Jan 25 Grammar topics presented by students

List of student presentations


1. Study your topic and create a flow chart about what you want to show and say
2. Create a post with bullets and/or text for the 3-5 minute class presentation
3. Come prepared to address the class

In-class preparatory work:
Organizing the topics, making groupings
Work in your group. The group could decide to make only one shared document, or individual ones for each student in the group. 
Shared class document. Go there and copy and paste its content into your own spreadsheet in Google docs. Work only in your own document in your own google docs environment. When you are finished organizing the topics, and making groupings, go back into the shared class document. Slowly and patently enter your topics and groupings into the shared document, if the field is empty or if your topic or grouping is different from what you see (having been entered by a class mate). Many of us will be trying this at the same time.  Be patent and type very, very slowly. I want to achieve a document that shows how different students may have categorized and grouped the same topics differently. Or not.

LEO topics for Jan 25

Peruse the LEO web-site and pick a topic that interests you. Write that topic into the LEO topic list.

Please come forward and enter your topic behind your name. Have the originating url ready to hot-link your choice to the LEO site.
Samples from the LEO page:
(begin quote)

I'm having problems getting started.

• I'm not sure how to write the kind of paper my teacher assigned.
• I'd like to see some guidelines on time management and steps for writing a paper.
• I'm overwhelmed and don't know where to begin working on my paper.
• I need some new strategies for generating ideas.
• I would like strategies for starting particular types of papers.
• How do I get started writing a book or film review?

---

I have difficulty organizing my writing.

• I'd like some tips about organizing my thoughts before I start writing.
• My teacher wants a five-paragraph essay.

---

I'd like some tips for developing my ideas.

• I'd like to work on sensory details.

---

I have problems with particular parts of a paper -- introductions, thesis statements, conclusions.

• I'd like some help with introductions.
• I'd like some help with thesis statements.
• I'd like some help with conclusions. (end quote)

There are many other topics to choose from. Take a few minutes to review them. Once you have determined your topic, talk to your class mates and see who else has that topic. Only one topic per person, please. So you must find an agreement and possibly choose a different or sub-topic.

Criteria used to evaluate stories

1. How to best evaluate a piece of writing? Work in groups of six and find five parameters you propose to use when evaluating the Story-in-a-box. The most important parameter gets five points, the next, somewhat less parameter gets four points, and so on.
2. Student list and shared document for class use
3. After we have settled and posted the five criteria to use, read all stories and rate them on a sheet of paper. Then determine your three top stories and create a new post on your blog. Paste the names and urls of your top stories:

1. (best) name, url
2. (2nd best) name, url
3. (third best) name, url
Then go to the shared winner's document and enter a one (1) behind the name of your best, a (2) behind the second and a (3) behind *your* third winner. 
Roland's list
--------------------------
Criterion 1
Criterion 2
Criterion 3
Criterion 4
Criterion 5

The class determined the following criteria and point values. You can assign up to 15 points to any story now. While reading, be sure to keep a written personal list of all student names and the points you gave them.
Five Final Criteria
1. 5 points- 12 Objects are found creatively in the story
2. 4 points - Story holds interest
3. 3 points - Story flows well
4. 2 points - To the point, not too wordy
5. 1 point - Grammar/Spelling

Examples:
1. The story makes sense. The story progresses logically. The ending fits the introduction and title.
2. Strange new ideas, words, phrases, cultural phenomena
3. To the point, not wordy, great diction (choice of words for the job) etc.
Student group parameters:
(five parameters from each group)
Group 1

1 Grammar/spelling        5 points

2 Story plot            4 points

3 Sentence fluency        3 points

4 Creativity             2 points

5 Fulfills requirements        1 points

Group 2
1 All 12 objects are in the story    5 Points

2 Story holds interest        4 Points

3Sentences flow well together    3 Points

4 To the point, not too wordy    2 Points

5 Grammar/Spelling            1 Point

Group 3

1 Story has to flow.

2 Has to include the twelve items.

3 Grammar errors

4. Keeps readers interest

5.The content of the story needs to be related to the topic.

Group 4

1. 12 items included

2. Flows nicely, (good length of sentences)

3. Proper grammar

4. No plot holes, (no contradictions, story stays on subject)

5. Good introduction and conclusion

Group 5

1. The story is easy to read and doesn’t confuse the reader.

2. Ideas are well organized.

3. The writer uniquely uses all twelve objects.

4. The writer uses a variety of words and is not repetitive.

5. The story has an interesting introduction and ending.

Group 6

1. You find the story interesting and easy to read.

2. The story has a good plot and all 12 items connect well.

3. All 12 items connect well

4. Few grammar errors   

5. Good word choices

Five Final Criteria
1. 12 Objects are found creatively in the story
2. Story holds interest
3. Story flows well
4. To the point, not too wordy
5. Grammar/Spelling

Homework for Jan 18, due at 12 noon

Review the entire web-site LEO.
Finish your first draft of Story-in-a-box and post it on your blog; revise and improve on your first version and post the second version in a post by noon Tuesday, Jan 18, 1011.
Next week in class:
Develop parameters to evaluate stories with. Create 5 parameters that all will use when reading all those Stories-in-a-Box from classmates.
Rateat three stories from your class mates. Post your results. Click their name and access their blog through the central web-page 191s11.
Be prepared to propose a topic for grammar review from LEO. Pick something that you find needed or interesting for you.

Course objectives for en191section18 spring 2011

The course objectives

Reading, writing, and critical reasoning based on different text types and situations related to Global Cultures & Communications. We will explore the creative as well as analytical side of writing, discourse, and structure together. You will write short and longer papers and learn to edit your writing, improve your arguments, and become more effective communicators using blogs. All the while you will learn about other countries and cultures and explore the otherness of non-US speech, text, discourse and argument.