tag:blogger.com,1999:blog-19996178930038512612024-03-19T00:29:05.801-07:00Violence in America Spring 2013Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.comBlogger58125tag:blogger.com,1999:blog-1999617893003851261.post-1221050699372803562013-05-28T07:53:00.000-07:002013-05-28T07:53:16.198-07:00Class Agenda 5.281. Announcements<br />
No Quiz<br />
Final Essay Due Date Extended to Friday 6.7: no late papers accepted!<br />
Final Exam Next Tuesday from 2.25-4.25<br />
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2. Blog roll<br />
<a href="http://dehlias.blogspot.com/">Deliah</a><br />
<a href="http://fave340.blogspot.com/2013/05/museum-trip-2-new-york-historical.html">Frankie</a><br />
<a href="http://jrcviolence.blogspot.com/">Judy</a><br />
<a href="http://kenchengvio.blogspot.com/">Kenny</a><br />
<a href="http://lopez24mercedes.blogspot.com/2013/05/new-york-historical-society.html?m=1">Mercedes</a><br />
<a href="http://robertstaropoli.blogspot.com/2013/05/museum-trip-2.html">Robert</a><br />
<a href="http://stacyjspring2013.blogspot.com/">Stacy</a><br />
<a href="http://www.jankhankhan.blogspot.com/">Ali</a><br />
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3. Group Discussion: fascism in <i>It Can't Happen Here</i><br />
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4. Clips from film: The Plot Against FDR<br />
<i> </i><br />
5. Writing claims from film into claims about text: in-class exerciseProfessor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-33490550934254369092013-05-28T07:45:00.002-07:002013-05-28T07:45:27.607-07:00Extra Credit BlogsIf you'd like to pursue extra credit, email me. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-24515650342717161132013-05-28T07:45:00.000-07:002013-05-28T11:52:04.910-07:00Final Blog Assignment: Due FridayFor your final blog, you will write a reflection based on one passage from <i>It Can't Happen Here</i>. The passage can be any you choose, but it must reveal what you believe to be a central point about the main character, Doremus. If someone asked you to choose the defining moment of his life, perhaps you might answer it by choosing this passage. What kind of person was he, and why? Use the passage to give evidence for your answers to these questions.<br />
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This blog is 200 words. If you write another 200 words about another passage, that will count as extra credit. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-89467411509102466372013-05-20T12:15:00.002-07:002013-05-20T12:15:06.631-07:00Remember: Museum Trip TomorrowThe information about the museum and the assignment is below this post!Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-39169131680327899062013-05-14T09:41:00.001-07:002013-05-14T09:41:47.608-07:00Museum Trip II: Visit and Blog Assignment<br />
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<span style="font-size: small;"><b><span style="line-height: 115%;">ENN 195: Museum Trip to the The New York Historical Society</span></b></span></div>
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<span style="font-size: small;"><b><span style="line-height: 115%;">Directions</span></b><span style="line-height: 115%;">: see <a href="http://www.nyhistory.org/">website </a>or class blog. <b>Address</b>: </span></span>170 Central Park West<br />
at Richard Gilder Way (77th Street)<br />
New York, NY 10024<br />
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<span style="font-size: small;"><span style="line-height: 115%;">We meet on
the front steps (if not raining) at TWO PM SHARP (2 PM). Be there ON TIME. If
it’s raining we’ll met INSIDE IN THE LOBBY, in the CENTER of the lobby. If for any reason you’re late, simply
find us in the exhibit. </span></span></div>
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<span style="font-size: small;"><b><span style="line-height: 115%;">Take</span></b><span style="line-height: 115%;">: a notebook with pen AND pencil.</span></span></div>
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<span style="font-size: small;"><b><span style="line-height: 115%;">Assignment Goal</span></b><span style="line-height: 115%;">: The goal of this assignment is for
students to produce a blog (minimum 300 words) that addresses three aspects of
their museum trip: their overall <i>impression</i>
of the museum as an “experience”; their <i>summary</i>
of the “story” that the exhibition tells; and their <i>analysis</i> or close-reading of at least three artifacts from the
exhibition. Students may later choose to focus on <i>one </i>of these artifacts for a future assignment. </span></span></div>
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<span style="font-size: small;"><b><span style="line-height: 115%;">Assignment Description</span></b><span style="line-height: 115%;">: We will meet at the NYHS on the date
assigned (May <span style="font-size: small;">21</span>, 2pm). As we tour, we will be taking notes, observing the space
of the museum itself (and the people in it), the artifacts on display, and the “story”
that these artifacts tell (and which the museum has designed in a particular
sequence, with certain themes emphasized). Look up, look down, get close, look
all around – and take notes!</span></span><br />
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<span style="font-size: small;"><i><span style="line-height: 115%;">Observing the space</span></i><span style="line-height: 115%;">. You may find the following
questions helpful: what is communicated by the architecture of the museum? What
is communicated by the spatial design of the exhibit? Who is in this space?
What feelings or mood does the space give you? What feelings or mood is the
space supposed to convey? Who do you think this museum was designed for? In
what ways does it speak to you? In what ways does it not?</span></span></div>
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<span style="font-size: small;"><i><span style="line-height: 115%;">The artifacts</span></i><span style="line-height: 115%;">. We will see a range of artifacts
that are supposed to tell us what the World War II in NY was like. Please take comprehensive notes on <i>three artifacts</i>. You will need to record, their title, their
source, their year, and any other information provided by the museum. Choose
artifacts that stand out to you: they might interest you, challenge you,
confuse you, or offend you. You will later mention three of these artifacts,
but you will write about one in detail. You will have to describe these objects
to someone that has <i>not seen them. </i></span></span></div>
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<span style="font-size: small;"><i><span style="line-height: 115%;">The story of the exhibition</span></i><span style="line-height: 115%;">. All museums and curators (the
people who design exhibitions) make certain choices when they put together
shows. Keeping in mind our course discussions, texts, and keywords, what story
do you think the museum is trying to tell about World War II in New York?
Who are the main characters in this story – the heroes, the villains? Who or
what do you think is left out? Why is photography an interesting medium to
observe the war? What do you wish had been in the exhibition that isn’t? What
more do you want to know?</span></span></div>
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<span style="font-size: small;"><span style="line-height: 115%;">We will
discuss both our experiences and your blogs when we meet next as a class. </span></span></div>
Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-77662466344763248792013-05-14T07:09:00.000-07:002013-05-14T07:11:23.310-07:00Reading QuizFirst, write down the page number of the last page you read in the novel. <br />
<br />
Then, using at least one specific example from the text, identify one event in the book that you believe best exemplifies Lewis' anxiety about what fascism<em> </em>was or is. In other words, what example from the book to you most memorably captures "fascism" and why?Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-10472289886952851542013-05-14T07:07:00.003-07:002013-05-14T09:51:17.234-07:00Class Agenda 5.141. <a href="http://jrcviolence2013.blogspot.com/">Quiz</a><br />
<br />
2. Announcements<br />
<br />
No Break Today: Class ends early after Archive visit. <br />
<br />
Extra credit <a href="http://raceculturelagcc.blogspot.com/2013/05/student-literary-forum.html">event</a> Thursday. <br />
<br />
The Museum Visit: The New York Historical Society: assignment same as Met.<br />
<br />
Changes to syllabus will be made to accomodate the completion of the novel. <br />
<br />
Grades: Blogs are 30% of the grade in this course. Missing more than one blog means a loss of 6 points (that's 100 to 94). Two blogs means 12 points (that's 94-88). Three blogs is 18 points. That's 88 - 82. So students who are missing three blogs - even if they have an "A" on everything else - currently have a B-. Wake up!<br />
<br />
You may make up blogs for extra credit. <br />
<br />
The deadline for essay 1 revisions is June 1 - two weeks. <br />
<br />
Assignment Three posted. <br />
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<br />
Highlights of museum blogs<br />
<br />
<a href="http://jrcviolence.blogspot.com/">Judy</a><br />
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<a href="http://racviolence2013.blogspot.com/">Robert</a> C. <br />
<br />
<a href="http://stacyjspring2013.blogspot.com/">Stacy</a><br />
<br />
<a href="http://www.jankhankhan.blogspot.com/">Ali</a><br />
<br />
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3. Group work: Groups will look at key passages and explain what they say about Lewis' ideas of fascism. We will present this work to the class, and then students will select a passage on their own to write about. <br />
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4. We will begin to view the film <i>The Plot to Overthrow FDR</i>.<br />
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<a href="http://www.youtube.com/watch?v=Tvzm18jnrwc">Fascism </a><br />
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<a href="http://www.youtube.com/watch?v=8eS40OPpFpU">Fascism</a><br />
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5. We will go to the LaGuardia and Wagner Archives. <br />
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6. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-7500512382643530562013-05-06T12:17:00.001-07:002013-05-06T12:18:32.251-07:00Details for Museum Trip TomorrowDear Class,<br />
<br />
Just a reminder that tomorrow we're meeting at the Met Museum. Please bring $1 for admission, some paper, and a pencil. For those meeting to travel over together, we will be meeting outside the C Building at 1 pm sharp. We will wait until 1:05, and then leave. We will then meet as a class at the Met on the steps. Look for me. We will enter the Museum at 2 pm. We will buy tickets individually and then walk to the exhibit.<br />
<br />
Once we are at the Museum, we will move at our own pace. There is no organized lecture or tour. If you want to buy the audio tour, you can. Otherwise, I will be moving through the exhibition with you, writing about what I see. I expect students to move through the exhibit once or even twice for about an hour. You have the assignment with you, which I handed out last week. You can also see it on the link below.<br />
<br />
<a href="http://jrcviolence2013.blogspot.com/2013/04/museum-assignment-and-blog-assignment.html">Assignment </a>and <a href="http://jrcviolence2013.blogspot.com/2013/04/museum-assignment-and-blog-assignment.html">Directions</a>.<br />
<br />
The students I'm expecting outside the C building are:<br />
<br />
Robert S.<br />
Enid<br />
Ali<br />
Chris<br />
Stacy<br />
Robert C<br />
Judy<br />
Dehlia<br />
Richard<br />
<br />
See yal tomorrow,<br />
<br />
JProfessor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-21793238200626748772013-05-06T12:13:00.001-07:002013-05-06T12:13:41.859-07:00Student Leadership Conference...Our 2013 Student Leadership Conference. <br /><br /> "Redefining Leadership Through the Arts: Standing on the Shoulders of Giants"<br /><br />Great
leaders have a creative edge that brings their ideas to life. At this
event your students will learn how the arts can take their leadership
skills to the next level. Please encourage them to join us at our 2013
Student Leadership Conference for exciting and creative workshops,
motivational speakers, networking opportunities, and raffle prizes
(iPods, nook e-reader, and numerous gift certificates). This year,
during the luncheon hour, we will celebrate the inaugural Induction
Ceremony of Sigma Alpha Pi. <br /><br />Our keynote speaker is Playwright, Actor, and Tony Award winning poet, Lemon Andersen.<br /><br />Saturday, May 11th, 2013 <br />9:00 am – 4:00 pm <br />LaGuardia Community College, E-Building Lobby <br /><br />Seating is Limited. So Please Have Your Students Register NOW. For Further Details Go to:<br /><br /><a class="weblink" href="http://www.laguardia.edu/Leadership" target="browserView">www.LaGuardia.edu/Leadership</a> Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-64813973065428317102013-05-06T09:42:00.001-07:002013-05-06T09:42:51.610-07:00Student Literary ForumCelebrate student writers at LaGuardia! <br /><br />Student Literary Forum<br />Thursday, May 16th<br />4-5:30pm, Room E-500<br /><br />Winners
of the spring Critical Essay and Creative Writing contests will be
reading from their work. Following the forum, the students' work will be
published in Literary LaGuardia. <br /><br />Please join us!Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-2256485352825841822013-04-30T09:28:00.002-07:002013-04-30T09:28:50.893-07:00Museum Assignment and Blog Assignment<!--[if gte mso 9]><xml>
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<span style="font-size: small;"><b><span style="line-height: 115%;">ENN 195: Museum Trip to the MET</span></b></span></div>
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<br /></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><b><span style="line-height: 115%;">Directions</span></b><span style="line-height: 115%;">: see website or class blog. <span> </span><b>Address</b>:
1000 Fifth Avenue (at 82nd Street)<br />
New York, NY 10028</span></span></div>
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<br /></div>
<span style="font-size: small;">
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<span style="font-size: small;"><span style="line-height: 115%;">We meet on
the front steps (if not raining) at TWO PM SHARP (2 PM). Be there ON TIME. If
it’s raining we’ll met INSIDE IN THE LOBBY, in the CENTER of the lobby. You can
give a <b>suggested donation of $1</b>; we
will then walk to the exhibit together. If for any reason you’re late, simply
find us in the exhibit. </span></span></div>
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<br /></div>
<span style="font-size: small;">
</span><div class="MsoNormal">
<span style="font-size: small;"><b><span style="line-height: 115%;">Take</span></b><span style="line-height: 115%;">: a notebook with pen AND pencil.</span></span></div>
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<br /></div>
<span style="font-size: small;">
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<span style="font-size: small;"><b><span style="line-height: 115%;">Assignment Goal</span></b><span style="line-height: 115%;">: The goal of this assignment is for
students to produce a blog (minimum 300 words) that addresses three aspects of
their museum trip: their overall <i>impression</i>
of the museum as an “experience”; their <i>summary</i>
of the “story” that the exhibition tells; and their <i>analysis</i> or close-reading of at least three artifacts from the
exhibition. Students may later choose to focus on <i>one </i>of these artifacts for a future assignment. </span></span></div>
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<span style="font-size: small;"><b><span style="line-height: 115%;">Assignment Description</span></b><span style="line-height: 115%;">: We will meet at the MET on the date
assigned (May 7, 2pm). As we tour, we will be taking notes, observing the space
of the museum itself (and the people in it), the artifacts on display, and the “story”
that these artifacts tell (and which the museum has designed in a particular
sequence, with certain themes emphasized). Look up, look down, get close, look
all around – and take notes!</span></span></div>
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<span style="font-size: small;"><i><span style="line-height: 115%;">Observing the space</span></i><span style="line-height: 115%;">. You may find the following
questions helpful: what is communicated by the architecture of the museum? What
is communicated by the spatial design of the exhibit? Who is in this space?
What feelings or mood does the space give you? What feelings or mood is the
space supposed to convey? Who do you think this museum was designed for? In
what ways does it speak to you? In what ways does it not?</span></span></div>
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<br /></div>
<span style="font-size: small;">
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<span style="font-size: small;"><i><span style="line-height: 115%;">The artifacts</span></i><span style="line-height: 115%;">. We will see a range of artifacts
that are supposed to tell us what the Civil War was like, and also about the
medium of photography. Please take comprehensive notes on <i>three artifacts</i>. You will need to record, their title, their
source, their year, and any other information provided by the museum. Choose
artifacts that stand out to you: they might interest you, challenge you,
confuse you, or offend you. You will later mention three of these artifacts,
but you will write about one in detail. You will have to describe these objects
to someone that has <i>not seen them. </i></span></span></div>
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<br /></div>
<span style="font-size: small;">
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<span style="font-size: small;"><i><span style="line-height: 115%;">The story of the exhibition</span></i><span style="line-height: 115%;">. All museums and curators (the
people who design exhibitions) make certain choices when they put together
shows. Keeping in mind our course discussions, texts, and keywords, what story
do you think the museum is trying to tell about the Civil War and photography?
Who are the main characters in this story – the heroes, the villains? Who or
what do you think is left out? Why is photography an interesting medium to
observe the war? What do you wish had been in the exhibition that isn’t? What
more do you want to know?</span></span></div>
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<br /></div>
<span style="font-size: small;">
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<span style="font-size: small;"><span style="line-height: 115%;">We will
discuss both our experiences and your blogs when we meet next as a class. </span></span></div>
Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-79612118790904058832013-04-30T09:18:00.002-07:002013-04-30T09:29:08.896-07:00Class Agenda 4.301. <a href="http://jrcviolence2013.blogspot.com/2013/04/reading-quiz_30.html">Quiz </a><br />
<br />
2. Announcements<br />
Museum Trips! <br />
CHECK THIS BLOG FOR ALL IMPORTANT MUSEUM TRIP INFORMATION<br />
<br />
The Exhibit:<br />
http://www.metmuseum.org/exhibitions/listings/2013/photography-and-the-american-civil-war<br />
Getting to the MET<br />
<span style="font-family: Garamond; font-size: 12.5pt;"> </span><a href="http://www.metmuseum.org/visit/plan-your-visit/getting-here"><span style="font-family: Garamond; font-size: 12.5pt;">http://www.metmuseum.org/visit/plan-your-visit/getting-here</span></a><br />
<br />
<span style="font-family: Garamond; font-size: 12.5pt;">The Rules</span><br />
<span style="font-family: Garamond; font-size: 12.5pt;">http://www.metmuseum.org/visit/plan-your-visit/group-visits/group-responsibilities-and-guidelines</span><br />
<span style="font-family: Garamond; font-size: 12.5pt;"><br /></span>
<span style="font-family: Garamond; font-size: 12.5pt;">See <a href="http://jrcviolence2013.blogspot.com/2013/04/museum-assignment-and-blog-assignment.html">handout</a></span><br />
<br />
<br />
3. Peer Review<br />
<br />
<a href="http://raceculturelagcc.blogspot.com/2013/03/peer-review-guidelines.html">Guidelines</a><br />
Grading <a href="http://raceculturelagcc.blogspot.com/2013/04/grading-grid.html">Grid</a><br />
<br />
4. Looking at an image<br />
<br />
http://www.metmuseum.org/exhibitions/view?exhibitionId={9400f95d-89a4-4920-a05e-46ee3cedc9c0}&oid=190056998&ft=*&fe=1#fullscreen<br />
<br />
<br />
5. It Can't Happen Here - discussion<br />
<br />
6. Film Clips Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-4850268868851596162013-04-30T09:17:00.003-07:002013-04-30T09:17:57.956-07:00Reading Quiz1. Do you think <i>It Can't Happen Here </i>is a funny novel, a serious novel, or both? Give reasons for your answer. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-30304345851049288472013-04-24T11:22:00.001-07:002013-04-24T11:22:27.544-07:00New Pages for It Can't Happen Here and rest of term4.30 - 1-83<br />
5.7 - 84-180<br />
5.14 - 181-274<br />
5.21 - 275-381<br />
5.28 - <i>In Darkness and Confusion</i><br />
6.4 - Harlem Riot documents<i> </i>Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-61938929615580924402013-04-24T11:18:00.001-07:002013-04-24T11:18:17.778-07:00Reading for Tuesday: It Can't Happen HereThere are many books still left in the bookstore for <i>It Can't Happen Here</i>. Be sure you do the reading. This is our "big" text for the semester. The bookstore is about to send them all back. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-21465529610439796262013-04-24T09:51:00.000-07:002013-04-24T09:51:53.398-07:00MET Visit Details for May 7<a href="http://www.metmuseum.org/visit/plan-your-visit/group-visits/group-responsibilities-and-guidelines">Read </a>guidelines. <br />
<br />
<a href="http://www.metmuseum.org/visit/plan-your-visit/group-visits/adult">Cost </a>is $4. Please see me if this is an issue. I can help offset the cost for students that need it. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-1317715887456529562013-04-23T13:04:00.001-07:002013-04-23T13:20:37.069-07:00May Day: close reading examples. <!--[if gte mso 9]><xml>
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Close-reading models ; <i style="mso-bidi-font-style: normal;">May
Day</i></div>
<div class="MsoNormal">
Page 16</div>
<div class="MsoNormal">
<br />
In <i>May Day</i>, Gordon hides his <b>emotions </b>in order to conceal his "fever," which in turn preserves his <b>masculinity</b>.In the scene between Gordon and Dean in the hotel room,
Gordon grows anxious after asking Dean for money. He has incurred a debt with a
girlfriend, Jewell, whom we come to learn has blackmailed Gordon. As he lies on
the bed suppressing a panic attack, Fitzgerald describes how he was “fighting
back” a desire to release his emotions. By fighting back, Fitzgerald emphasizes
that Gordon doesn’t want to be appear ‘unmanly.’ Showing his emotions would
seem weak, and therefore less masculine. Based on this evidence and reasoning,
we can see that masculinity is at stake in the novel, at least for Gordon.
Further, we can see that it’s tied to his emotional panic, which itself stems
from his precarious indebtedness to Jewel. </div>
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<br /></div>
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Assignment here: write a topic sentence that makes this idea
into a claim about the novel.<br />
<br />
Topic sentence includes "masculinity." </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Page 29</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In an urban crowd scene, the two homeless vets Gus and Key discover
a “little Jew” giving an anti-war speech to veterans. In his speech, he asks
the crowding soldiers what they’ve gotten from the war, and directs their
attention to two financiers who profited from it, Rockefeller and Morgan. In response,
a solider punches him, and the crowd joins in, beating him. They then leave to
pursue other “Bolshekviks” downtown, and, at first, Rose and Key join them. As
they begin to mimic the phrase “we’ll show them,” we see a “mob mentality”
forming. This mob has become unified around the idea of beating “Reds,” or
communists – after all, this was during the “First Red Scare” during and after
World War I. Their anger at the “Bolshevik” Jew, however, might also stem from
the emotional reaction they felt when he questioned the sanctity of the war. After
rising their lives and knowing so many that had made an enormous sacrifice,
they were liable to feel hurt . These hurt feelings help to explain the chaos
of the crowd and the level of their emotionality intensity in attacking
communists, whom they might also have associated with ethnic others, including
Jews. </div>
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<br /></div>
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Assignment here: write a topic sentence that makes this idea
into a claim about the novel. </div>
Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-16472449718359163592013-04-23T09:59:00.001-07:002013-04-23T09:59:42.159-07:00Reading QuizWhat is the story of <i>May Day </i>all about? What was the author trying to show?Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-53358838414883011932013-04-23T09:45:00.003-07:002013-04-23T11:55:59.513-07:00Class Agenda 4.231. Reading <a href="http://jrcviolence2013.blogspot.com/2013/04/reading-quiz_23.html">Quiz</a><br />
<br />
2. Announcements.<br />
Class conferences next week<br />
Blog Comments/Blog<br />
Essay One/grades<br />
Museum trip coming up in two weeks<br />
Peer Review next week <br />
<br />
3. Essay One<br />
Comments and Letter to professor<br />
Returning to goal of second assignment <br />
<br />
Dear Professor,<br />
<br />
My writing process for this essay was...I went though this many drafts... I did/didn't go to the Writing Center... Overall, I've found college writing to be... My sense of my strengths is that I... My challenges as a writer include...I spent this many hours writing this essay...<br />
<br />
Here is what I understood needed work on from your comments...<br />
<br />
These are the things I did to improve my first draft...<br />
<br />
I did/did not do the reading for this essay...<br />
<br />
I did/did not participate in the Peer Review...If NOT and you didn't attend the Writing Center, say why... <br />
<br />
For my second essay, I plan to...<br />
<br />
4. May Day - Groups responsible for chapter<br />
<br />
5. Writing about passages: developing claims and creating close-readings<br />
<br />
<br />Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-85546994599446760642013-04-16T11:47:00.001-07:002013-04-17T09:36:23.615-07:00Blog 4: Revisions and Comments1) Your first task for this assignment is to revise a previous blog based on the comments you received. <br />
<br />
2) For this assignment you will offer your perspective to classmates in ENN 101.
First, note that you will click on your name below to find the blogs
that need your comments. Follow the instructions provided below. Your
main goal is to offer an overall evaluation of the blog, communicate
what you believe to be their main ideas, and to provide
helpful 'constructive criticism' for their revision process.<br />
<br />
<b>What is the goal my response?</b><br />
<br />
The
goal of your response is to offer the writer some suggestions for
revision. Their assignment was to discuss texts from class for what
they found interesting, and to say why. Your job is to let them know
whether they communicated their interest, the text, and their reasons
efficiently. Remember, you shouldn't feel confused about what they're
writing about - you are their audience. If you're confused, you need to
say why. Their interest should also <i>make you interested</i>. If you weren't interested, they need tell them <i>what they could have done to make your more interested</i>.<br />
<br />
As for how you should organize your response, see the directions below. Here are the specific steps:<br />
<br />
<br />
<b>Blog Comment Directions </b>(from the text <i>Tutoring Writing</i>)<br />
<br />
1.
Open a general statement of assessment about the blog's relationship to
the assignment. Be clear about which parts fulfill the assignment and
which parts need improvement.<br />
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.<br />
3.
Use comments primarily to call attention to strengths and weaknesses in
the piece, and be clear about the precise points where they occur.<br />
4.
Don't feel obligated to do all the 'fixing.' Refrain from focusing on
grammar unless it impedes your ability to understand the piece.<br />
5. Write comments that are text-specific, and uniquely aimed at the blog and the writer.<br />
<br />
<b>Strategies</b><br />
<br />
1. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.<br />
2. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.<br />
3.
When you make a specific, concrete suggestion for improvement, try
couching it in a qualifier: "You might try..." or "Why don't you add..."
or "Another way of writing the lead might be..."<br />
4. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.<br />
<br />
<b>How do I leave a comment again?</b><br />
<br />
Press the "No Comments" or "Comments" link at the end of their blog entry.<br />
Consider pasting your response from Microsoft Word, or simply write in the box.<br />
Fill out the web-bot verification boxes.<br />
<br />
<br />
<b>What if someone else has already left a comment?</b><br />
<b><br /></b>
Leave yours too.<br />
<br />
<b>What if I don't know why they're writing?</b><br />
<br />
A) Their blogs *should* explain what they're doing. If they don't, that's something for you to offer criticism about.<br />
B)
I'll tell you now their assignment: react to issues they discovered in
the reading or in class. You may or may not be familiar with the texts
they're writing about. If you're confused, it's your job to say why, and
how they could improve. <br />
<br />
<b>What is constructive criticism?</b><br />
<br />
It's when you point out issues that need attention and offer suggestions for how to make the changes you propose.<br />
<br />
<b>What do I do? </b><br />
<br />
See the directions below.<b> </b> <br />
<br />
<b>What if I have a question?</b><br />
<br />
Email me!<br />
<br />
<ul>
<li><a href="http://akeemqadeer.blogspot.com/2013/03/blog-numero-dos-2.html">Antonio</a>'s Blog</li>
<li><a href="http://deniiraceandcultureblog.blogspot.com/2013/03/mixed-races.html">Christopher</a>'s blog</li>
<li><a href="http://dcmplagcc.blogspot.com/2013/03/supporting-arguments-slave-and-citizen.html">Dehlia</a>'s blog</li>
<li><a href="http://ediz101.blogspot.com/2013/03/blog-2.html">Frankie</a>'s blog</li>
<li><a href="http://jaydiazlagcc.blogspot.com/">Jennyrose</a>'s blog</li>
<li><a href="http://jasminehlagcc.blogspot.com/2013/04/anti-islamic-hate-crimes.html">Judy</a>'s blog</li>
<li><a href="http://johnfolauren.blogspot.com/2013/03/tannenbaum-argues-that-if-latin.html">Kenny</a>'s Blog</li>
<li><a href="http://jaaraceculture.blogspot.com/2013/04/we-graph-thats-shows-statistics-of.html">Loriana</a>'s blog</li>
<li><a href="http://jaaraceculture.blogspot.com/2013/04/we-graph-thats-shows-statistics-of.html">Luis</a>' blog</li>
<li><a href="http://claralenorcruz.blogspot.com/2013/04/is-twitter-useful.html">Melanie</a>'s blog</li>
<li><a href="http://leticiatorralbaraceandculture.blogspot.com/2013/04/islamic-hate-crimes.html">Mercedes</a>' blog</li>
<li><a href="http://nadiraraceandculture.blogspot.com/2013/03/bloggity-blog-blog-number-2.html">Michael</a>'s blog</li>
<li><a href="http://nadiraraceandculture.blogspot.com/2013/03/bloggity-blog-blog-number-2.html">Rachelle</a>'s blog</li>
<li><a href="http://nadiraraceandculture.blogspot.com/2013/03/bloggity-blog-blog-number-2.html">Richard</a>'s blog</li>
<li><a href="http://nayarablagcc.blogspot.com/2013/04/lobojost-informative-tweets.html">Robert</a>'s blog</li>
<li><a href="http://nayarablagcc.blogspot.com/2013/04/lobojost-informative-tweets.html">Robert</a>'s blog</li>
<li><a href="http://nicoraceculture.blogspot.com/2013/03/the-argument.html">Shehab</a>'s blog</li>
<li><a href="http://aworldviewraceandculture33.blogspot.com/2013/03/blog-2.html">Stacy</a>'s blog</li>
<li><a href="http://pauls-blogrant.blogspot.com/2013/04/anti-islamic-hate-crime-incidents.html">Vanessa</a>'s blog</li>
<li><a href="http://yangpingeng101.blogspot.com/2013/04/dominant-culture-in-untouchable.html">Veronica</a>'s Blog</li>
<li><a href="http://seanhawkinslagcc.blogspot.com/2013/03/slavery-still-exist.html">Waqar</a>'s Blog</li>
</ul>
Extra Credit<br />
Leave a comment for one of these blogs:<br />
<br />
<a href="http://stefanracecult.blogspot.com/2013/04/anti-islamic-hate-crime-chart.html">Blog</a><br />
<a href="http://jaydiazlagcc.blogspot.com/2013/04/twitter-goes-educational-political-and.html">Blog </a><br />
Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-2126091440151368092013-04-16T10:03:00.001-07:002013-04-16T10:03:17.491-07:00Reading QuizWhat do you think is the moral of the novel <i>The Sport of the Gods</i>?Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-89210395810541340212013-04-16T09:42:00.000-07:002013-04-16T10:03:40.368-07:00Class Agenda 4.161. Reading <a href="http://jrcviolence2013.blogspot.com/2013/04/reading-quiz.html">Quiz</a><br />
<br />
2. Announcements <br />
Attendance<br />
Collect Essay 1<br />
Check blog for new blog this week + assignment number 2 <br />
<br />
3. Groups<br />
<br />
Group One: What is the plot of this text? Find the plot points. Who is Berry Hamilton? Who is Maurice Oakley? Who is Fannie?<br />
<br />
Group Two: What happens to Joe in New York? Who does he meet? What's important to know about his experiences?<br />
<br />
Group Three: What happens to Kitty in New York? Who does she meet? What's important to know about her experiences?<br />
<br />
Group Four: What kind of place is the town in the novel? What passages exemplify it? What kind of place is New York in the novel? What passages best exemplify it?<br />
<br />
Group Five: Who is Sadness? Who is Minty? Who is Skaggsy? What are they doing in the story?<br />
<br />
4. Class Discussion<br />
<br />
What is this novel really about? What are the most important passages? What does the novel say about violence in America? What is the connection between violence in one place and violence in another? What does the novel tell us about race and racial formation in the US?<br />
<br />
5. Connecting the novel<br />
<br />
<span style="font-family: Garamond; font-size: 12.5pt;">Film: from<span class="apple-converted-space"> </span><i>Ken Burns: The Civil War</i></span><br />
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<div style="margin-bottom: .0001pt; margin: 0in; text-indent: .5in;">
<span style="font-family: Garamond; font-size: 12.5pt;">Film: <i>Black Wall Street</i></span></div>
<span style="font-family: Garamond; font-size: 12.5pt;"> </span><a href="http://www.youtube.com/watch?v=l_72I5FA80s"><span style="font-family: Garamond; font-size: 12.5pt;">http://www.youtube.com/watch?v=l_72I5FA80s</span></a><br />
<br />Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-53509431301589207472013-04-15T09:42:00.002-07:002013-04-15T09:42:46.063-07:00Fundraiser Wednesday for Hurrican Sandy New YorkersAre you looking for ways to support the many New Yorkers who are still
struggling to get back on their feet after last year's Hurricane Sandy?
You are invited to join the Honors Student Advisory Committee (HSAC) to
raise funds for hurricane -affected communities in the Far Rockaways
this Wednesday, April 17. HSAC's Coffee House provides a way for the
LaGuardia community to support our fellow New Yorkers while enjoying the
many performing talents at the college, engaging in witty
conversations, and winning amazing raffle prizes. Here's the deal:<br /><br />Coffee House Fundraiser for Hurricane Sandy Recovery Efforts Wednesday, April 17 4:00-7:00 Poolside Cafe<br /><br />Coffee House Flyer: <a class="weblink" href="https://docs.google.com/file/d/0BxnlWiiyzLRZcHpyTlBQd1RVLWs/edit?usp=sharing" target="browserView">https://docs.google.com/file/d/0BxnlWiiyzLRZcHpyTlBQd1RVLWs/edit?usp=sharing</a><br /><br />FEATURING<br /><br />* Over 20 Faculty and Student performances by singers and musicians, poets and rappers, dancers and light shows<br /><br />* Guest speakers (Hurricane Sandy victims, Commission on Voluntary Service and Action, Smallwater, and more)<br /><br />* Coffee, Tea, Pastries, Artisanal Cupcakes<br /><br />*
Fabulous Raffle Prizes (Designer Headphones, a Kindle, museum tickets,
coffee gift basket, personal training session, restaurant dinners,
singing lesson, art consultation, video camera lesson, swimming lesson,
etc)<br /><br />Let's all come together to show our brothers and sisters in the Rockaways that we at LaGuardia care!<br /><br /><br />Special
Thanks to: The President's Office, Student Affairs, Academic Affairs,
Institutional Advancement, Events Office, Media Services, Student
Government Association, Student Life, President's Society, Print Shop,
CVSA/Smallwater, Performing Arts program, and the performers!!!Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-51544962180975626022013-04-15T09:41:00.001-07:002013-04-15T09:41:44.937-07:00Apply to Student ConferenceStudents, faculty, and staff are invited to present at<br />The Second Annual Social Science Student Conference<br />May 21-22<br /><br />ALL TOPICS THAT RELATE TO THE SOCIAL SCIENCES ARE ENCOURAGED! <br />COLLABORATIONS ARE GREAT.<br /><br /><br />Proposals are due at the end of THIS week: April 19<br /><br />Details are attached. <br /><br />Please send proposals to lbeaty@lagcc.cuny.edu or Lara Beaty in C-459.<br /><br />We're looking forward to hearing from you!<br /><br />Best,<br />Lara Beaty<br />Michael Frank<br />Eduardo ViannaProfessor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0tag:blogger.com,1999:blog-1999617893003851261.post-80142859495471026452013-04-11T10:22:00.000-07:002013-04-11T10:22:21.016-07:00Attendance Issues1. Any student that missed more than four hours of class may fail the class. Any student that misses more than four hours of class and doesn't drop the class MUST see the professor during non-class time, or else they risk this failure.<br />
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2. Students that miss more than four hours of class must petition the professor for the "right" to earn an "A." This petition must be a formal letter asking the professor to consider their right to earn an "A" in the class if they actually receive an "A" average of the assignments, but have missed more than four hours.<br />
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3. Students that miss two classes have missed a total of 6.5 hours. Students that miss more than two classes must petition the professor, as in the case above, for the "right" to earn a B, if their assignment averages end up being a B.<br />
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4. Students that did not participate in the Peer Review on Tuesday must go to the Writing Center or else lose 10% of their grade on the assignment. Students that attended the Peer Review must attach student comments to the bottom of their drafts to receive full credit for the 10%.<br />
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5. Students are strongly encouraged to contact the professor by email with any questions or concerns.<br />
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6. I expect to see all students currently enrolled in the course on Tuesday, with the texts assigned read in entirety. Professor Jrchttp://www.blogger.com/profile/05098460318056510647noreply@blogger.com0