & writing; intro to quantitative and qualititative research

Th 1/19

Before class:

  • Read portfolio 1 materials and come ready to ask whatever questions you need to!
  • Read "Oral History Techniques: How to Organize and Conduct Oral History Interviews" (Online).
  • You'll need to blog 3 times weekly this term, starting now. Set up a blog. (I'd suggest http://wordpress.com, as I can support you best there, but you may use any blogging site you wish. Here's a handout, left over from another class, that should help you learn the basics.) Go to your blog, and post a response to the following prompt: "We are conducting a study of health and wellness in Robeson, Scotland, and Hoke counties. What do you already know about these issues in our area? What did you learn from the readings/videos we've engaged with so far? What questions do you have about community health and wellness in our area?" When you're done, email me a link to your blog. (My address is dundee.lackey@uncp.edu. When you email me: please input the following in the subject line: Your name, blog address, 1060.section number)

 

In class: continuing discussions from Tuesday, as necessary; discussion of portfolio 1, the oral history project. Viewing "A Locksmith's Tale and Other Health Care Stories."  Asset mapping. Practicing inviting a research participant. The Question Game.

Tu 1/24 

Before class: 

 

In class:

  • Announcements: 1) re. repeating class policy change (here's the info). 2) your blogs (They're linked. Check to ensure I got your link right, and have your name listed as you'd prefer. If you don't show up in the blogroll, I didn't receive a blog address from you.) 3) You can borrow digital recorders from me and/or the library.
  • the IRB and research ethics QUIZ. practice getting informed consent; mock interview; researching to prep for the interview.
Th 1/26 

Before class:  

  • Before class on Thursday, read section II ("A Framework for Health Communities" pp. 22-44) from "Why Place Matters: Building the Movement for Healthy Communities" (Online)
  • By Friday sometime: Write a response to this reading on your blog. For this posting, you should: Do some research on one of the three counties (Scotland, Hoke, Robeson) we'll be exploring through interviews, and report back on your research findings. Summarize "Why Place Matters," then use the measures of community health you just read about to consider the county. Is it "healthy"? Why/why not? What could/should be done to improve the health and well-being of the community?
  • (There's a LOT to do there, so I expect to see thoughtful, well developed postings! I want you to practice summary, so do as thorough a job summarizing that reading as you can, and then use the ideas from it to help guide your research into Hoke, Scotland, or Robeson County. Over the weekend, some of your classmates may read your blog to help them learn more, so make sure you write with an audience in mind. Share relevant links, and develop your ideas fully, and in a reader-friendly way.)    
  • Don't forget: you should do a third blog post, by Monday night sometime. There's no prompt for this one--go back and think more on something from class, or something (related to our project, or to reading, research, or writing) found on your own. 

 

In class: practicing summary; watch episode 5 ("Place Matters"); time permitting: watch second episode of your choice? (This may happen Tuesday); discussion/research.

Tu 1/30 

Before class: 

  • Explore samples of written summaries from previous courses. 
  • Read and respond to AT LEAST two classmates' blog postings from last week. (...any two of your choice. You'll find everyone linked on the course home page. The idea here is to learn from the research your colleagues did, too. If you don't have a clue yet who you will interview, and which county, therefore, to concentrate on, try to find two classmates who did the counties you DIDN'T.)
  • Think about which episode of "Unnatural Causes" you want to watch! 

 

In class: watch "Unnatural Causes," episode of your choice; discussion of video(s); discussion of project: how to write the summary. (12:30 class will begin with "Place Matters" at 22:20)

 

TODAY'S CLASS CANCELLED DUE TO ILLNESS. WE'LL PICK UP ON THURSDAY WITH THE SUMMARIES YOU READ FOR TODAY, AND THE OTHER ITEMS DUE FOR THURSDAY (SEE BELOW!)

Th 2/2

 

 

Before class:

  • Read "About StoryCorps", and explore the Griot initiative on their site, listening to whatever stories interest you.  
  • Your assigned blog post for the week is to: locate an oral history project (online) that interests you. Link to, and report on, this project. Who did the project? Why/for what purpose? For what audience? What did you learn about 1) oral history, 2) the topic of the interviews through exploring it? What did you like about learning from people, through their stories? When/did you wish for "ACADEMIC DATA" to explore these histories in a different way? (This does not HAVE to be done before today's class; just at some point between 1/30 and 2/6.)
  • Remember: you are responsible for TWO other blog posts this week. These should be on 1) something from class you wanted to think more on; 2) something (related) from OUTSIDE class you wanted to think on and share.  

 

In-class: 11 & 12:30 classes: discussion of summaries. all: watch episode of choice from "Unnatural Causes", time permitting.

Tu 2/7

 

Before class:   

 

In class: Reflection workshop. Dr. L has a last minute doctor's appointment (which hopefully will keep her from missing MORE classes, over time), so today has become a self-paced class. This means I want you to set aside an hour or so TODAY and think/write through the following prompts. Use this to start your reflection--and bring it, and a draft of the summary, to class on Thursday to share!

  • Discussion points:
    • What do the readings say reflection is/does?
    • Tell me about a time (event, action) in your life that required reflection. What did you learn by doing so? How did your reflection change the way you handled a similar (task, event) in the future? How might reflecting on your work and learning in one course help develop the skills the course addresses?
  • Think through these in writing:
    • Go through the syllabus. List the goals of the course. How have you been working on these--specifically? How would you grade your work and learning on each of these goals?
    • Go through the assignment sheet. What course goals seem to be most involved? How so? What are the requirements of the assignment? How would you grade your work towards these learning goals? On meeting specific "publication" requirements?
    • What have you learned about--reading? writing? research? rhetoric (audience, purpose, form of text...)? How have you worked on each these tasks, specifically? What progress have you seen? What do you still need to work on, to get to the level you want to be at? 
    • Tell me about your writing process.
    • What steps did you go through to do this project? What choices did you make? What might you have done differently? How might this have changed the finished product?
    • What have you learned about community health and wellness as we worked on this project? What topics might you be interested in researching as we move forward? Why? 

Th 2/9

 

Draft of interview summary needed!

 

Workshop: bring one printed copy of your interview summary/timeline to share! Bring what you've done on your reflection thus far.

 

http://www.talkandroid.com/guides/beginner/how-to-transfer-mp3-to-android/

 

Tu 2/14

 

 

In response to your requests, I have given you ONE MORE CLASS SESSION to finish up portfolio 1. It will, therefore, be due by class time on Thursday. Because there is little more I can do to help you finish (beyond giving you some time) we will NOT meet as a class on Tuesday. (ENG 1030ers: We WILL meet Wednesday, at which time we'll discuss portfolio 2, so read that assignment sheet before lab.)
Th 2/16

Portfolio 1 due by class time today. BRING: a disc with the interview audio file and summary burned to it, AND a signed, hard copy of the informed consent document. EMAIL ME: your reflective overview as an attachment (dundee.lackey@uncp.edu).

 

Before class:

  • Read "Taking Flight: Connecting Inner and Outer Realities" (online) AND portfolio 2 materials.
  • Your assigned blog post this week is to: explore the resources in my most recent blog post. Click comment, and reply to the questions at the end of my post. (This does count as your assigned post for the week--but I want you to do this one on the class blog as kind of an experiment, and also to facilitate you reading other's ideas--because theirs might spur some for you!) Remember: you'll need to do two other posts (your choice) by next Monday evening or so. I will be reading/grading your portfolio 1 posts this week!
    • Heads up: This week's assigned post is intended to get you started thinking about your research proposal  (due by class time on 2/23). Your research proposal will count as your "assigned prompt blog post" for the next week. It's already posted, so you can start thinking about/drafting it (offline). Do so this week, and post before next Thursday's class.

 

In class: Discussion of the banking model of eduction and portfolio 2, brainstorming topics, developing research questions, in class writing (starting research project proposal). If you need/want to retake the IRB quiz, there will be time to do so at the end of today's class. 

Tu 2/21

Before class: Read: "Education Reduces Blood Pressure", Annotated Bibliographies" AND "How to Prepare an Annotated Bibliography". PRINT THESE OUT AND BRING THEM TO CLASS WITH YOU.

 

In class: Cite and annotate a short reading (in groups): "Education Reduces Blood Pressure"; Discussion of research project proposal (due by class time Thursday). Discussion:  group discussion of research proposals, developing a re/search plan; (If this was the first source in our research...). Introduce paraphrase/citation exercise (due via hard copy, 2/28).

Th 2/23

Before class: Your research project proposal is due to YOUR blog before class time today. (This counts as your assigned blog post for the week. Please find a bit of time over the next few days to read proposals for a few classmates, and leave them comments/ideas/suggestions....) We will be using these in class, so get 'er done! Task 2: read "Quoting, Paraphrasing, and Summarizing" (including the sample essay and summary), and "Successful vs. Unsuccessful Paraphrases." (This should support your work on the worksheet given out last 2/21, and due 2/28.)

 

In-class: 11 & 12:30 classes--sharing/revising annotations of "Education Reduces Blood Pressure"; all: group discussion of proposal; developing a search plan; research skills/using library resources. (Resource: Research Planning 101). REMINDER: we will meet in the library next Tuesday!

Tu 2/28

MEET IN LIBRARY

Before class: Read Research Planning 101 "Plagiarism: What it Is and How to Avoid It." Complete paraphrase/citation exercise, and print to hand in today. Develop your search plan, and start looking for sources! 

 

Your assigned blog post this week (due by Monday at latest) is to share at least one annotation of a source, including citation. (Consider using your other two blog posts this week to do/think through your research project in some way.)

 

In class: We will meet in the library today to do some research! Bring your search plan. (Bring laptops if you'd like!) I'll be by the reference desk, to sign you in (AND out!)

Th 3/1

Before class: Read "Learn How to Write a Review of Literature" "Writing a Short Literature Review". AND "LBG in the Workplace: A Review of Literature" (print this one. Seriously. You won't be able to do what I'm asking of you in class without it. HERE is a printable version.)

 

In-class: brief discussion of paraphrase/citation exercise,. (I graded this as follows--3 points possible for each sentence: 1 point for efficiently and fully capturing the meaning of the original; 1 point for correct in-text citation; 1 point just for trying.) looking at sample annotations; close reading of review of lit.

Spring Break, 3/4-10

Tu 3/13

 

PLEASE NOTE: 3/14 is the last day to drop a class with a "W".  You will need signatures for this. Mid-term grades are posted, in the event they may help you make a decision. Please feel free to contact me regarding class standing as well!

 

Before class: review readings on the review of lit (see 3/1 class plan, above). Post a second annotation of one of your sources to the blog before class today, for use in class. (This will count as your assigned blog post for this, the week of 3/13 to 3/19.)

 

In-class: Drafting evaluation criteria for pf 2 documents (DISCUSSION NOTES: 9:30; 11:00; 12:30 | my draft); looking at sample annotations & testing/using evaluation criteria; revising evaluation criteria?; questions re. citation, annotation and the review of lit; introducing "They Say, I Say..." . Signing up for conference times.

Th 3/15

WE WILL NOT MEET IN THE LIBRARY AS INITIALLY PROPOPOSED. WE WILL MEET IN THE CLASSROOM TO DISCUSS THE REVIEW OF LITERATURE. SEE YOU THERE!

 

Drafting evaluation criteria for pf 2 documents (DISCUSSION NOTES: 9:3011:00; 12:30 | Evaluation Criteria, pf2t); reviews of lit: LGB in the workplace; Mental Health in Haiti

 

HERE is what to do before your conference, and the conference schedule (as it fills).

Tu 3/20

No class meeting: group conferences. You will meet with me, and your group members, for a conference ONCE this week. (We signed up for times last week. If you were absent, consult the schedule and contact Dr. L immediately or sooner to let her know what time you want!) The schedule, along with what all to do before your conference, is HERE.

 

Your required blog post this week is to share with us a kind of map, or overview, or your research, in very specific ways. I want to know: what perspectives on the issue and/or views if the involved have you accounted for? what questions or concerns still need to be answered? what information might your reader need as background, or evidence? Do you have all of the things you need? what holes need to be plugged in your research. 

Th 3/22 No class meeting: group conferences. You will meet with me, and your group members, for a conference ONCE this week. (We signed up for times last week. If you were absent, consult the schedule and contact Dr. L immediately or sooner to let her know what time you want!) The schedule, along with what all to do before your conference, is HERE.

Tu 3/27

DRAFT NEEDED

Print/bring a draft of your annotated bib and/or review of lit for a peer response workshop. We'll also spend some time on invention towards the reflective overview for this portfolio. 

 

Your required blog posting this week is to think through your draft. (This COULD become part of your reflection.) Consider things like: what do you think is strong about your draft? what grade would you give it now and why (using specific evaluation criteria)? what needs editing? do you note any patterns of error? what needs revision? how would these revisions strengthen this writing, and the reader's understanding?

Th 3/29

MEET IN DIAL 149

In-class: exploring portfolio 3. Using MovieMaker (click here for resources we'll use in class today, and beyond!) 

 

PLEASE NOTE: the due date for portfolio 2 has been pushed back! :-)

Tu 4/3

Portfolio 2 (ann. bib + review of lit + reflection) due VIA EMAIL.

 

Reading due today: "Old + Old = New: A Copyright Manifesto for the Digital World" + "Bound by Law". Watch videos of your choice from last semester's YouTube channel. Your required blog posting this week is to consider: have you ever used something from the internet in an unethical way? Do you think current copyright laws work well in the digital composing environment? Why/why not? What do you think should be changed?

 

In-class: exploring pf 3 assignment; Discussion of Fair Use, ethical use of sources in videos

In class resources: "A Fair(y) Use Tale";  "Grand Theft Audio"

Th 4/5

MEET IN DIAL 149

Before class: 

  • Read/review readings due 4/3. (There may be a quiz!)
  • Read "The Big Four: Contrast, Repetition, Alignment, Proximity" AND "Matters of Type"
  • Explore resources re. storyboards, and work on yours. I'd like you to bring your storyboard next TUESDAY to share in small groups> 
    • "Multimedia Storytelling" (Definition, examples, things to think about) 
    • Using PowerPoint to Make a Storyboard (Note: this is just ONE of many options. If you do a Google image search on storyboards, you'll find blank paper-based forms you can use, too, and all sorts of things in between. I've been thinking Pinterest would be interesting to use--start a virtual bulletin board for each segment of the film and pin down pictures, draft your text, etc. If you want to try this, email me and I'll send you the invitation you'll need to join.)
  • BRING YOUR REVIEW OF LIT (printed out is preferable. You're going to be identifying sections of text to use in your script!) 
  • To make your life easier, here's a second blog prompt for this week: locate a video that inspires you. It might give you a way of thinking through the rhetorical appeal you want to make to your audience. It might be on the same topic. It might just be a really cool example of how you'd like to make your own video. Link to it, and write a little about why you've chosen this, and how it inspires you.  

 

in-class: quiz. viewing samples/discussing C.R.A.P. design principles, intro to/working on storyboards (which you'll share in class next Tuesday). discussion of/signing up for in-class presentations (click for assignment sheet!). If you were absent today, you must touch base with me about this.  I'll provide you with a couple of blank storyboarding pages to get started but here are links so you can print more if/when they are needed: storyboard with video/visual/audio notation spaces; simpler storyboard.

Tu 4/10

Before class:

 

In class: sharing storyboards. sharing/analyzing videos that inspire(d) you (last week's required blog post).

 

Presentations begin Thursday. Have you signed up? What questions do you have about
this task?
Presentation Schedule (forthcoming)

 

Make sure to do this week's required blog post (prompt below AND on blog) before class on Thursday.

Th 4/12

Before class: Your required blog posting for this week is to: find a text (any genre or mode) aimed at YOUR ideal audience. Link to it, if possible, in your blog post, then analyze: 1) why the author of this text chose this audience, 2) how you can tell this is the audience chosen, 3) how they approach the audience to achieve their purposes. Do this before today's class, as we'll be using it in class (see below).

 

In-class:

  • We're going to explore the videos (chosen as inspiration for your work/last week's blog posting) and the texts (this week's blog posting, chosen as a way of thinking about your audience). Be sure to complete these blog postings so you can share your finds in class. 
  • In-class writing: what rhetorical appeals will I use? How? How can my choices in design, color, image, sound, source information help me use these appeals to achieve my purposes? 
  • Presentations begin today. 
 
Tu 4/17

Before class: SCAN "The Joshua Tree Epiphany". (This is a rather long chapter introducing, and showing concrete examples of, C.R.A.P. design principles, which I hope will give you some good ideas as you work on your video.)

 

In-class: Presentations.  Discussion of PSAs (PSA history; about the genre, resource 1;   about the genre, resource 2) & rhetorical tactics: Texting while Driving | this is what texting while driving looks like... | We Give a Damn | "Don't Say..." (In class writing or blogging: What tactics can you take from this for your argument? your video?)

Th 4/19

Before class: watch any 2 of the 3 videos in this edition of JUMP AND read the student AND instruction reflections for those videos. (They are linked beneath the video.) Revisit "old + old = new" and pay attention to the videographer's reflections.

 

Your required blog posting this week is to: Your reflective overview has two "sections," or components, this time. One is to articulate and justify your choices in the video. The other is to consider your work and learning over the whole semester, and to make plans for how you'll continue developing your reading, writing, and research skills in future. (See the assignment sheet for more information.) For this week's blog posting, begin your reflection!

 

In-class: Presentations.  Time permitting: reflection workshop. (Bring what you need to write!)

Tu 4/24

In-class: Presentations. Bring video drafts to share! (Remember: you have to publish or export them before trying to show them on a computer other than the one they were built on....). Reflection workshop.  

 

Your LAST required blog posting is: Write a note to the next class of students to work on these projects. What advice would you give them?

Th 4/26

MEET IN DIAL 149

In-class: Presentations. In whatever time remains following presentations, we'll have a DRAFT WORKSHOP! Bring an advanced draft of your video, academic works cited list, and reflective overview for feedback. DON'T FORGET TO  EXPORT/"PUBLISH" THE VIDEO. (You can't transport the raw moviemaker file, and have it work properly, without this step.) This is our LAST class meeting! If you want, bring stuff to make it a celebration! Snacks welcome!

 

If you want to revise the project documents (not *just* the reflection) on portfolio 1 or 2, or have any "missing" documents I've agreed to accept for evaluation at this point, you MUST get these items to me no later than Friday, 4/27 at 8 a.m. Period. If they are things that were turned in on time, but the email just didn't make it, you need to show that they WERE submitted on time by forwarding me that original email. 

 

(This does NOT mean you should try to make up a whole semester's worth of blogging, take a quiz, or things like that. I will NOT go back and read blogs for past dates. Many things, as stated in the syllabus, are intended to be done when they are intended to be done, and not "make up-able" after the fact. Other things, like a portfolio that should have been turned in back in February, have long since been recorded as a 0, due to the penalty on late work. That said, though, you CAN'T pass the class without turning in all assignments--even if you get a 0 it's so late. You CAN pass the class by doing really well on everything else, and still doing the work on that assignment, even though it's so late it might be a 0.) 

FINALS WEEK!

Final exam schedule.

 

Your final portfolio is due as follows:

Tu/R 9:30 am class? Your work is due by Tuesday, May 1, by 10:30 am. (I will be in the office from 9 am to 1:15 pm.)

Tu/R 11 am class? Your work is due by Thursday, May 3, by 1:15 pm. (I will be in the office from 10:45 am to 1:15 pm.)

Tu/R 12:30 class? Your work is due by Tuesday, May 1, by 1:15 pm. (I will be in the office from 9 am to 1:15 pm.)

 

To turn in your work: export your video to a file type you can upload to YouTube. Upload to YouTube. Email me with the video address, and attach your reflective overview, no later than the end of your final exam period (above). (Please note: If you've chosen to build using a "build the movie in your browser" kind of site, it may wind up posted on THAT site rather than YouTube. That's fine. Just send me the address.)

 

I will be in the office during your exam times(s) if you need help posting your work, or have questions.

 

 

Comments (10)

Dundee Lackey said

at 10:22 am on Feb 23, 2012

Dundee Lackey said

at 8:40 am on Apr 10, 2012

Dundee Lackey said

at 8:42 am on Apr 10, 2012

how to edit video (imported from another source) in MovieMaker Live: http://www.sevenforums.com/tutorials/109100-windows-live-movie-maker-edit-video.html

Dundee Lackey said

at 8:46 am on Apr 10, 2012

overview/intro to iMovie '11 (add to resources page?): http://acomp.stanford.edu/tutorials/imovie_video_editing

Dundee Lackey said

at 11:31 am on Apr 10, 2012

Dundee Lackey said

at 10:02 am on Apr 17, 2012

Dundee Lackey said

at 10:48 am on Apr 17, 2012

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