Friday, June 06, 2008

Last Day

  1. H/I Cover Letter
  2. H/I "Second Chance" Draft?
  3. Essays must include my comments
  4. Paper clips/staples
  5. Due Monday by Noon at my office.
  6. Complete Feedback.
  7. Return of Essays, etc
    1. First week of Summer Quarter—ask Kelley in English Department.
    2. Grades mostly.
    3. For more feedback from me, bring your essay in and we'll go over it.
  8. Grades due Next Friday, posted online under schedule that day
  9. My schedule
    1. Fall: English 101x3 and Creative Writing.
    2. Winter 102x3
    3. Spring 70 x2 and Creative Writing
       
  10. Also, you can ask about anything anytime.
  11. You can say hi to me on campus. Say your name and I'll say mine.
  12. You can say hi to each other.
  13. Andy Blevins' story.
    1. One in there Americans in their mid-twenties attended but did not finish college.
       
    2. Only 41 percent of low-income students entering a four year college managed to graduate within five years. (66% of high income did).
    3. 75 percent of students enrolling in community colleges said they hoped to transfer to a four year institution. But only 17 percent of those made the switch within five year. The rest were out working or still studying toward the two year degree.
    4. This is not the path you are on.

 This is the path you are on.

Tuesday, June 03, 2008

Business Letter Format

Here's one.
Here's another.

Steak Knives

Round One

Monday: Final, Final Draft of One Essay Due. You MUST INCLUDE with it the draft with my comments (Draft 2) and the rubric with your score for this essay to be considered.

  1. H/I Portfolio Revision Worksheet.
  2. MLA DeathMatch 2008.
    1. Four Teams enter, one team leaves
    2. First Prize: 5 BP
    3. Second Prize: Steak Knives
    4. Third Prize: You're fired
    5. It's on…
  3. The Final Week—Special Guest Leon Lett will be here Wednesday
    1. Wednesday: Peer Editing, Bring two copies of Final, Final Rough Draft or Cover letter
    2. Thursday: MLA DeathMatch 2008, Round Two



Round One

Monday: Final, Final Draft of One Essay Due. You MUST INCLUDE with it the draft with my comments (Draft 2) and the rubric with your score for this essay to be considered.

  1. H/I Portfolio Revision Worksheet.
  2. MLA DeathMatch 2008.
    1. Four Teams enter, one team leaves
    2. First Prize: 5 BP
    3. Second Prize: Steak Knives
    4. Third Prize: You're fired
    5. It's on…
  3. The Final Week—Special Guest Leon Lett will be here Wednesday
    1. Wednesday: Peer Editing, Bring two copies of Final, Final Rough Draft or Cover letter
    2. Thursday: MLA DeathMatch 2008, Round Two



Monday, June 02, 2008

Cost of War part 2

http://www.nytimes.com/2007/01/17/business/17leonhardt.html?_r=1&scp=1&sq=what+trillion+could+buy&st=nyt&oref=slogin

Cost of War

http://www.nationalpriorities.org/costofwar_home

Day 42

English 102 Lesson Plan Day 42 Spring 2008

Race/Addiction/Delayed Gratification

College Money


Monday:

Revision Notes

Work on Portfolio Revision Worksheet


"How Can We Duplicate" revision is due
ONLY IF you are interested in using this essay as your final, final essay. This gives me time to respond and you time to revise it.


If you KNOW you are revising a different essay, (N &D or TWIF) Revised "How Can We Duplicate" Essay is not due until THURSDAY.


Either way, it's 40 points.


Tuesday: MLADM2K8R1, Revision Worksheet due.


Wednesday: Peer Editing—either cover letter or final, final draft.


Thursday: MLADM2K8R2: The Reckoning. Plus: Revised "How Can We Duplicate" Essay due.


Friday: Last Day of class, Cover Letter Due


Monday (June 9th): Second Chance essays due by noon.


What we can do to increase mobility?

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?
    2. Where would the money come from?


These will be form your thesis and should be your topic sentences.

Then, as secondary support, use examples from the texts to show how these ideas would have/do help actual people on the bottom rung. (Angela Whitiker, Juan Peralta, Holly, Gail, Barbara Ehrenreich etc)


MLA In text and Works Cited expected in revised draft.

Friday, May 30, 2008

Day 41

English 102 Lesson Plan Day 41 Spring 2008

Bonus Points: The Tempest

Friday: Sample Essay, Revision Instructions

Monday:

THIS IS A CHANGE: "How Can We Duplicate" revision is due
ONLY IF you are interested in using this essay as your final, final essay. This gives me time to respond and you time to revise it. And it's saner.

If you KNOW you are revising a different essay, (N &D or TWIF) Revised "How Can We Duplicate" Essay is not due until THURSDAY.

Either way, it's 40 points.

Tuesday: MLADM2K8R1, Revision Worksheet due.

Wednesday: Peer Editing—either cover letter or final, final draft.

Thursday: MLADM2K8R2: The Reckoning. Plus: Revised "How Can We Duplicate" Essay due.

Friday: Last Day of class, Cover Letter Due


Monday (June 9th): Final, final essays due by noon.

On the surface.
In reality.
Likely.
Unlikely.

What we can do to increase mobility.

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?
    2. Where would the money come from?

These will be form your thesis and should be your topic sentences.

Then, as secondary support, use examples from the texts to show how these ideas would have/do help actual people on the bottom rung. (Angela Whitiker, Juan Peralta, Holly, Gail, Barbara Ehrenreich etc)

MLA In text and Works Cited expected in revised draft.

Sample Essay: Duplicating Angela

BS

Mr. Peters

English 102

6 March 2008

Up and Out of Poverty:

    While sitting in your apartment and studying your bullet-hole ridden dining room table, you realize this is not the life you want to live. So you go to college and try to get a degree, but you aren't able to feed your five children and yourself, pay all the bills, work, and go to college at the same time. This was Angela Whitiker's life; an example of a single, poor mother trying to raise her children and move out of poverty at the same time. There are a few things that the government can do to make it easier for the poor to work their way out of poverty, as well as a few things that society could do to change our culture. However, there are still a few things that are up to the individual for them to work their way out of poverty. Duplicating Angela's success is difficult, but there are a few ways to increase the ability of people to move out of poverty.

    Moving out of poverty is ultimately up to the individuals. They themselves have to be the ones to push themselves to work hard to improve themselves so they can move out of poverty. For some of the poor, ambition is a major problem because they don't want to spend the time to improve themselves. "[A] rising number of young Americans in recent years [have] spent their free time watching television and surfing the Internet" (Friedman 354). It would be more beneficial if these people would read and study on their own to better themselves rather than sitting in front of the TV doing nothing. But there are a few that want to move out of poverty and are willing to work towards their goal. Those people, like Angela Whitiker, find that moving out of poverty is very difficult and help from society and the government would be greatly helpful.

The government could make it easier for the poor to work their way out of poverty. According to Class Matters, 39 percent of people who are hired for a job climb their way out of poverty (Muhammad 231). So if the government increased the availability of jobs, such as by hiring poor people for a highway cleanup crew, it would greatly increase the chance of the hired people moving out of poverty. In Nickel and Dimed, Barbara Ehrenreich suggests that the working poor need higher wages just to survive. Today, low wage workers are earning less than they did 27 years ago (Ehrenreich 203). "In the first quarter of 2000, the poorest 10 percent of workers were earning only 91 percent of what they earned in the distant era of Watergate and disco music" (Ehrenreich 203).

However, an increase in the minimum wage is also a double edge sword. The wage increase would immediately benefit the poor and would give them the opportunity to move up in class. On the other hand, it would discourage specialization such as a college degree because the poor would not see a need for a higher education since they would be doing fine without it. Education is very valuable in order to move out of poverty and we should not discourage it by increasing minimum wages. Thirty-five percent of the poor who get at least a two year college degree move out of poverty (Muhammad 231). If more scholarships and grants were awarded to the poor, more of them would rise out of poverty and we would hear more success stories similar to Angela Whitiker's.

In addition, the government could also provide a way for the poor to get affordable child care and housing. For many minimum wage workers, paying for child care and housing is just too much. In Nickel and Dimed, Ehrenreich mentions how many other countries compensate workers lack of descent wages with benefits such as childcare and affordable housing:

Most civilized nations compensate for the inadequacy of wages by providing relatively generous public services such as health insurance, free or subsidized child care, subsidized housing, and effective public transportation. But the United States, for all its wealth, leaves its citizens to fend for themselves-facing market-based rents, for example on their wages alone. (Ehrenreich 214)

Since the poor have to fend for themselves, there is no way a single mother without any help could get out of poverty. Today, "reliable child care is just too expensive, even for middle class families" (Ehrenreich 214). It's no wonder that it took Whitiker six years to get a two year degree at a community college when she had to constantly take care of her five children. Affordable housing is another major problem of the poor, and for some "[t]he home is a car or a van" (Ehrenreich 214). With government help, the poor could live in actual houses instead of cars, in some cases, and those who want to go to college would be able to in a timely manner because they wouldn't have to constantly take care of their children.

    Another way to help the poor move out of poverty is to increase social capital. For the poor, having someone to help share costs is very beneficial. In Whitiker's case, having a husband allowed her to finish her college degree, which led to a better paying job and therefore she moved out of poverty and into the middle class of America. "[O]f poor single mothers who marry, 56 percent are lifted out of poverty" (Muhammad 231). If a poor, single mother is able to marry a supportive husband, there is a good chance that they will move up in class and out of poverty. However, this is not a very common occurrence and should not be heavily relied upon. Only 1.4 percent of poor, single mothers actually get married every year, so if you do the math, only 0.78 percent, or 78 of every 10,000 poor mothers actually get married and move out of poverty every year.

        Overall, duplicating Angela Whitiker's success is difficult, and much of the responsibility to move up in class is on themselves. Those of the poor that do desire to work their way out of poverty and chose not to live the low class life find that moving up is incredibly difficult, and the government and society should lend a helping hand to those struggling out of the hole of social disparity. With a helping hand, the poor that are willing can and will move out of poverty and we will have successfully duplicated Angela Whitiker's inspiring success.

Thursday, May 29, 2008

Day 40

English 102 Lesson Plan Day 40 Spring 2008

  1. Quiz on Research skills
  2. Correct quiz
  3. Return in-class essay—not bad, overall. Mostly, time was an issue.
  4. Timeline:

Friday: Sample Essays, Revision Instructions

Monday: Final Draft of How We Can Duplicate Angela's Success. Two copies. /40 points towards Final Draft Score. I'm not going to try to get us to put them all together except in class.

Tuesday: How We Can Duplicate returned, MLA Death Match Round One

Wednesday: Peer Editing

Thursday: MLA Death Match Round Two

Friday: Last Day of class, Cover Letter Due

Monday (June 9th): Revised essays due by noon.


 

On the surface.

In reality.

Likely.

Unlikely.

What we can do to increase mobility.

Pick and choose from all three books

  1. What can the government do? Why do we like this answer?
  2. What can the culture do?
  3. What is up to the individual?
  4. What can't we duplicate?
  5. What's wrong with saying: Marriage
    1. Why are we afraid of saying, Get married?
  6. What's wrong with saying: Public Housing/Childcare/Transportation
    1. Why are we cheap on these issues?

Where would the money come from?

Wednesday, May 28, 2008

WWU Thesis

Here's a link from Western on thesis statements that's helpful.

Thesis Checklist

Thesis Checklist


 

  • Does my thesis sentence attempt to answer (or explore) a challenging intellectual question?


 

  • Is the point I'm making one that would generate discussion and argument, or is it one that would leave people asking "So What?"

  • Is my thesis too vague? Too general? Should I focus on some more specific aspect of my topic?


 

  • Does my thesis indicate the direction of my argument? Does it suggest a structure for my paper?


 

  • Does my introductory paragraph define terms important to my thesis?


     


     

  • Is the language in my thesis vivid and clear?


 


 

Qualifiers: MORE PRECISE AND HONEST

Limit your claim; control the terms of the argument


 

Ex: Efforts to reduce drug use have failed.

v.

Most efforts in Texas to reduce marijuana use among high school students have failed.


 

 

Few

Rarely

Some

Sometimes

In some cases

Mainly

It is possible

It seems

It may be

More or less

Many

Routinely

Most

Often

Under these conditions

For the most part

One might argue

Perhaps

Possibly

If it were so

Day 38

English Lesson Plan Day 38

  1. Handing back essays
    1. Disappointing, overall
      1. We shouldn't be talking about thesis statements today.
    2. Even the best writers had things to work on.
    3. Losing to Pullman High School my sophmore year.
  2. Grades so far (-BP and –ABS)
  3. Average Score
  4. Thesis statements, this is an issue for your In Class Essays as well
    1. Review
    2. Review
    3. Exercise
  5. MLA Death Match 2K8 next week
  6. In class essays returned tomorrow along with schedule for the rest of the quarter.
  7. Homework: Read R1-R2 Hacker (Conducting Research and Evaluating Sources)
  8. Quiz over this and thesis statements tomorrow.

Tuesday, May 27, 2008

In Class Essay

English 102 In Class Writing:
KEEP AN EYE ON THE TIME


Using ideas and examples from the texts we've studied in class so far, how can we duplicate Angela Whitiker's success?

The best answers will focus on Class Matters primarily but also draw from Nickel and Dimed and The World is Flat.

The best answers will include direct quotes and page numbers.

The best answers will include a counter-argument.

The best answers will have an introduction and conclusion.

The best answers will take the ideas and apply them to the example of Whitiker and/or other individuals as described in the books.

Friday, May 23, 2008

NYTimes

Here's the site for the NYTimes readers' comments on how to help Angela Whitiker.

Day 36

English 102 Lesson Plan Day 36 Spring 2008

  1. English Electives Fall Quarter
  2. In class writing assignment

On the surface.
In reality.
Likely/Unlikely to change?

In Class Writing Assignment for Tuesday.

Meet in C226

20 points towards "final draft score"

How can we duplicate Angela's success? What's the best way to increase mobility?

  1. Human capital?
  2. Social Capital?
  • What part can we solve through government?
  • What part can we solve through changes to culture?
  • What part is up to the individual?


Lots has been discussed in the NYTimes comments section.

Consider a brief C-A.

What does Class Matters say?
What does TWIF say?
What does N&D say? Where's the friction?

What makes the most sense to you?

By the end of the quarter, we will merge our first and final essays.

In other words, what you do on Tuesday will be revised similarly to what you did at the start of the quarter, but the in-class part is worth more.

This is new for me so I don't know the dates yet.

Wednesday, May 21, 2008

Day 34

English 102 Lesson Plan Day 34 Spring 2008

  1. English Electives Fall Quarter
  2. Collect Richest Worksheet from 830
  3. AW's Rise Climb Part One: Worksheet
  4. Homework: Read Angela Whitaker's Rise to end
    1. Thursday: AW's Climb part two
    2. Friday: Bring all three books.
      1. How do we duplicate her success?
    3. Tuesday: In-class writing assignment (20 points towards "Final Draft")

Wednesday: We start putting together first essay with In-Class Essay #2

Tuesday, May 20, 2008

Day 33

English 102 Lesson Plan Day 33 Spring 2008

  1. What different types of services do taxpayers pay for? List at least ten services and/or programs. Then write about whether you agree or disagree with the following statement, and why: Those who earn more money should pay more taxes." After a few minutes, allow students to share their responses.
  2. As a class, discuss the article "Richest Are Leaving Even the Rich Far Behind" focusing on the following questions:
    a. What are the income characteristics of the "hyper-rich" compared to the "very rich"?
    b. According to the article, how are the Bush administration's tax cuts predicted to affect certain groups of taxpayers over its first fifteen years after 2001?
    c. How did The New York Times analyze how these tax cuts would affect the very richest of Americans?
    d. What were some of the newspaper's findings, through this analysis?
    e. What is the alternative minimum tax?
    f. Why is some income not subject to taxation?
    g. What are some examples of how the Bush tax cuts will affect different income earners over the next decade?
    h. How might the widening gap between the hyper-rich and everyone else affect society, according to various experts?
    i. What has been the trend in economic mobility in the United States in recent years?
    1. anything on the graphs?
  3. Homework: Read Angela Whitaker's Rise 202-218
  4. The next week plus
    1. Wednesday: AW's Climb part one
    2. Thursday: AW's Climb part two
    3. Friday: How do we duplicate her success?

Tuesday: In-class writing assignment (20 points towards "Final Draft")

Monday, May 19, 2008

Day 32

English 102 Lesson Plan Day 32 Spring 2008

  1. Finish O/R of essay 2
  2. Read last pages of TWIF
  3. There once was a rich man from Nantucket
  4. What different types of services do taxpayers pay for? List at least ten services and/or programs. Then write about whether you agree or disagree with the following statement, and why: Those who earn more money should pay more taxes." After a few minutes, allow students to share their responses.
  5. As a class, read and discuss the article "Richest Are Leaving Even the Rich Far Behind" (http://www.nytimes.com/learning/students/pop/articles/20050607tuesday.html), focusing on the following questions:
    a. What are the income characteristics of the "hyper-rich" compared to the "very rich"?
    b. According to the article, how are the Bush administration's tax cuts predicted to affect certain groups of taxpayers over its first fifteen years after 2001?
    c. How did The New York Times analyze how these tax cuts would affect the very richest of Americans?
    d. What were some of the newspaper's findings, through this analysis?
    e. What is the alternative minimum tax?
    f. Why is some income not subject to taxation?
    g. What are some examples of how the Bush tax cuts will affect different income earners over the next decade?
    h. How might the widening gap between the hyper-rich and everyone else affect society, according to various experts?
    i. What has been the trend in economic mobility in the United States in recent years?

Complete study sheet for tomorrow

Links over the weekend

Seattle PI on Gap at the Top

Japan running out of engineers

And this:

Please Don't Go To College
17 May 2008 07:04 pm

From the new issue, an article on post-secondary education by a professor who fails many of his students:

America, ever-idealistic, seems wary of the vocational-education track. We are not comfortable limiting anyone’s options. Telling someone that college is not for him seems harsh and classist and British, as though we were sentencing him to a life in the coal mines. I sympathize with this stance; I subscribe to the American ideal. Unfortunately, it is with me and my red pen that that ideal crashes and burns.

Sending everyone under the sun to college is a noble initiative. Academia is all for it, naturally. Industry is all for it; some companies even help with tuition costs. Government is all for it; the truly needy have lots of opportunities for financial aid. The media applauds it—try to imagine someone speaking out against the idea. To oppose such a scheme of inclusion would be positively churlish. But one piece of the puzzle hasn’t been figured into the equation, to use the sort of phrase I encounter in the papers submitted by my English 101 students. The zeitgeist of academic possibility is a great inverted pyramid, and its rather sharp point is poking, uncomfortably, a spot just about midway between my shoulder blades.

For I, who teach these low-level, must-pass, no-multiple-choice-test classes, am the one who ultimately delivers the news to those unfit for college: that they lack the most-basic skills and have no sense of the volume of work required; that they are in some cases barely literate; that they are so bereft of schemata, so dispossessed of contexts in which to place newly acquired knowledge, that every bit of information simply raises more questions. They are not ready for high school, some of them, much less for college.I am the man who has to lower the hammer.

Thursday, May 15, 2008

Day 31

English 102 Lesson Plan Day 31 Spring 2008

  1. Bonus Points this week
  2. Quiz 11/9 v 9/11
  3. Grading Essay Two
  4. Complete notes on This is Not a Test (930)
  5. Mexico and China
    1. Democracy
      1. Bottom up
    2. patronage
      1. ruling party interests
    3. education
      1. India and China each have 50k in US
      2. Mexico: 10k
    4. language
    5. Still discussing prehistory
    6. Needs higher taxes
    7. After China joined the WTO, Mexico lost 270k jobs
    8. Mexico: 58 days to start a business/ Singapore: 8
    9. Even if you're on the right track, you'll get run over if you are just sitting there. –Will Rogers
  6. The Unflat World notes
    1. Too
      1. Sick (tb, for ex)
      2. Disempowered (1/2 flat)—rural v. cities
      3. Frustrated (terrorism)
      4. Many Toyotas (ecology)
      5. Others?


     

Tomorrow: Essays due. Two copies. Stapled

Wednesday, May 14, 2008

Day 30

English 102 Lesson Plan Day 30 Spring 2008

  1. Bonus Points this week
  2. H2-A
  3. Gregoire at YVCC
  4. Notes on This is Not a Test
  5. The Unflat World notes
    1. Too
      1. Sick (tb, for ex)
      2. Disempowered (1/2 flat)—rural v. cities
      3. Frustrated (terrorism)
      4. Many Toyotas (ecology)
      5. Others?
  6. Mexico and China
    1. Democracy
      1. Bottom up
    2. patronage
      1. ruling party interests
    3. education
      1. India and China each have 50k in US
      2. Mexico: 10k
    4. language
    5. Still discussing prehistory
    6. Needs higher taxes
    7. After China joined the WTO, Mexico lost 270k jobs
    8. Mexico: 58 days to start a business/ Singapore: 8
    9. Even if you're on the right track, you'll get run over if you are just sitting there. –Will Rogers

Tomorrow: Quiz on 11/9 v. 9/11

This is Not a Test

This is Not a Test


 

The main challenge in the cold war came from extreme communism. The challenge in the flat world is extreme capitalism. (277)


 

It requires a president who will push science, math, engineering.


 

Compassionate Flatism


 

Cold War: Nation at risk.= easy to rally US

Flat World: Individuals at risk= harder to rally US (278)


 

Being an American, I am most focused on my own country. (280)


 

Compassionate Flatism- five categories:

  1. Leadership
  2. Muscle building
  3. Cushioning
  4. Social Activism
  5. Parenting


 

1. Leadership

  • Chinese politicians are all math.
  • We're all lawyers set on making us stupid, disabled
  • W cut National Science Foundation $
  • Short term pay offs are the only ones voters seem to want.


 

282: Replace the idea of lifetime employment with idea of lifetime employability.

Give access to knowledge, but share the responsibility to take advantage of it.


 

Politicians can make us more fearful or they can inspire us.


 

Energy Independence is our moon shot.

    284—combines global war on terror with education race/flat world

    (and he misses his guess on 284)


 


 

  1. Muscles
    1. New kinds of muscles are needed.
    2. Portable Benefits
      1. Pensions/Healtcare
    3. Lifelong learning
      1. In house and K-14
        1. Locke/Clinton
    4. Immigration should be controlled to protect wages of low wage workers.
    5. Immigration and PhD's


 


 

  1. Good Fat
    1. Wage Insurance,
      1. Displaced
      2. 2 years on the job
      3. Found new job


 

  1. Be compassionate because without it, you are asking for social unrest. (296)
  2. AKA: Enlightened Self Interest
  3. "If you want to live like a republican, vote like a democrat." (297)


 


 


 


 

  1. Social Activism
    1. Global Companies need moral conscience.
      1. Environment and Farmers (298)
      2. Collaborate between activists and companies. Not just gov.
      3. Computer makers (299)
      4. Not just the local rules should apply.
      5. Consumers make value decisions, moral choices, when they buy (301).


 


 


 

  1. Parenting
    1. Time for tough love.
    2. Time to teach kids to delay gratification (303) for the future.
    3. Ambition comes from the parent (304)
    4. COSBY!
      1. Everybody knows it's important to speak English except these knuckleheads. You can't be a doctor with that kind of crap coming out of your mouth.
      2. Too much protection from hurt/ego/self esteem.
      3. Dodge ball? No cut sports? Grades?
      4. We need to level the playing field by lifting ourselves up, not pulling others down. (305)
      5. I am suggesting that we do more to push our young people to go beyond their comfort zones, to do things right and to be ready to suffer some short term pain for longer gain.
      6. The crisis is in slow motion (305)
      7. We aren't going to catch up by going slower.


 

Tuesday, May 13, 2008

Day 29

English 102 Lesson Plan Day 29 Spring 2008

  1. Bonus Points this week
  2. Talent and Practice.
  3. KEEP THE ENERGY UP
  4. What we're doing today
    1. Group of 4 according to topic
      1. Education
      2. Business
      3. Immigration
    2. Author reads the essay aloud
    3. Complete the form for peers as well as your own essay
    4. Repeat
    5. I'll walk around and be up front, too.

Homework: Complete forms for remaining essays.

Monday, May 12, 2008

Day 27

English 102 Lesson Plan Day 27 Spring 2008

  1. Bonus Points this week
  2. The powerpoint you never saw…
    1. Sample Intros
  3. Talent and Practice.
  4. What we're doing today
    1. Group of 4 according to topic
      1. Education
      2. Business
      3. Immigration
    2. Author reads the essay aloud
    3. Complete the form for peers as well as your own essay
    4. Repeat
    5. I'll walk around and be up front, too.
  5. Homework

Second essay done

Friday, May 09, 2008

Day 27

English 102 Lesson Plan Day 27 Spring 2008

  1. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  2. Untouchables
  3. How Businesses Cope
  4. This is Not a Test
  5. Intros and Conclusions
  6. Counter Argument?
  7. Reading schedule:
    1. 11/9 v 9/11 by Monday 5.12
  8. Rough Draft Due Monday
    1. Bring Four Copies

Don't print them in the writing center

Thursday, May 08, 2008

Counter Argument

Here's Harvard's take.

Here's University of North Carolina Writing Center

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you've made or your position as a whole. If you can't immediately imagine another position, here are some strategies to try:

Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that the American Civil War never ended. If you are making an argument concerning, for example, the outcomes of the Civil War, you might wish to see what some of these people have to say.

Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven't occurred to you.

Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued "Cats make the best pets. This is because they are clean and independent," you might imagine someone saying "Cats do not make the best pets. They are dirty and needy."

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or caricaturing your opponents.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Here's University of California San Diego's CA


Overcoming possible objections to your argument can thus take several forms. You might try to win your parents over entirely to your view, or you might find some way of accommodating their argument while still getting to have your car at school. You might, for instance, compromise on some parts of their concerns by conceding that your parents’ worries are justified, or by agreeing to install an alarm system to prevent burglary. Counterarguing, then, may involve some of all of the following:

• Anticipating your readers’ concerns: to persuade readers that your argument is reasonable, you need to begin by anticipating how they might think differently from you. What questions or doubts might they have? What alternative interpretations or arguments might they be tempted to find convincing?

• Refuting those concerns: You might argue strongly against the premises or the reasoning of an argument in order to convince someone that your position is preferable.

• Accommodating those concerns: You might find a way to agree with part of someone’s opposing argument without weakening your own argument.

• Conceding a point in light of those concerns: You might concede that someone’s concerns are justified and yet go on to show why those concerns need not matter or need not damage your main argument.

Day 26

English 102 Lesson Plan Day 26 Spring 2008

  1. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  2. Untouchables
  3. How Businesses Cope
  4. How to organize the essay
    1. Education topics
    2. Agriculture Topics
    3. New Business Topics
    4. Immigration Topics
  5. Freewrite 5 minutes on your topic

The Right Stuff and Quiet Crisis

  1. Reading schedule:
    1. The Untouchables to end by Thursday 5.8
    2. 11/9 v 9/11 by Monday 5.12

Look at America and Free Trade, Untouchables and How Companies Cope for Business, Ag.

Wednesday, May 07, 2008

Con Dream Act

Here's one

Here's one, sort of

Pro Dream Act

Here's one
Here's another
and another

Washington Learns

Here's the final report (pg 51 for CA)

Here's a PPT of the stats

Here's the search page from Seattle Papers

Here's an Editorial from Seattle PI

Weakest Link in WA Learns

Beyond Washington Learns

Seattle Times on WA Learns

One more on College Education and the scholarship offer

Washington Learns and funding

Teachers and Washington Learns

More on Financing

WA Learns and Math and Science

Day 25

English 102 Lesson Plan Day 25 Spring 2008

  1. Robots!
  2. Rough Drafts Due MONDAY
    1. KEEP RESEARCHING
  3. Sample Essay?
  4. How to organize the essay
    1. Education topics
    2. Agriculture Topics
    3. New Business Topics
    4. Immigration Topics
  5. Freewrite 5 minutes on your topic

The Right Stuff and Quiet Crisis

Education

  1. East Yakima Early Learning Yakima, ESD 105 and Gates
  2. The DREAM Act
  3. Washington Learns
  4. The role of YVCC/Community Colleges overall (new buildings/collaborations)

The future of Agriculture in Yakima

  1. Aspargus and South American trade agreements
  2. The Apple Juice Capital of the World? Selah?
  3. Trademarks/patents and inventions—ROBOTS!

Immigration:

  1. McCain-Kennedy Immigration bill
  2. Changes to H2A and H1B
    1. Zirkle
    2. Global Horizon
    3. Microsoft
  3. Nativist movements such as Grassroots Yakima and The Minutemen.

Propose a new business model based on what you have read.
What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

  1. Tourism as economic base in Yakima? Wine? Black Rock?
  2. Jail beds as an economic base in Yakima?
  1. Reading schedule:
    1. The Untouchables to end by Thursday 5.8
    2. 11/9 v 9/11 by Friday 5.9

Look at Untouchables and maybe How Companies Cope for Business, Ag.

Tuesday, May 06, 2008

Day 24

English 102 Lesson Plan Day 24 Spring 2008

  1. CHANGE: Due Dates for TWIF essay
    1. Rough Draft May 12th

The Right Stuff and Quiet Crisis

  1. CQ=PQ>IQ
  2. Plays Well with Others
  3. The Right Brain Stuff
  4. Tubas and Test Tubes
  5. The Right Country

Quiet Crisis: DLS 1-6

Education

  1. East Yakima Early Learning Yakima, ESD 105 and Gates
  2. The DREAM Act
  3. Washington Learns
  4. The role of YVCC/Community Colleges overall (new buildings/collaborations)

The future of Agriculture in Yakima

  1. Aspargus and South American trade agreements
  2. The Apple Juice Capital of the World? Selah?
  3. Trademarks/patents and inventions—ROBOTS!

Immigration:

  1. McCain-Kennedy Immigration bill
  2. Changes to H2A and H1B
    1. Zirkle
    2. Global Horizon
    3. Microsoft
  3. Nativist movements such as Grassroots Yakima and The Minutemen.

Propose a new business model based on what you have read.
What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

  1. Tourism as economic base in Yakima? Wine? Black Rock?
  2. Jail beds as an economic base in Yakima?
  1. Reading schedule:
    1. The Untouchables to Great Adapters by Wednesday 5.7
    2. The Untouchables to end by Thursday 5.8
    3. 11/9 v 9/11 by Friday 5.9

Look at Untouchables and maybe How Companies Cope for Business, Ag.

Monday, May 05, 2008

Down With Bill Gates Preschool

Stop giving us free money! Example of Biased site with an interesting idea.

Day 23

English 102 Lesson Plan Day 23 Spring 2008

  1. Emergency Preparedness
    1. One last note, if you see something, say something.
  2. Grades back
    1. Does not include BP or ABS or last quiz
  3. CHANGE: Due Dates for TWIF essay
    1. Rough Draft May 12th
    2. Final Draft May 16th
  4. CM: No Degree, No Way Back
    1. What would Friedman say to Jeff Martinelli?
  5. Read R2 Evaluating Sources aloud
    1. 336, 339, 340: Yellow Boxes
    2. Share your sources back in these groups
    3. What are the three best sources?

    Education

    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)

    The future of Agriculture in Yakima

    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements (news on this in YHR)
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!

    Immigration:

    1. McCain-Kennedy Immigration bill (news on the fence recently)
    2. Changes to H2A and H1B
      1. Zirkle
      2. Global Horizon
      3. Microsoft
    3. Nativist movements such as Grassroots Yakima and The Minutemen.

    Propose a new business model based on what you have read.
    What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

    1. Tourism as economic base in Yakima? Wine? Black Rock?
    2. Jail beds as an economic base in Yakima?
    1. In Same Groups: The Right Stuff and Quiet Crisis
      1. Learn how to Learn
      2. Navigation
      3. CQ+ PQ> IQ
      4. Stressing Liberal Arts
      5. The Right Brain
      6. Test Tubes and Tubas
      7. Quiet Crisis: DLS 1-6
  6. Reading schedule:
    1. The Untouchables to Great Adapters by Wednesday 5.7
    2. The Untouchables to end by Thursday 5.8
    3. 11/9 v 9/11 by Friday 5.9

Look at Untouchables and maybe How Companies Cope for Business, Ag.

Thursday, May 01, 2008

Globalization Helps Here

In Washington State it's worth: 9.26 BBBBBBillion

Day 21

English 102 Lesson Plan Day 21 Spring 2008

  1. Emergency Preparedness
    1. Logistics—getting out, rumors, what if?
    2. Feelings
  2. Quiz
  3. Essays back
  4. Grades back
    1. Does not include BP or ABS or last quiz
  5. Due Dates for TWIF essay
    1. Rough Draft May 9th
    2. Final Draft May 16th
  6. CM: No Degree, No Way Back
    1. What would Friedman say to Jeff Martinelli?
  7. Essay topics, continued.
    1. Dream Act
      1. Pro/Con
    2. Asparagus and Drugs (830)
  8. Which topic are you interested in?

    Education

    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)

    The future of Agriculture in Yakima

    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements (news on this in YHR)
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!

    Immigration:

    1. McCain-Kennedy Immigration bill (news on the fence recently)
    2. Changes to H2A and H1B
      1. Zirkle
      2. Global Horizon
      3. Microsoft
    3. Nativist movements such as Grassroots Yakima and The Minutemen.

    Propose a new business model based on what you have read.
    What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

    1. Tourism as economic base in Yakima? Wine? Black Rock?
    2. Jail beds as an economic base in Yakima?
  9. Reading schedule:
    1. The Right Stuff by Thursday 5.1
    2. The Quiet Crisis and This is Not a Test by Monday 5.5
    3. The Untouchables to Great Adapters by Tuesday 5.6
    4. The Untouchables to end by Wednesday 5.7
    5. 11/9 v 9/11 to "India" by Thursday 5.8
    6. 11/9 v. 9/11 to end by Friday 5.9
  10. Homework:
    1. Three references related to your topic---Book, Newspaper, Proquest, Google, printed out with URL or other information needed for Works Cited.
    2. Try to dig a bit on this.
  11. On Monday, we'll talk about how to evaluate a source and about EDUCATION.

Look at Untouchables for Business, Ag. and maybe How Companies Cope

Wednesday, April 30, 2008

Day 21

English 102 Lesson Plan Day 21 Spring 2008

  1. Bonus Points, Blog posts

Argument Clinic

  1. Essays will be back by Thursday at the latest.
  2. Due Dates for TWIF essay

    1. Rough Draft May 9th
    2. Final Draft May 16th
  3. America and Free Trade

    1. Case for free trade: Race to the top
    2. Case against free trade: Race to the bottom
    3. What do you say now?
  4. CM: No Degree, No Way Back

    1. What would Friedman say to Jeff Martinelli?
  5. Essay topic in depth (if time)

    1. Dream Act

      1. Pro/Con
    2. Asparagus and Drugs (830)
  6. Which topic are you interested in?

    Education

    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)

    The future of Agriculture in Yakima

    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements (news on this in YHR)
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!

    Immigration:

    1. McCain-Kennedy Immigration bill (news on the fence recently)
    2. Changes to H2A and H1B

      1. Zirkle
      2. Global Horizon
      3. Microsoft
    3. Nativist movements such as Grassroots Yakima and The Minutemen.

    Propose a new business model based on what you have read.
    What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

    1. Tourism as economic base in Yakima? Wine? Black Rock?
    2. Jail beds as an economic base in Yakima?
  7. Reading schedule:

    1. The Right Stuff by Thursday 5.1
    2. The Quiet Crisis and This is Not a Test by Monday 5.5
    3. The Untouchables to Great Adapters by Tuesday 5.6
    4. The Untouchables to end by Wednesday 5.7
    5. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Good Jobs and Education

Here's a recent article about what role education plays in the Flat World.

Tuesday, April 29, 2008

Day 20

English 102 Lesson Plan Day 20 Spring 2008

  1. Essays will be back by Thursday at the latest.
  2. Due Dates for TWIF essay
    1. Rough Draft May 9th
    2. Final Draft May 16th
  3. America and Free Trade
    1. Case for free trade: Race to the top
    2. Case against free trade: Race to the bottom
  4. CM: No Degree, No Way Back
    1. What would Friedman say to Andy Blevins?
  5. Essay topics, continued.
    1. Dream Act
      1. Pro/Con
    2. Asparagus and Drugs (830)
  6. Which topic are you interested in?

    Education

    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)

    The future of Agriculture in Yakima

    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!

    Immigration:

    1. McCain-Kennedy Immigration bill
    2. Changes to H2A and H1B
      1. Zirkle
      2. Global Horizon
      3. Microsoft
    3. Nativist movements such as Grassroots Yakima and The Minutemen.

    Propose a new business model based on what you have read.
    What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?

    1. Tourism as economic base in Yakima? Wine? Black Rock?
    2. Jail beds as an economic base in Yakima?
  7. Reading schedule:
    1. CM: No Degree, No Way Back by Wednesday 4.30
    2. The Right Stuff by Thursday 5.1
    3. The Quiet Crisis by Friday 5.2
    4. This is Not a Test by Monday 5.5
    5. The Untouchables to Great Adapters by Tuesday 5.6
    6. The Untouchables to end by Wednesday 5.7
    7. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Monday, April 28, 2008

Argument, according to Monty Python

Day 19

English 102 Lesson Plan Day 19 Spring 2008

  1. Essays will be back by Friday at the latest.
  2. Due Dates for TWIF essay
    1. Rough Draft May 9th
    2. Final Draft May 16th
  3. Triple Convergence
    1. Other Triple Convergence (930)
  4. The Great Sorting Out notes (930)
  5. TWIF U-Make Quiz
    1. Five t/f
    2. Five multiple choice
    3. Five fill in the blank
      1. Ten Flatteners
      2. The Great Sorting Out
        1. Plus Triple Convergence
      3. America and Free Trade
  6. Asparagus and Drugs (830)
  7. Reading schedule:
    1. CM: College Dropout Boom by Tuesday 4.29
    2. CM: No Degree, No Way Back by Wednesday 4.30
    3. The Right Stuff by Thursday 5.1
    4. The Quiet Crisis by Friday 5.2
    5. This is Not a Test by Monday 5.5
    6. The Untouchables to Great Adapters by Tuesday 5.6
    7. The Untouchables to end by Wednesday 5.7
    8. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Friday, April 25, 2008

CNN Sued for 1.3 Billion

Over this video
Chinese "goons and thugs" make "junk" with "poison"

Day 18

English 102 Lesson Plan Day 18 Spring 2008

  1. How to Win Arguments
  2. Logical Fallacies
  3. Triple Convergence
    1. Other Triple Convergence
  4. The Great Sorting Out notes
  5. Essay topics, continued.
    1. Dream Act
      1. Pro/Con
    2. Asparagus and Drugs
  6. Reading schedule:
    1. America and Free Trade by Monday 4.28
    2. CM: College Dropout Boom by Tuesday 4.29
    3. CM: No Degree, No Way Back by Wednesday 4.30
    4. The Right Stuff by Thursday 5.1
    5. The Quiet Crisis by Friday 5.2
    6. This is Not a Test by Monday 5.5
    7. The Untouchables to Great Adapters by Tuesday 5.6
    8. The Untouchables to end by Wednesday 5.7
    9. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Day 18

English 102 Lesson Plan Day 18 Spring 2008

  1. How to Win Arguments
  2. Logical Fallacies
  3. Triple Convergence
    1. Other Triple Convergence
  4. The Great Sorting Out notes
  5. Essay topics, continued.
    1. Dream Act
      1. Pro/Con
    2. Asparagus and Drugs
  6. Reading schedule:
    1. America and Free Trade by Monday 4.28
    2. CM: College Dropout Boom by Tuesday 4.29
    3. CM: No Degree, No Way Back by Wednesday 4.30
    4. The Right Stuff by Thursday 5.1
    5. The Quiet Crisis by Friday 5.2
    6. This is Not a Test by Monday 5.5
    7. The Untouchables to Great Adapters by Tuesday 5.6
    8. The Untouchables to end by Wednesday 5.7
    9. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Asparagus and Drugs

A Stalk-umentary.

A Nation at Risk

Link on Education and the Economy, with surprises.

Thursday, April 24, 2008

How to Win an Argument

According to comedian Dave Barry

Day 17

English 102 Lesson Plan Day 17 Spring 2008

  1. Friedman gets pied at Brown.
  2. To Improve Your Writing:
    1. Be thinking: Business or Education, then narrow it down again.
    2. Start the research now.
      1. Google makes "trying on" a topic, easy.
      2. Let's try farm robots. What about Washington Learns. EYELI
  3. In groups
    1. Definition of the Flattener
    2. Example of the Flattener
    3. Illustration of the Flattener
  4. Triple Convergence
    1. Other Triple Convergence
  5. Reading schedule TBA but here's the ground we'll cover:
    1. The Great Sorting Out to end by Friday (4.25)
    2. America and Free Trade by Monday 4.28
    3. CM: College Dropout Boom by Tuesday 4.29
    4. CM: No Degree, No Way Back by Wednesday 4.30
    5. The Untouchables to Great Adapters by Thursday 5.1
    6. The Untouchables to end by Friday 5.2
    7. The Right Stuff by Monday 5.5
    8. The Quiet Crisis by Tuesday 5.6
    9. This is Not a Test by Wednesday 5.7
    10. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Friedman Gets Pied

At Brown University, Yesterday.

Why? Biodiesel, globalization, market forces, technology.

Wednesday, April 23, 2008

Loads of Friedman Stuff

From the NYTimes archive

Day 16

English 102 Lesson Plan Day 16 Spring 2008

  1. Keep the idea of improvement in the front of your mind.
  2. It starts all the way back here, at the beginning of talking about it. You should be listening for ways into the assignment based on the book and discussion.
  3. Improve on this part. Take more notes. Ask questions during class. Interrupt me. Write down your ideas. Read the chapter twice.
  4. How does the flat world impact my home town?
  5. What stood out from the first chapter?
    1. Some of my notes
  6. Web resources
    1. Loads of video
    2. Loads of opposition to his views
    3. Loads of his own writing
  7. Count by 10's—ten flatteners
    1. In groups
      1. Definition of the Flattener
      2. Example of the Flattener
      3. Illustration of the Flattener
  8. Reading schedule TBA but here's the ground we'll cover:
    1. The Great Sorting Out to "Command and Control" by Thursday (4.24)
    2. The Great Sorting Out to end by Friday (4.25)
    3. America and Free Trade by Monday 4.28
    4. CM: College Dropout Boom by Tuesday 4.29
    5. CM: No Degree, No Way Back by Wednesday 4.30
    6. The Untouchables to Great Adapters by Thursday 5.1
    7. The Untouchables to end by Friday 5.2
    8. The Right Stuff by Monday 5.5
    9. The Quiet Crisis by Tuesday 5.6
    10. This is Not a Test by Wednesday 5.7
    11. 11/9 v 9/11 to "India" by Thursday 5.8

11/9 v. 9/11 to end by Friday 5.9

Tuesday, April 22, 2008

Day 15

English 70 Lesson Plan Day 15 Spring 2008

  1. Hand in essays
    1. Read aloud = +.5
    2. Essays back in about a week.
    3. Don't ask before then, please.
  2. Homework: Read Families 75-98 (End after Aunt Myrtle)
  3. Complete the O/R
  4. What I think so far.
  5. Where we're going next.
  6. Assignment for Families/Strangers.

Essay Options

Essay 2 Options

Essay 2:
English 102, Spring Quarter

Walls v. Webs—The Valley and the World

This essay is a research essay.
As such, it should begin with a question.

What effect will ________________have on the Yakima Valley in the new Flat World?

I would like you to look at one of the following issues from different angles.

Some issues will have two sides.
Some will have more.

  1. Find what Friedman might say about them.

    Start with the Index, use Amazon search

  2. Get a list of quotes and page numbers.
  3. What are the other sides?
  4. Where can we get information?
  5. Who can we call in? When can we do it?


 

  1. The essay should present the viewpoints of the various sides of the issue. If you're having trouble seeing the sides, try the Great Sorting Out. How are we affected as citizens of Yakima, USA, consumers, stockholders, workers, patriots.
  2. The essay should attempt to represent these sides fairly and in a balanced way.
  3. Balanced is a slippery word.
  4. The essay should also, after the intro or less likely, as part of the conclusion, explain how Friedman/Flatism affects the issue.
  5. YOUR thesis should be stated in the introduction, but should be written last.
  6. 4-6 pages.
  7. Due Dates:
    1. List of quotes related to your topic from Friedman
    2. Outline
    3. Rough Draft
    4. Draft 2


 

  1. Education
    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)


 


 

  1. The future of Agriculture in Yakima
    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!
    1. Immigration:
      1. McCain-Kennedy Immigration bill
      2. Changes to H2A and H1B
        1. Zirkle
        2. Global Horizon
        3. Microsoft
      3. Nativist movements such as Grassroots Yakima and The Minutemen.


         

    2. Propose a new business model based on what you have read.
      What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?
      1. Tourism as economic base in Yakima? Wine? Black Rock?

Jail beds as an economic base in Yakima?

The Other Side of Outsourcing

Friedman on Charlie Rose

Colbert with Thomas Friedman

Day 15

English 102 Lesson Plan Day 15 Spring 2008

  1. Complete O/R
  2. Essays back in about a week
  3. The final essay will combine pieces of all three books. Make some connections.
  4. Policy on revision
    1. Save Everything.
    2. It's not where you start it's where you finish.
    3. You may select one of the three essays you are writing to REVISE for an improved score.
    4. These will be due the second to last day of class in June.
    5. You can't get a lower grade by doing this.
  5. Revision
    1. Reasons not to
    2. Reasons to
    3. Types
    4. Tips
  6. Keep the idea of improvement in the front of your mind.
  7. It starts all the way back here, at the beginning of talking about it. You should be listening for ways into the assignment based on the book and discussion.
  8. Improve on this part. Take more notes. Ask questions during class. Interrupt me. Write down your ideas. Read the chapter twice.
  9. Here's my take on the book:
    1. Very well organized
    2. Organized like a good essay
      1. Intro/History/Background
      2. Business
      3. Education
      4. Counter Argument
      5. Conclusion
  10. What stood out from the first chapter?
  11. Count by 10's—ten flatteners
    1. You have one of these for tomorrow.
  12. Reading schedule TBA but here's the ground we'll cover:
    1. The Great Sorting Out
    2. America and Free Trade
    3. The Untouchables **business
    4. The Right Stuff *education
    5. The Quiet Crisis *education
    6. This is Not a Test *government/culture
    7. 11/9 v 9/11

and from CM: College Dropout Boom; No Degree, No Way Back to the Middle

Monday, April 21, 2008

Essay 2 Options

Essay 2 Options

Essay 2:
English 102, Spring Quarter

Walls v. Webs—The Valley and the World

This essay is a research essay.
As such, it should begin with a question.

What effect will ________________have on the Yakima Valley in the new Flat World?

I would like you to look at one of the following issues from different angles.

Some issues will have two sides.
Some will have more.

  1. Find what Friedman might say about them.

    Start with the Index, use Amazon search

  2. Get a list of quotes and page numbers.
  3. What are the other sides?
  4. Where can we get information?
  5. Who can we call in? When can we do it?


 

  1. The essay should present the viewpoints of the various sides of the issue. If you're having trouble seeing the sides, try the Great Sorting Out. How are we affected as citizens of Yakima, USA, consumers, stockholders, workers, patriots.
  2. The essay should attempt to represent these sides fairly and in a balanced way.
  3. Balanced is a slippery word.
  4. The essay should also, after the intro or less likely, as part of the conclusion, explain how Friedman/Flatism affects the issue.
  5. YOUR thesis should be stated in the introduction, but should be written last.
  6. 4-6 pages.
  7. Due Dates:
    1. List of quotes related to your topic from Friedman
    2. Outline
    3. Rough Draft
    4. Draft 2


 

  1. Education
    1. East Yakima Early Learning Yakima, ESD 105 and Gates
    2. The DREAM Act
    3. Washington Learns
    4. YVTech building
    5. The role of YVCC/Community Colleges overall (new buildings/collaborations)


 


 

  1. The future of Agriculture in Yakima
    1. Food Safety concerns (Organics? Disease?)
    2. Aspargus and South American trade agreements
    3. The Apple Juice Capital of the World? Selah?
    4. Trademarks/patents and inventions—ROBOTS!
    1. Immigration:
      1. McCain-Kennedy Immigration bill
      2. Changes to H2A and H1B
        1. Zirkle
        2. Global Horizon
        3. Microsoft
      3. Nativist movements such as Grassroots Yakima and The Minutemen.


         

    2. Propose a new business model based on what you have read.
      What will be the new niche in Yakima? How can Yakima use the Flat World to our advantage?
      1. Tourism as economic base in Yakima? Wine? Black Rock?

Jail beds as an economic base in Yakima?

Day 14

English 102 Lesson Plan Day 14 Spring 2008


 

  1. H/I one copy of your essay
  2. O/R Y? N?
    1. Intro and conclusion only
    2. Y= +5 points
    3. N= -5 points
  3. O/R
  4. How you should be feeling—

Homework: Read

Friday, April 18, 2008

Day 13

English 102 Lesson Plan Day 13 Spring 2008

  1. Hand in take home Peer Review
  2. Hand out take home peer review
  3. Peer Review Review, change, add?
  4. English 70 page 85, Sample Essay
  5. Works Cited, 379, 383, 388, 392, 396,
  6. Sample MLA paper: 408-412
  7. Class Matters?
  8. Rubric
  9. How to score it
  10. Try one
  11. Intros and conclusions (hacker 14-18)
  12. Revision (18-23)
  13. I haven't given up on N &D'd evaluation chapter. We will come back to them for the last essay: So, how do we fix it?

Homework: Read TWIF, While I Was Sleeping

The Lost Rung

Dan Peters

English 102

04/15/08

The Lost Rung

Does class really matter? It does when you are middle class or the working poor. In today's society when you look around do you see the poor? Probably not, because they have almost become invisible to the human eye. Many people believe that the gap between the rich and poor has lessened. So why is it that we cannot see the poor or why does it appear that the social ladder has come closer together? It has laot to do with our perception and reality of the economic ladder and how things fit together.

In the books "Class Matters" by Bill Keller and "Nickel and Dimed" by Barbara Ehrehreich they both discuss some major issues we face today with poverty. Bill Keller found that we believe our perception of of class is easier to move up in the social brackets. Although in rality there is a bigger gap in our social economic ladder today and runs deeper the ever. The big question is can people still move up in the social economic ladder and will things change for the better.

The middle and working class appear more invisible today then they did thirty years ago. According to Keller "Social diversity has erased many of the old markers. It has become harder to read people's status in the clothes they wear, the cars they drive, the votes they cast, the god they worship, the color of their skin. The contours of class have blurred: some say they have disappeared" (2).

The middle and working classes are able to receive credit or loans to buy luxury items that they want, new cars, houses, cell phones, big screen TV's. The lower classes vote any way they wish, were as in the past they voted democrat. Keller says "Skilled labor has gone from being heavily democratic to almost evenly split" (15). They also belong to any religious affiliation they want, in the past the poor and the rich belong to a religion that would show their social status. It doesn't matter what ethnicity you are you can be any race and run for president if you wanted. A quote from Barbara Ehrehreich who says "Joan, who has fooled me with her numerous and tasteful out fits... the clothes are from (the) thrift shops" (26). These are the reason lower class people are viewed as invisible because our perceptions of mobility are so meshed together it's hard to tell which people fit into what class. You can look at anyone and you wouldn't know where they belonged in society.

Peoples perceptions marked by keller says "A resent New York Times poll on class found that 40 percent of americans believed that the chance of moving up from one class to another had risen over the last thirty years a period in which the new research shows that in has not" (5). People perceive that they can move up the social ladder because of the american dream, though hard work, ambition, becoming a self made millionaire. You can buy almost anything you want, go on fancy trips. People see others with material things and believe that they are doing good and making it in life. Anything is possible in the land of opportunity.

Are we really in the land of opportunity? Truth maybe told when our perceptions are shattered, and reality sets in. As Keller points out there is "New research on mobility the movement of families up and down the economic ladder, shows there is far less of it then economists once thought and less then most people believe" (2). This is partly do to the way economists took polls, they would ask participants questions that could not be narrowed down to correct figures. Keller brings up the fact that "Initial mobility studies were flawed, economists now say" (11). We are now finding out that past research was incorrect to our economic studies, and we have to find better ways of doing our research. In reality there is a bigger gap in our social economic ladder today and it runs deeper then ever. Having credit cards, bank loans, only puts the lower class into further debit. Reported by Pat Muir and Ross Courtney with the Yakima Hearld Repubic interviewed a young woman named Syas "I was just paying my bills when the credit and getting thing I couldn't afford (now in) $40,000 of credit card debit" (10A). If we look further we can see that the living poor have health care issues, need money for education, paying for bills, food, globalization taking over jobs, rich isolating themselves, voting in the wrong direction, housing costs, wages are to low to survive, language barriers, and no help from the government. As recent study has shown peoples perception is change and their starting to think more realistically. According to Social and Demographic Trends, Pew Research Center "Nearly eight in 10 of all people, or 79 percent, said they believe it has become more difficult compared with five years ago for the middle class to maintain their standard of living up from 65 percent in 1986" (6).

Now that more people are thinking critically about the middle and working classes. Can people still move up in the social economic ladder and will things change for the better. There are may things working against these people. That is' hard for me to see the people work there way out of these problems without major assistance. One issue their facing is health care, most people including myself, avoid the doctor because they don't have enough money to take proper care of themselves. Ehrenreich is working for a maid service when one of the maids, Holly, sprains or breaks her ankle while walking "Holly just keeps crying and talking about how she's already missed so may days of work in the last few weeks" (10). Even though our health need to be taken care of it takes time and money to care for ourselves. Which is a luxury the working/middle classes don't have. Most middle wage jobs don't have benefit programs for their employee's; so most workers are left to hand out to dry. Keller brings up a good point he says "One way to think of a person's position in society is to imagine a hand of cards. Everyone is dealt four cards, one from each suit: education, income, occupation, and wealth, the four commonly used criteria for gauging class"(9). We are dealt these four cards when we were born, it's then up to us to acquire the skills to use the cards. First you need education, but if your on the bottom rung how are you suppose to educate yourself if you don't have the means to do it. Everything that that falls after education really depends on what you've achieved thorough college. If your uneducated your either find a job that is "unskilled" or go work in a factory were you might be able ti move up. But wait their a problem with that... what about globalization. Keller explains how this fits into the puzzle "Globalization and technological change have shuttered factories, killing jobs that were once stepping stones to the middle class... Skills and education have become more essential then ever." (19). How are we suppose to move up in class when we don;t have health care, we are illy educated, and our jobs are moving to 3rd world countries?

Well Maybe there is a way we can move up the social brackets, we can get college scholarships, or take part in the no child left behind act, we can raise up and say NO WERE NOT TAKING THIS ANYMORE AND DEMAND THAT WE GET PAID AND TREATED BETTER. It's up to us the working poor to bring poverty to our government and fellow americans attention. If we don't then we will remain where we are, nowhere but stuck.

Is the government doing everything they can? According to Ehrenreich "Official poverty level still calculated by archaic method of taking the bare-bones cost of food for a family of a given size and multiplying this number by three" (200). How is this helping us statistically? Well if you look at it as far as housing costs, food, money spent on health care, and how much a low wage worker makes they you might be able to actually show how may americans are in poverty. What if the government did go though and do these reports; we would notice a big problem. One, why hasn't the government done something sooner. Two, how will it effect the rich and three what are we going to do to solve the problem. It seems to me that if we want something done about our living situations we have to be the people to bring it out in the open. The american dram may not be everything it's cracked up to be. But if we don't have it then what is going to carry us though our lives We have ti believe in it, its the only thing that might give us the strength is hold on and take control of our lives. Showing the government and the rich that we are not invisible. We need to work together to succeed as a country. We need unity prosperity, and guts.