What's Going on Around LaGuardia

SOCIAL SCIENCE CAREER DAY!

What jobs are out there?
What do I need to do to build a career?
How can a social science education help me?
What degree do I need to meet my goals?
Come talk with professors and careerplanning services to find answers to these and other questions!

ANTHROPOLOGY: Dr. Emily Cohen
CRIMINAL JUSTICE: Dr. Jennifer Wynn
ECONOMICS: Dr. Choon Shan Lai & Dr. Soloman Kone
HISTORY: Dr. Robin Kietlinski
POLITICAL SCIENCE: Dr. Bojana Blagojevic & Dr. NicholeShippen
PSYCHOLOGY: Dr. Rebio Diaz Cardona & Dr. LisaSilverman
SOCIOLOGY: Dr. Sreca Perunovic, Dr. Hara Bastas,& Dr. Alex Welcome
CAREER PLANNING SERVICES: Judith Gazzola
Organized by Dr. Lara Beaty


TUESDAY,APRIL 9TH
4:30 – 6:30 PM
ROOM C-461

DREAM ACTS  - A  Reading & Panel Discussion. Created by The DREAM Act Union. Written by Chiori Miyagawa, Mia Chung, Jessica Litwak, Saviana Stanescu, and Andrea Thome. Directed by Handan Ozbilgin. Featuring: IHS & LAGCC Students

Fri, Apr 12 @ 4-6pm ● Little Theater
In Dream Acts, five undocumented students from Nigeria, Mexico, Ukraine, Korea, and Jordan relate stories of their extraordinary challenges in living ordinary lives under the Homeland Security radar. Each story is moving and urgent; some are funny, others are tragic, and through their experiences, we learn about the DREAM Act and the secret lives led by undocumented students.

A Staged Reading will be followed by Panel Discussion moderated by Saviana Stanescu. Panelists include Judith Sloan( Co-founder  EarSay, Co-writer Crossing the Boulevard)

For reservations, please email: rsvp-lpac@lagcc.cuny.edu

FREE Admission

Dream Acts is part of Rough Draft Festival@LPAC
http://laguardia.edu/LPAC/Rough-Draft-Fest/

LaGuardia Community College’s Creative Writing Magazine

Send Submissions to LiteraryLaguardia@gmail.com

Deadline for Submissions May 2^nd 2013


The Creative Writing Committee of the LaGuardia English Department is happy to announce our Fifth Annual Creative Writing Read-a-Thon for students, staff, faculty, and alumni. Come celebrate our multi-talented LaGuardia community and National Poetry Month by sharing your work during an afternoon of back-to-back five minute readings from 2:30 to 5pm on Wednesday, April 10th in the Cobblestone Courtyard (Poolside Café in event of foul weather). All genres of creative writing are welcome - stories, poems, personal essays, plays - as are all LaGuardians, from any department, full and part time, whether creative writing is your main focus or one of your many avocations.  There's only one rule: keep it to five minutes or less, so plan on finding a reading that will fit.  Light refreshments will be served.

We had a wonderful event last year at our fourth annual event, and we expect slots to fill quickly this year, so please contact us to sign up as soon as possible. Also, if you know students who have work to read, please have them email us to sign up. Let us know which half-hour interval between 2:30 and 5 would work best for you and we'll put you on the list!

Contact Carrie Conners, cconners@lagcc.cuny.edu, or Christopher Schmidt, prof.schmidt.lagcc@gmail.com, to sign up for a slot or with questions.

On Thursday, April 18: The "Food For Thought" Event will Happen in Room E-111 from 10:00-1:00. Come Learn about:

**The Voyage of Food from the Farm to the Plate (Healthy Cooking Demonstration! Yes, that means Tasty samples...)**
**Genetically Modified Organisms (GMOs) and Your Food**
**How Consumer Products that we all use can Harm our Health**
**The Environmental Ethics and Issues of Water Pollution**

Extra Credit Opportunity

Attend the event advertised below and write a 250-word blog about what you learned. Aim the blog at students who wanted to attend but couldn't.

Mark your calendars! On April 3rd, from 12-2pm in E-111 the Writing and Literature Major of the English department will be hosting the event "You Can Do Anything With an English Major."  The event features speakers from multiple professions, all talking about the ways being an English major helped them achieve their career goals. We will serve refreshments and raffle off books and gift cards and there will be time following the event to talk one-on-one with our speakers.  

If you'd like to know more about the event, please contact Neil Meyer (nmeyer@lagcc.cuny.edu) or Jesse Schwartz (jesseschwartz@lagcc.cuny.edu).

Reading for Next Class

See the syllabus and changes we made in class; for the next class, we will read:

the first assigned pages of The Sport of the Gods (in bookstore, a novel)

the entire short story "The Lynching of Jube Benson," (link at right)

An argument about Slave and Citizen

Note Check out the bold-faced phrases as possible "templates" for your own writing (not required).


TITLE: The Irony of the Moral Personality of the Enslaved

In Frank Tannenbaum's 1947 monograph Slave and Citizen, he argues that the cultures of western slavery depended on the varied colonial belief systems of the nations colonizing the New World, including the British, Spanish, and Portuguese - and later, after the Revolution, the United States. While he elaborates on the "rights" some Latin American colonies and governments granted to enslaved persons, he points overall to the contrast between that culture of limited rights and the culture of the British and the United States. In the slave economies of those latter countries, enslaved persons were at the mercy of legal, religious, and social regimes that entirely denied any African American - including the "liberated Negro" - any form of official recognition (Tannenbaum 97). In many moments throughout his text, Tannenbaum argues that the main difference between the Anglo and Latin slave systems was the belief in a "moral personality" of the enslaved. In this essay, I will argue that his focus on the "moral personality" of the enslaved poses a problem in his argument. On the one hand, he repeatedly claims that Anglo-Americans denied African-American this moral personality, while the Latin slave systems granted her it. On the other hand, both the Anglo and Latin slave economies relied on the horrific middle-passage to transport the enslaved from African to the Americas. I will argue that the Latin American reliance on this cruelty, which Tannenbaum elaborates on in the first third of the text, contradicts his claim that the Latin system was less violent. In fact, it relied on extreme forms of violence even if the Latin American culture of enslavement could have been considered less violent for those that survived. In my essay, I will support this point by investigating Tannenbaum's summary of the middle passage, his discussion of "moral personality," and his emphasis on sexual relationships in New World slave economies.

Slave and Citizen: concluding passage notes

97 - element of human personality
98 - remained a person
100 - moral and biological inferiority
103 - West Indies and America: slave as chattel
104 - the denial of the moral status of the slave...greatest handicap
105 - Latin America social structure...two crucial differences - 1) "easy passage" 2) post-manumission
106 - from this point of view, no slave system (!)
107 - slave/free (in US) = black/white
109 - revolution
110 - no escape: revolution
110-112 - footnote on the end of slavery as system
112-113 - post-Emancipation US
114-115 - color blind philosophy
117 - total pattern of a slave society
117 - "nothing escaped"
118 - social theory
119 - biological mobility
120 - new biological type
121 - a "point of pride" in Brazil
122 - the "mistress" (see page 4)
123-124 - sex and rape
124-125 "mulatto" and mobility
126 - French West Indies
127 - slavery "inevitably mobile"
127 - "same process" (Britain, US Civil War, Haitian Revolution"
127 - revolution and force (cultural change)

Framing the Quote / Quote Sandwich

here is the link to They Say / I Say.

And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.

1. topic sentence. Statement or re-statement of a supporting claim for the thesis.

2. Defining vocabulary from the topic sentence. Define the key terms you are using.

3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.

4. Brief summary of the major argument of the text.

5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.

6. The direct quote.

a. The signal phrase. She writes

b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.

c. The (citation).

7. The paraphrase of the direct quote

8. Critical Thinking

a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis

Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?

Class Agenda 3.19

1. Reading Quiz: Life in the Iron Mills and Slave and Citizen

2. Announcements
Books in bookstore
Blog recap
Blog assignment: TBA tomorrow
Essay assignment: see syllabus
museum trips

3. Group Discussions: Slave and Citizen

Before we pack into groups of three, I will give you 3 minutes to find a claim from the reading (it may be the one you wrote about for your quiz). Focus on pages 97-128.

Review terms: claim(s)

Each group should identify the following


a. A claim a student could incorporate into an essay

b. A claim that could serve as a "major" claim of the text

c. A claim that we could "challenge" in discussion

4.Reports : Each group will present the page number for 1 and 2, while identifying the claims to the class. For 3, the groups will offer a brief challenge of their own to the claim. We will use this time to discuss some of the claims that arise.

5. Break

6. The Quote Sandwich and Framing Quotations: a review

Quote, cite, and paraphrase the student correctly (we can review the instructions for citing a blog in previous blog agendas. There are links provided to you, as well as directions in previous course blogs). If there is no claim made by the student, focus on a claim included in their blog (presumably, Tannenbaum).

Sample quote sandwich /quote framing / citation

Rules for citing websites and other sources


15 minutes writing exercise: framing a quotation from Tannenbaum

8. Review short films on industrial factory labor

9. Individually: write the summary of Life in the Iron Mills, and find a passage that you found useful, interesting, problematic, or confusing.

10. Class discussion: Life in the Iron Mills.