Hello,
there seems to be some question about the due date for out of class essay 2.
If you refer to the actual assignment sheet, you will note the dates you need.
If you recall, when I assigned the essay, that I moved the due date from the original one listed on the syllabus because I assigned it later than indicated on the syllabus.
The assignment is also on the blog.
Due date is Wednesday November 10.
Rough drafts are due no later than this Friday, the 5th.
Just another friendly reminder...
Please keep current with the assignments.
There are too many students coming to class unprepared.
CHECK THE BLOG. All you need to know is here.
Thanks! :-)
Wednesday, November 3, 2010
Tuesday, November 2, 2010
Tuesday, November 2 -- around 530 pm
Greetings...
As you know, we are a bit behind due to my unforeseen absence from class last Friday.
So for tomorrow, Wednesday, November 3rd, we will be discussing Reading Packet #3 (which was assigned for Monday) and we will be discussing more of the handout about how to read an essay. Be sure to bring both items--Reading Packet #3 and the handout--to class tomorrow.
See you then!
As you know, we are a bit behind due to my unforeseen absence from class last Friday.
So for tomorrow, Wednesday, November 3rd, we will be discussing Reading Packet #3 (which was assigned for Monday) and we will be discussing more of the handout about how to read an essay. Be sure to bring both items--Reading Packet #3 and the handout--to class tomorrow.
See you then!
Sunday, October 31, 2010
Sunday, October 31st
Hello,
Packet #4 information below. This is due to be completed by Wednesday.
This is actually a video to view...it is approximately 17 minutes long.
You may want to jot down a few notes about the video so you can recall it during class discussion.
http://www.ted.com/talks/deborah_scranton_on_her_war_tapes.html
Also, since class had to be cancelled on Friday, we will, as I mentioned in the blog from Friday, complete what was planned for Friday, tomorrow. That means Packet #2 is due to be read and we will have Journal #2.
Packet #4 information below. This is due to be completed by Wednesday.
This is actually a video to view...it is approximately 17 minutes long.
You may want to jot down a few notes about the video so you can recall it during class discussion.
http://www.ted.com/talks/deborah_scranton_on_her_war_tapes.html
Also, since class had to be cancelled on Friday, we will, as I mentioned in the blog from Friday, complete what was planned for Friday, tomorrow. That means Packet #2 is due to be read and we will have Journal #2.
Friday, October 29, 2010
Friday, October 29, 2010
Reading Packet #3, due to be read by Monday, November 1st
"War Revisited"
By Nick Miller $ Kel Munger
http://www.newsreview.com/sacramento/content?oid=928683
Happy Halloween...
I will post Reading Packets 4 and 5 over the weekend.
645 am...Friday, October 29, 2010
Good morning,
I truly apologize for such late notice. I realize most of you will not read this until it is too late.
I am going to have to cancel class today, Friday, October 29th.
I am having some unexpected transportation issues. :-)
We will complete what is scheduled for today...on Monday.
Have a safe weekend.
I truly apologize for such late notice. I realize most of you will not read this until it is too late.
I am going to have to cancel class today, Friday, October 29th.
I am having some unexpected transportation issues. :-)
We will complete what is scheduled for today...on Monday.
Have a safe weekend.
Thursday, October 28, 2010
Thursday, October 28
Greetings,
below is a copy of the handout I distributed awhile ago--How to Critically Read an Essay.
Be sure to bring your copy to class tomorrow and/or until we complete our discussion regarding it.
See you tomorrow.
English 1A , College Composition I
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 a copy of the handout I distributed awhile ago--How to Critically Read an Essay.
Be sure to bring your copy to class tomorrow and/or until we complete our discussion regarding it.
See you tomorrow.
English 1A , College Composition I
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.
Tuesday, October 26, 2010
Tuesday, October 26th
Hello!
Here is the link for Reading Packet #2, due to be read by Friday, October 29th.
"Down & Out in Fresno and San Francisco"
http://www.esquire.com/print-this/down-and-out-0709?page=all
Be sure to print out the article and bring to class on Friday.
See you tomorrow!
Here is the link for Reading Packet #2, due to be read by Friday, October 29th.
"Down & Out in Fresno and San Francisco"
http://www.esquire.com/print-this/down-and-out-0709?page=all
Be sure to print out the article and bring to class on Friday.
See you tomorrow!
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