Class Agenda 10.27

1. Announcements: Tutoring Wednesday, same time, different class.

2. In-class blog: type up your notes from your first tutoring session. Indicate the strategies you used, how the session went, what connections you found with course texts, what went well, and what didn't go so well. Reflect on what you will do for your upcoming session, what you might do differently, and what new strategies you might try.

3. Group presentations: problem posing.

4. Quiz on Tutoring Writing

5. Discussion of Tutoring Writing, Perl, and Rose

6. Looking to Prof Jones' assignment

7. Video catch up, time-permitting

Tutoring This Wednesday! Assignment & Syllabus

ENG 101

Prof. J. Jones

Due Date:

Assignment 4 (Research Paper)

We began our semester reading Bodega Dreams and discussing how issues such as race and class can affect the attainment of or aspiration for formal education.  We will end our semester reading selections of Diane Ravitch’s Reign of Error, a book in which the author argues that contemporary education policies and education privatization movements have threaten the stability of America’s education system.

For your research paper choose one of the following education policies or movements discussed in Reign of Error and research it further:

·         No Child Left Behind

·         Raise to the Top

·         Charter School Movement

·         School Voucher Movement

Then write a research paper of 4 – 5 pages in which you take a position as to whether or not your chosen education policy or movement has made a positive or negative impact on America’s education system. Be sure to thoroughly explain your position and use evidence to support your claims.  To support your essay you must cite Reign of Error and two newspaper or journal articles (of 600 words or more) from Lexis Nexus or Academic Search Complete.

Additional Guidelines

1.      You must provide in-text citations throughout your essay as well as a Works Cited page

2.      You should provide your heading in the top left corner of the first page. Your heading should include your name, course information, assignment identification (i.e. Assignment 2), and the date (see syllabus or Blackboard handouts)

3.      The title of your essay should be in the center of the page after the heading. DO NOT underline or bold the title

4.      Your essay should be doubled spaced with 1 inch margins. Use size 12 Times New Roman font.  Page numbers should appear in the top right corner.

ENG 101.0768

EXPLORING AMERICA’S EDUCATION SYSTEM

Mondays & Wednesday 9:15am- 11:30 am in E129

Professor: Dr. Jacqueline M. Jones

Email: jacjones@lagcc.cuny.edu

Office Location: M119B

Office Phone: 718-482-5968

Office Hours:  Mondays 3:30 – 4:30pm and Wednesdays 2-3pm

COURSE DESCRIPTION

English 101 is a course where you practice skills that will help you successfully engage in college-level writing. We will work on writing essays that have clear arguments, are well organized, supported by evidence, and free of errors. The theme for the semester is “Exploring America’s Educational System.” We will start by reading Ernesto Quinonez’s novel Bodega Dreams to get a more personal account of how individuals view education and societal issues that affect educational achievement. Later in the semester will reading sections of Diane Ravitch’s Reign of Error to get a better understanding of the policy and ideas that have dominated American education the last three decades? Toward the end of the semester you will write a research paper in which you will discuss an education policy or movement in-depth.

The pace of this class is pretty fast. To be successful in this class it is important that you keep up with assigned readings, come to class regularly, and set aside regular times to write essays. Instructional methods for this course include: small group discussions and activities, mini-workshops on writing skills, in-class writing, and student-instructor conferences.

REQUIRED TEXTBOOKS & MATERIALS

·         Ernesto Quinonez’s novel Bodega Dreams

·         Ravitch’s Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools

·         Folder (to hold handouts, readings, and returned work)

·         A spiral notebook with perforated pages or 3 ring binder with loose-leaf paper

·         USB stick or other form of saving and accessing your in-progress written work

COURSE REQUIREMENTS

·         Complete reading before class.  Bring assigned readings and handouts to class everyday even if it’s not assigned for that day

·         You must regularly access Blackboard to view, download, and print, assignments, handouts, readings, etc.

·         You should make sure you know how to use your LaGuardia printing account

·         Attend at least one scheduled student conference with professor (not doing so will lower your final grade)

·         Avoid academic dishonesty. As stated in the Course Catalog: “Academic Dishonestly is prohibited […] and is punishable by penalties ranging from a grade of an F on a […] assignment to an F in the course or suspension or expulsion from the College.  Academic Dishonesty includes: cheating, plagiarism, […] obtaining unfair advantages, [as well as] falsification of records and official documents”

ATTENDEANCE

·         The English Department allows no more than three unexcused absences over the course of the semester. More than three absences require written evidence (such as a doctor’s note). Each unexcused absence over the limit will affect your final grade. Students with four or more unexcused absences may not pass the course

·         Be on time. More than three lateness will affect your final grade

·         You are responsible for any missed work due to absence or lateness. Seek out classmates to copy notes.

SUBMISSION OF ASSIGNMENTS

·         Timely submission of written assignments is expected. I do not accept papers via email. In accordance with the instructions you receive, assignments should be handed to me in class, posted on Blackboard, or (in the worst case scenario) put it in my mailbox in E103

·         I will not accept assignment more than one week late. Late assignment will be marked down accordingly.  Extensions will be granted sparingly and must be arranged before an assignment is due.

STUDENTS WITH DISABILITIES

If you have a diagnosed learning or physical disability please let me know as soon as possible. Academic accommodations are granted for all students who have qualified, documented disabilities.

ASSIGNMENTS & GRADING

·         The English Department requires ENG 101 students to submit 5 formal assignments (including 2 in-class assignments) during the course of the semester. All assignments except Assignment 5 will be return to you with feedback. All written assignments, except in-class writing, must be typed and follow MLA style and format.

·         Students who receive a B or lower on Assignments 2 & 4 will be allowed to revise and resubmit for a higher grade. You have one week from the time you receive your graded assignment to resubmit for a higher grade. Students seeking a higher grade are required to visit the Writing Center for help with their revision; and must submit the original graded assignment along with the revised version for consideration.

·          Issues with attendance, lateness, conferences, and general preparedness for class activities will be figured into your final grade after your average (i.e. 85 average may be lowered to an 80)

Paper Formatting

·         MLA Format requires papers to be formatted as following: 12pt font, Times New Roman font, double spaced, and 1 inch margins.

·         Your assignments should include the following heading:

Student’s Name

Course and Section Number (example ENG 101.0798)

Professor’s Name

Date

Assignment (example:  Assignment 1

·         Title should go under the heading. Title should be centered (no bold, italics, or underlining)

Final Grade Breakdown

In-Class Participation, Quizzes, Activities, and Writing                                                    15%

You are expected to participate in small-group work and activities, to add your knowledge and ideas to class discussions, and to complete in-class writing assignments. You will be graded on the rate of your participation in these activities rather than the content of such participation. However quiz grades are based on the number of correct answers.

Assignment 1 (Presentation/Handout)                                                                                15%

Through the course of the semester each student will be assigned a date to present on course reading. It will be the job of the presenter to provide any necessary background information to better understand the reading, to point out key passages or ideas in the reading, to come up with discuss questions and to lead the class discussion. Presenters must provide handouts for classmates to keep for their own future use. Further details on this assignment will be provided on a later date.

Assignment 2 (Bodega Essay)                                                                                              20%

You will write and turn in an outline and essay responding to a specific assignment prompt on Bodega Dreams. You will receive feedback through a rubric and written comments providing one aspect in the essay you excelled in, and one aspect you should continue to work in future assignments.

                       

Assignment 3 (In-Class Midterm)                                                                                        10%

This in-class assignment will assess how much you have retained of course content (knowledge of essay structure, skills, and vocabulary, as well as assigned readings) at the midpoint of the semester.

Assignment 4 (Research Paper)                                                                                           30%

You will write two drafts of a research essay on an education policy or movement in America. The first draft of your essay will be reviewed during peer review sessions. A final draft will be due toward the end of the semester. You will receive feedback through a rubric and written comments providing one aspect in the essay you excelled in, and one aspect you should continue to work in future assignments.

                                   

Assignment 5 (In-Class Reflective Essay)                                                                           10%

For the last assignment in the class you will write a reflective essay in which you will discuss how you improved your writing during the semester.

Quiz #5

NAME:________________________________________________

1. When the writer needs help finding a topic, what are the first set of questions you should ask before you choose a tutoring strategy?

2. What two strategies do you think you will be most likely to use in the situation referred to in question 1. Briefly explain why you would choose those strategies.

  

3. When the writer has a topic but no draft, what are the first set of questions you should ask before you choose a tutoring strategy?

4. What two strategies do you think you will be most likely to use in the situation referred to in question 3. Briefly explain why you would choose those strategies.

"Detail" and "Examples" in blogs to be studied for successful Bert Letter

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Quiz #4

Quiz 4: 15 minutes


NAME:________________________________________________


List the three strategies or tutorials that most appealed to you from today’s reading. Be careful to do all of the following for each one you list: a) name the strategy or tutorial, b) describe or define the strategy or tutorial clearly and succinctly, and c) describe why you prefer the strategy or tutorial in terms of what you have learned about effective tutoring so far in this class.

Letter To Bert Assignment

Assignment: Letter to Bert Eisenstadt Evaluating Tutoring at the Writing Center
Peer Review:
Due:

Assignment Goal: To create an argumentative memo explaining what effective and ineffective strategies you saw in your Writing Center observations, using our course texts to support your claims and for context.

Assignment Description: For this assignment, you will turn the problem-posing assignment into a formal letter that you may send to the Manager of the LaGuardia Writing Center. The Manager, Mr. Bert Eisenstadt, knows about this assignment and is looking forward to reading what you have to say.

The letter should be two full single-spaced pages, and should address the three steps from the problem-posing exercise you worked with to produce your group presentation. While what you presented in groups was excerpts from the observations of particular individuals in your group, the primary evidence in your letter should be based on your own personal observations.

As in your problem-posing exercise, name strategies, cite sources for strategies named, and describe observations in detail. It is especially important that whenever you identify a strategy or diagnose a problem, you provide support for your ideas by quoting from the course reading materials, citing all sources, and providing a works cited page at the end of the letter. You will want to take certain moments and link them your overall teaching philosophy.

Mr. Eisenstadt will be much more likely to follow your advice if you seem like you’re basing your assessments on up-to-date tutoring theory. He may also want to read for himself certain sections of a text to which you refer.

In establishing the voice you will use in this letter, try to use the tutoring skills you have learned this semester. Remember that while it is often important and useful to be critical, it is also important that you be constructive. Remember that tutors can have bad days just like anyone else; don’t make your criticisms personal, but instead try phrasing things as problems that may need for the overall improvement of the center. Think of the Writing Center, like an essay draft, as a work in progress. Imagine your audience, Mr. Eisenstadt, as someone who will continue with his practice of managing the center long after you give him this feedback. There is a future for the Writing Center, and by writing this letter you can become a part of it.

Problem Posing Exercise

Problem Posing Exercise: Evaluation of Tutoring at the Writing Center

Now that we have observed tutoring at the Writing Center, we will write an evaluation of what we saw in the form of a letter to Bert Eisenstadt, who manages the Writing Center. This exercise will be our preparation for writing that letter.

Part A: What Seems Good at the Writing Center

Step 1: Identify and describe the best tutoring experience you witnessed over the last four weeks of observing tutoring at the Writing Center.

Step 2: Which strategy from our course readings best describes what you witnessed? Explain the strategy and cite the source. If what you witnessed does not resemble anything we read about, then describe the tutor’s strategy as best you can. 

Step 3: How did you know the strategy worked? In other words, what evidence from the tutoring session makes you sure it worked? What learning outcomes did you observe?

Part B: What Seems Not To Work at the Writing Center

Step 1: Briefly identify and describe a problem you witnessed during a tutoring session you observed at the Writing Center.

Step 2: Which “tutoring don’t” from our course readings best describes what you witnessed? Present a quotation (identify the source and page number) that describes the problem, then continue the description in your own words, emphasizing what this “tutoring don’t” means to you in a way that will set the reader up for step 3.

Step 3: Describe what you saw in detail when you observed the problem. Describe how it relates to your definition of the problem in steps 1 & 2.

Step 4: Propose a solution to the problem based on strategies and “tutoring dos” from the course reading. Describe what strategy the Writing Center Manager might present in a tutor training session to remedy this problem.

Class Agenda

1. Class Announcements (5m)

- Syllabus Update: Read Perl for Wednesday (along with other assigned reading; no quiz, but will appear on midterm

- Information for Wednesday: E-108. We meet in regular classroom and walk over. BEING ON TIME AND ATTENDING IS 110% IMPORTANT!!!!

- Course syllabus has been revised: see new date for MIDTERM.

2. Quiz on Tutoring Writing 31-41. (10-12m)

3. Reading Discussion (Everyone shares a strategy; 20m)


4. Letter to Bert Assignment (5-10m)

5. Look at the CATW prompt for Wednesday. Now create an outline that lists the main ideas of the piece and your main critical thinking on the piece. (15m)

6. Problem-Posing Exercise: See the activity and complete a draft on your blog. When you're done with the blog, the professor will pair you with two other students. In a team, you will share what you wrote and then present three of your reflections to the class, probably on Wednesday. (rest of class)

MONDAY TUTORING MOVED TO WEDNESDAY 10/22

Hi, I will post more on this soon. We are tutoring WEDNESDAY the 22nd and not Monday the 20th. Please make a note.

More information to follow.

Class Agenda 10.15

1. What makes for a good tutoring session? Blog roll. Review of tutoring session outline.

2. Review of CATW Exam

What is the CATW?

Practice Exam

CATW Prompt for Blogs

3. Take a practice CATW for 15 minutes. Then trade what you wrote with a partner in a mock tutorial session.

4. Concerns or questions about tutoring on Monday.

5. Dialogues.

6. Need to end class 15 minutes early.

Dialogue Grading Grid

Grading Grid: Dialogue of Ideas’

Name:

1. Dialogue contains arguments from multiple perspectives; pushes beyond right/wrong dialectic; arguments have evidence and secondary claims supporting them; arguments are original in character; (30%)

1              5              6              7              8              9              10

2. Dialogue shows evidence that research has been incorporated as supporting claims for main arguments; footnotes contain MLA citation information at least informally presented; (40%)

1              5              6              7              8              9              10

3. Dialogue performed is 5-7 minutes in length (approximately 3-5 pages) unless otherwise permitted; shows evidence of polish/revision; tends toward authentic voices, positions, and characterization; (20%)

1              5              6              7              8              9              10

4. Dialogue went through peer review drafting process (10%)

1              5              6              7              8              9              10

Grade:

Comments:

Dialogue: EARLY Draft (failing final)

Characters: Gabriela – she is a woman of 29 years of age. She has a son named Allen

             Allen – Gabriela’s son, 4 years of age

                    Alyssa – a woman of 30 years of age, Gabriela’s friend. She has a son named Damian   

            Damian – 8 years of age, Alyssa’s son.

Setting: a park at Astoria, Queens. Sunny day filled with many other people because it is a summer afternoon.

Alyssa:(entering the park with Damian) where is she? She said she would be here by now.

Damian: I don’t see her either mami. 

Alyssa: let me text her. (Texting where are you!)

Gabriela: (appears behind them with Allen) sorry I am late guys, Allen forgot his soccer ball so we had to go back. How are you Damian, Allen has been anxious to play with you.

Allen: can I go play mommy?

Gabriela: yes baby go. (Walks toward a bench with Alyssa, the boys start playing)

Alyssa: I thought you weren’t going to show up for a second.

Gabriela: nope. I’m here.. I was a little absent minded today.

Alyssa: why ? what happened ?

Gabriela: stuff I read online..

(Alyssa and Gabriela are now sitting on a bench)

Alyssa: OMG now what?

Gabriela: well… I recently read an article saying billionaires like Warrant Buffet, John Paulson, and George Soros are dumping US stocks because they truly believe this  guy’s prediction , that the us economy will be collapsing soon and it will be far worse.

Alyssa: it’s a bunch of crap. Don’t worry. It’s like some tarot lady’s readings.

Gabriela: no no .. Robert Weidemer predicted th U.S housing market crash that just happened, and now with the help of other economist he is claiming there will be another one but much worse starting as soon as this year!  

Alyssa: do you really think this is capable of happening?

Gabriela: I really do think so. You should watch his movie Aftershock, in which he showed five indisputable charts to back up his predictions.

Alyssa: I honestly don’t think so. I mean come on! We are in U.S of A! That can’t happen here. I’m pretty sure our government wont let that happen.  

Gabriela: yea right. Sometimes I wonder whether the media brainwashed you.

Alyssa: no they did not. You know Andrew went to the military too. He is such a bright young kid. Maybe you should consider your son joining the military. A lot of benefits and discipline.

Gabriela: My son. NEVER. I would never let him go to the military. That’s the reason you are brainwashed. ( Alyssa laughs) no. seriously. I mean I love this country , but shouldn’t you question the government’s actions ?

Alyssa: even if you do question their actions. How much can an individual change? We have the biggest military for a reason . don’t you think? The minute you start asking questions , they will use my own brothers and uncles in the military against me.

Gabriela: what if they also start questioning and uniting with us as well. That could happen.

Alyssa: no. no it cant . every time I question the government in front of my brother he gets all defensive and stuff . he seriously does not like me talking bad about the government.

Gabriela: well at some point somebody has to start questioning. Don’t you think?

Alyssa: well I seriously don’t think that will be happening here anytime soon. Thanks to apple and all that other technology keeping us away from the real problems.

Gabriela : I sometimes question whether the government is using that as a weapon to turn us into zombies who can only consume what media feeds us.

Alyssa: omg there you go again.

Gabriela: no seriously, just look at the media. Everything now is controlled by private corporations. You cant even trust the news or the newspaper. Evertything has been modified to have a certain perspective that benefits corporate or the government.

Alyssa: (astounded) are you sure? No I don’t think so. Aren’t journalist suppose to uncover the truth?

ACT 11

Setting: Alyssa and Gabriela are now heading to pizza place around the corner, Damian is skipping while Allen is on his Nintendo DS)

Allen:(looks at Damian playing) (Frustrated) mommy why can’t I have a DS like his? All my friends have one. Why?

Gabriela: because you are very young to just be playing video games all the time

Damian: but my mom doesn’t let me play all the time. ( takes out his iphone to browse Facebook)

Allen: can I have an iphone then? I need that.

Gabriela: no you don’t need that you want it. do you see me carrying an iphone ? I don’t I just need it to communicate with other people and that is how I just want to keep it  

Alyssa: (surprised) you still don’t have an iphone? I had to get Damian one because he couldn’t get enough of mine. O0o and they offered me a discount also at AT&T.

Gabriela:(nodding) did you know that everything you say to Siri is stored and analyzed and that Apple has the right to share your information with other partners or services. I don’t have an iphone because I don’t like corporations like Apple invading my privacy. I mean the government already does that; you don’t need them doing it as well.  

Alyssa: (annoyed) why are always bringing up conspiracies??

Gabriela: because it is true just do your research. I was recently reading a journal the other day about culture and social class, I think the author’s name is Michael Argyle and he talks about how a lot of people don’t know what social class they are in, many tend to think they are in middle class while they are actually in the working class.

Alyssa: I am middle class, well I mean, how do you even determine social class?

Gabriela: social class is determined by income, education and position and you my friend are not middle class, neither am I.

Alyssa ( red and frustrated) yes we are .. Well at least I am. I know I am. I am not on welfare or any assistance!.

Gabriela: well true but you are a stay home mom and your husband is a currently working at FedEx.. so yeah I think that makes you working class.

Alyssa : well I just submitted my application to college, in no time we will both be working.

Gabriela: that’s actually great !! not only are you guys going to be more stable but you will have raised Allen’s chances of having a higher education! (smiles)

Alyssa: Huh? ( confused )

Gabriela: yeah, in the culture and social class article said that the parents education predetermines the child’s education, he goes on to say that the children of people who did not complete high school only had a whopping 11% chance of ever receiving a bachelors degree and up to 42% for those whose parents completed a college degree. Now isn’t that a bit disturbing?

Alyssa: ( shocked) I cant believe that. So basically my education and income determines my son’s academic success?

Gabriela: pretty much yea. And don’t let me get into the inequalities and unfairness of the education system. Its such Bullshit ! that’s why I switched from teaching to public relations. I couldn’t stand watching the educational system cheat working class citizens out of a future. It’s the governments way of controlling the masses into low wage workers. ( walking with Alyssa to the stand while Alyssa looks very disturbed to hear more about the subject)

Alyssa: I can finally agree with you on that. (frowns and has a serious face) I heard we have the worst education system world wide. Even third world countries are exceeding our most brilliant students. Corporations are hiring people in other countries like india because there isn’t enough people with the education to fulfill those jobs. How sad is that? Instead of blaming others for taking our jobs why don’t we blame the education system ?  

Dialogue: Successful DRAFT

Professor: Justin Rogers-Cooper

ENG 220

Dialogue of Ideas – Genetically Modified Foods Dilemma (GMO)

4 April 2014

GMOs, or “genetically modified organisms,” are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. (Non GMO Project)

_____________________________________________________________________________________

Organic Consumer: Genetically Modified Foods are very dangerous for your health and could potentially lead to life threatening diseases.

GMO Farmer: And are you going to feed the nation with primarily organic foods?

Organic Consumer: Obviously not. How is that even possible when GMOs are in 80% of conventional process foods? Not to mention there are traces in the majority of the ‘fresh’ produce(s) you deliver to local markets and supermarkets.

GMO Farmer: Yeah, that’s true and it has already been brought to my attention on several occasions. I’ve encountered several people like you who come into my market rambling on about, GMO this GMO that…let’s go organic! You are killing the public! I’ve heard it all really.

Organic Consumer: Well sir, I’m someone who is quite passionate about this issue and is willing to go to great extents to better improve my community’s nutritional intake, as well as the environment we live in. Is that wrong?

  GMO Farmer: No, it’s not. I like your enthusiasm. But there are always different sides to a story and reiterating the views of your peers who are organic consumers will not change my mind or what I do. I do my job with no intention of harming anyone.

Organic Consumer: I acknowledge that. But what if I tell you I COULD change your mind?

GMO Farmer: I’ll say to you what I said to the last organic consumer who came in loud and proud voicing his displeasures,…The organic market is down the block, last building with the big old “100% Clean Foods” sign. This isn’t the market for you.

Organic Consumer: Actually, I’m not out shopping today. And it’s not about which market is for me or not. I chose to eat an organic-based diet as a lifestyle choice with a conscious awareness to my health. I came into your market because I know you are a major supplier for other vegetable markets and supermarkets in the community. I’m just here to speak with you regarding the GMO issue.

GMO Farmer: (Signs) Okay…speak away then…while I un-box these lovely sweet corn(s)!

Organic Consumer: Are those genetically modified as well?

GMO Farmer: Of course they are! Nearly all the products in this market have GMOs tracing! This isn’t an organic market! I told you, down the block, last building with the big old “100% Clean Foods” sign...

Organic Consumer: I should have known. GMOs are in 86% of corn production in this country. And I’m guessing those sugar beets sitting next to the corn are as well. GMOs are in a staggering 95% production in those.

GMO Farmer: What do you want me to say man? I can’t change those facts and figures.

Organic Consumer: I’m not saying you can, it’s impossible for just person to. But large farmers like you who supply to other markets and supermarkets can help raise awareness. It’s gotta start somewhere.

GMO Farmer: What are your major concerns regards this whole GMO dilemma?   

Organic Consumer: The detrimental health effects it has on humans and animals. The toxicity levels in the environment …man so many health concerns are arising throughout the country because of its ever increasing consumption, this to go along with its growing agricultural production. I’m talking life threatening health hazards: allergens exposure, antibiotic resistance, weakened immune systems, and reproductive disorders just to name a few.

 GMO Farmer: Well that’s an unfortunate reality. Again, I’m just a farmer who’s trying to supply my community with fresh produce(s) daily. You are speaking a language that I’m unfamiliar with, I’m no dietitian. All I know is that, customers are reliant on my foods as an essential need to being nutritionally fed. 

Organic Consumer: “Nutritionally fed?” Did you hear: potential life threatening hazards?! It’s very dangerous! The nutritional value is not what you may think exists in your produce(s). Those same sweet corn(s) you unboxed may have been crossbreed with some other allergenic food… someone then buys and becomes severely ill. We gotta do something about it.

GMO Farmer: Calm down buddy…calm down, it’s much easier said than done. Our products have been doing more good than harm in the community. The organic farmers will highlight that there is no competition when it comes to whose products are more widely consumed. Again, not everyone will be able to afford an organic based diet. Our produce(s) are far cheaper, picked in large quantities, and is available year-round.

Organic Consumer: Of course your produce(s) are consumed across a large population in the community; it totally outnumbers the organic foods production. And yes, it does have its pros like you mentioned, but the cons are severely dangerous.

GMO Farmer: (Signs) Alright, alright, alright… Tell me something ‘realistic’ that I can do in order to help resolve this issue, because I honestly want to help.  

Organic Consumer: Well, as much as I am an advocate for eliminating GM food production completely, I understand it’s a complex issue that will take time to resolve. However, farmers like yourself can go about stating whether or not your produce(s) are genetically modified. It’s the only way I see the issue being brought to light on a commercial level. The curiosity levels of customers will rise, as they understand what exactly they’re consuming with GM foods.

GMO Farmer: And how am I supposed to do that?

Organic Consumer: Well, since there are 60 other countries in the world that have legal requirements regarding GM food-labeling, and we (United States) do not, I guess being open to stating the facts is the way to go. Since there are no labels, you can issue an honest statement about GMOs and attach it to the doors and windows of your market. You can also ask the other markets and supermarkets you supply to, to do the same…if I don’t beat you to them myself.

GMO Farmer: But won’t that negatively affect my business?

Organic Consumer: Of course it would. But hey, it’s a risk worth taking if you really care about the community and environment. In order for the message to circulate, we need farmers like you making bold statements. 

GMO Farmer: Ok. I’m down for having flyers all over my market stating what GMOs are. That doesn’t seem too difficult. You know what…it’s like when you buy a pack of cigarettes and seeing on the front, “Smoking is bad for your health”. Funny that isn’t?

Organic Consumer: (Laughs) that’s the spirit! I assure you what you are doing is good for the community and environment. If the message continues to spread…who knows man it could be the catalyst for bigger and better things. I’ll keep in touch. Take care.

GMO Farmer: Take it easy man. I appreciate you stopping by…door’s always open.

Extra Credit Assignment

If you feel like adding additional points to your semester grade, please incorporate the points made by the following class blogs into your 'ideal tutoring session blog' (the last piece of writing to be completed for the 10.5 class agenda). For each blog you incorporate, you will receive 2 extra 'quiz points.' 6 quiz points may push up your final semester grade one point. For those with an '89,' this could be significant.

Please cite the blogs correctly if you choose to do this assignment.

1. Cindi
2. Melissa
3. Michelle

Class Agenda 10.5

1. Blogging the Writing Center Observations

a. 10.35-10.50: First, take this time to read and review the blogs you've already written. Does your tone and content make sense to an outside reader? Have you completed at least two of your blogs? If you haven't, finish up!

b. 10.50-11.10: Comment on another student's blog. If you didn't get the chance to do this last week, CLICK HERE and look for your name. Follow the instructions for #2 on the Agenda.

If you ALREADY have left comments from that 9.29 Agenda, please leave comments on the following two blogs from previous classes. In your comments, introduce yourself briefly, explain what you think is the highlight of their observation, identify what 'do's and/or what 'don't's' they observed, and mention whether or not you've encountered similar strategies or 'errors' in your observations.

Brooke
Valbona

c. 11.10-11.30: Now return your personal blog. Tell your classmates what you believe to be the keys to a successful tutoring session. Refer to course texts AND student blogs (your own, your classmates, or former students) in your discussion whenever possible.


2. Moffett Review (11.30-12.00): The Peer Review teams teams are responsible for teaching the main ideas of the Moffett readings to the rest of the class:

Storm in the Mountains: Anayeli, Karen, Karina, Jennifer

Detecting Growth in Language: Britney, Bianca, Andrea

Teaching the Universe of Discourse: Tiffany, Melissa, Silvana

Harmonic Learning ("Not Wanting to Know," etc): Wynee, Ciriaco, Michelle

Active Voice (3-24): Wen, Jessica, Cindi

3. Dialogues

With a partner, please read your dialogue. Have your partner do the following things:

1) Count how many 'ideas' and/or perspectives are present in the dialogue. Remember, there should be as many different arguments about the chosen topic as possible. Have the partner underline each new idea or argument and place a * (star) in the column/margin next to the dialogue where that idea occurs.

2) Have your partner underline the parts of the dialogue that provide evidence that supports an argument or claim. Note how much evidence or how many claims support each argument.

3) Have your partner identify places where further research is needed to back up a point or provide more evidence. All dialogues will need to integrate research, however clunky or strange sounding, for the final revision. What needs to be 'proven'? What kind of evidence is needed to prove it?

Class Agenda10.1

1. Letter to Professor: to turn in with your Moffett Paper. Counts as QUIZ.

a. Did your writing process reflect the plan you made two weeks ago? How or how not?

b. How confident are you that your essay will be excellent? What are the reasons for your answer?

c. What was most natural and what was least comfortable about the Peer Review on Monday?

d. What was the most important thing you learned from this assignment? What was the biggest challenge of the assignment?

e. Looking back, would you do anything differently next time as you wrote the paper?

f. How many Writing Center observations have you completed?

2. Class Discussion: To do and not to do with Peer Review next time; the Moffett paper reflections

3. Moffett Review, probably for Wednesday: The Peer Review teams teams are responsible for teaching the main ideas of the Moffett readings to the rest of the class:

Storm in the Mountains: Anayeli, Karen, Karina, Jennifer

Detecting Growth in Language: Britney, Bianca, Andrea

Teaching the Universe of Discourse: Tiffany, Melissa, Silvana

Harmonic Learning ("Not Wanting to Know," etc): Wynee, Ciriaco, Michelle

Active Voice (3-24): Wen, Jessica, Cindi

4. The Dialogue Assignment