English 102: February 2009

Saturday, February 28, 2009

Check out the graphs, too.

And for fun, here's how they'll be impacted by Obama's new tax plan

Thursday, February 26, 2009

Day 37

Lesson Plan Day 37 English 102

From Yesterday's YHR—Part of Angela's Problem
Essays
1. Much better on thesis statements
  1. Especially compared to last spring
2. Pretty good on support, although your RESEARCH SKILLS need work. Take Calhoon-Dillahunt's class.
3. MLA improving
4. Ready by Five—Biggest problem is finding good evidence
  1. Mary Nelson's essay
Calendars/Grade Changes
1. Friday—"Discovery Drafts" in the computer lab C210—500 words by end of period (20 points)
2. Monday—Sample Essays, continued discussion
3. Tuesday---Computer Labs (C210), In-class Rough Draft—500 words (20 points)
4. Wednesday/Thursday: Scoring and Peer Edit Rough Drafts, bring 4 copies.
5. Friday—Final Drafts due—50 points towards final draft scores.
In same four groups
Nickel and Dimed Evaluation Chapter
1. Friction (205)
  1. Define and give examples
2. Also 213-214
  1. What are her solutions?
3. How would this help Angela/Juan Peralta/others?
David Brooks
1. First Article
  1. Breaking down the capital further
2. Second Article
  1. What works, according to Brooks?
The World is Flat
1. The Right Stuff
2. The Untouchables
3. This is Not a Test
4. Dirty Little Secrets
The Stimulus Plan

Essays back Monday for 1130 class

How the Stimulus Plan Impacts Angela Whitiker

NYTimes breaks it down

http://news.yahoo.com/s/ap/20090214/ap_on_go_co/stimulus_stakes_who_gets_what

Wednesday, February 25, 2009

Day 36

Lesson Plan Day 36 English 102

In four groups
1. I'd like us to have some notes we can keep up and refer to as we build the ideas from book to book.
2. We'll start with Class Matters, then deal with Nickel and Dimed, then David Brooks, then The World is Flat.
3. By the time we're done, we'll have lots of options for HOW to duplicate her success.
4. The next step is for you to pick and choose which options you think will be the most successful.
Shadowy Lines That Still Divide
1. On the surface
2. in reality
3. unlike to change because
4. likely to change because
Duplicating Angela Whitiker's Success
1. Human Capital
  1. Define and give example
    1. What's the strength of this approach?
    2. What's the weakness of this approach?
2. Social Capital
  1. Define and give example
    1. What's the strength of this approach?
    2. Weakness of this approach?
Nickel and Dimed Evaluation Chapter
1. Friction (205)
  1. Define and give examples
2. Also 213-214
  1. What are her solutions?
3. How would this help Angela/Juan Peralta/others?
David Brooks
1. First Article
  1. Breaking down the capital further
2. Second Article
  1. What works, according to Brooks?
Essays back, with some notes if time. If not, please bring them back tomorrow for discussion/questions.

Tuesday, February 24, 2009

Day 35

Lesson Plan Day 35 English 102

Angela's Climb Slide Show
Questions (hand in)
In groups
1. On the surface,
2. in reality,
3. unlike to change because
4. likely to change because
Duplicating Angela Whitiker's success
1. Human Capital
2. Social Capital

Homework: Read David Brooks. Underline/Take notes. He's gold for this essay.

Monday, February 23, 2009

Over the Weekend

Letters about student expectations From previous post.

Start up Risk Takers, Friedman's latest editorial

Good article on the FAFSA and making it less complicated.

Friday, February 20, 2009

Credit Crisis

Here's a 10 minute visualization of the credit crisis. It's not closely related to the topics we're studying, but still worth watching:

The Crisis of Credit Visualized from Jonathan Jarvis on Vimeo.

Day 33

English 102 Lesson Plan Day 33

Essay back in about a week. May take longer due to longer essays.
College Dropout Boom/No Degree, No Way Back slideshow
College Dropout Boom questions
1. Groups of four=6-7 questions per student
2. Questions Due Monday
Homework: Angela Whitiker's Climb
1. 202-218 by Monday
  1. Questions to "x" by Monday
2. 219-233 by Tuesday
  1. Hand in questions on Tuesday

All along ask: How Can We Duplicate Angela Whitiker's Success?

a. What test is Angela Whitiker about to take?
b. What does she expect will happen if she passes?
c. What were the conditions of her home life while she studied?
d. What was the cost of the entrance exam?
e. What did her parents do for work?
f. What had happened in her life by the time she reached the age of 23?
g. How does the article describe the neighborhood of Englewood and Ms. Whitiker's life there?
h. What did Ms. Whitiker do to keep her family out of the projects?
i. What role did Ms. Whitiker's son Nicholas play in the family's life?
j. Why was the outpouring of help from New York Times readers not enough to "materially change" the family's living conditions?
k. Why did Ms. Whitiker feel that the Robert Taylor Homes were "beneath her"?
l. What kind of perils and indignities did Ms. Whitiker and her family face when they were living in the projects?
m. How do the stories about Ms. Whitiker's car illustrate how her life was at the time?
n. In what ways did Ms. Whitiker's life change after she met Vincent Allen?
o. What was Nicholas' response to Mr. Allen's position in their lives?
p. What was the main focus of Ms. Whitiker's life between 1996 and 2002?
q. What was Ms. Whitiker's experience in nursing school like?
r. What was her reaction to her exam results?
s. Why was her son Willie not present at Ms. Whitiker's and Mr. Allen's wedding? How did Nicholas dress, and what was his mother's reaction?
t. How did Ms. Whitiker ultimately fare academically? Why was this not enough to land a job in a teaching hospital?
u. Why was working at the hospital on the South Side "unnerving"?
v. What kind of work was she doing?
w. How did Ms. Whitiker's income last year compare with that of other American workers? How did her rise to middle-class wages affect her relationships?
x. How did Ms. Whitiker's parenting strategies change?
y. Why is Ms. Whitiker's income not necessarily enough to make her life financially stable?
z. What luxuries do other people with similar income enjoy that Ms. Whitiker does not?
aa. What effect does Ms. Whitiker's working hours have on her and her family?
bb. What goals is Ms. Whitiker working toward? Which seem within reach, and which seem like long-shot dreams?
cc. What is Ms. Whitiker's ideal of middle-class perfection?
dd. How does her ideal compare with reality?
ee. In what ways has Ms. Whitiker's success come "too late" for Nicholas and Willie? What "painful decision" did she make regarding Willie?
ff. What goal did her daughter Ishtar accomplish?
gg. How and why is Ms. Whitiker trying to keep it "in perspective"?
hh. What aspiration does she have in mind for her son John?
ii. Why did Ms. Whitiker take a second job and what is it?
jj. What does she say is the most important thing in life?

College Dropout Boom Questions

What was Andy Blevins doing in the summer of 1995?
b. Where had he been before taking the job at the supermarket warehouse?
c. What was his wage? How did it compare with that of his parents?
d. What decision was he faced with after he started working?
e. What is one of the largest and fastest-growing groups of young adults in America?
f. What statistic about Americans in the mid-20's has shown a marked change?
g. Why has the American system of higher learning been considered "a great equalizer"?
h. According to the article, what effect does economic advantage appear to have on graduation rates?
i. What trend did the Department of Education discover in a recent study?
j. How action has Lawrence H. Summers taken in response to the news of a widening gap between rich and poor students?
k. How are poor and working-class students faring in a climate wherein more people are earning college degrees?
l. Why does a college education seem to matter more now than it once did?
m. How has the trend in economic mobility changed over the last generation?
n. In what ways are colleges increasingly diverse? In what ways are they not?
o. How do you interpret the "joke" about diversity at Harvard?
p. What effect might a person's upbringing have on his or her expectations concerning college?
q. What disparity in income can be seen between a college graduate and a non-graduate?
r. What are some of the barriers to higher education for students from low-income families?
s. How has the University of Virginia attempted to help students from low-income families?
t. What steps is Leanna Blevins taking to help students from low-income families?
u. What effect has affirmative action had on college admissions?
v. What changes to the affirmative action policy have been proposed?
w. How does Mr. Blevins describe the positive and negative aspects of his life?
x. In what ways is the "conventional wisdom" about equality in education "not quite right"?
y. What challenges do colleges faces in determining how or whether to help students from low-income families?
z. What decision is Mr. Blevins facing, and what action has he taken so far?

Higher Education Questions

-How should income, race, legacy, athletics and test scores factor into college admissions decisions?

-If a low-income student, a high-income student and a legacy student have equal test scores, should one be given advantage over the others in being admitted to a college? If so, which one? Why or why not?

-Do employers place too much emphasis on college degrees for hiring and promotion decisions? Why or why not?

-Should private colleges and universities undertake to diversify their student population by income level? Why or why not?

-Should the government offer incentives to colleges and universities to provide access to low-income students? If so, how? If not, why not?

-Should everyone work toward achieving a college degree? Why or why not?

In the Basemet of the Ivory Tower

Here's an article a number of you have mentioned in essays or discussion.

Here's a key passage:

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, February 19, 2009

The Early Catastrophe

30 million word gap by age 3

The Number One Emailed Story

On the NYTimes:
"Student expectations cause grade disputes"

Wednesday, February 18, 2009

Day 31

English 102 Lesson Plan Day 31

Bonus Points?
H/I Self-Critique
Take Home Critique Returned
How to Grade the Essay
1. Sample Essay
How to cite a web site
1. In text
2. MLA works cited
3. Using Word with Office 2007 and later
College Dropout Boom, video
Homework: Class Matters--No Degree, No Way Back to the Middle Class
Final Drafts Due: Thursday February 19^th. Bring one copy to turn in and intro/conclusion for you to read from.

Tuesday, February 17, 2009

A Vision of Students Today

Weekend links

YHRepublic Editorial on Financial Aid to Illegal Immigrants

YHRepublic Editorial on Guest Worker Program

Downturn dilemma: Foreign professionals and worker visas

As joblessness soars, employers are under mounting pressure to save U.S. jobs by laying off foreign professional workers first, a scenario that for many H-1B workers triggers a frantic search for a new employer to sponsor them so they don't have to go back home.

Military Path to Citizenship (Friedman might say, why not do the same with college degrees?)

Our Greatest National Shame, editorial by NYTimes writer, Nick Kristof
hint: This guy is in COLLEGE.

Day 30

English 102 Lesson Plan Day 30

Complete Peer Critique
Read each essay aloud in class.
Complete Self-Critique, including outline
Take Home Critique
How to Grade the Essay
1. Who wants to be brave tomorrow?
College Dropout Boom, video
Homework: Class Matters--No Degree, No Way Back to the Middle Class
Final Drafts Due: Thursday February 19^th.

Friday, February 13, 2009

Lesson Plan Day 29

1. Bonus Points
2. News of the day
3. Peer edit in same topic groups where possible
4. Write 2-3 questions you'd like to have answered.
5. Number paragraphs on each essay.
6. Hand out (and apologize).
7. Explain your questions to your peers.
8. Read silently and mark as you go.
9. Complete work sheet, including scratch outline.
10. Discuss.
11. Hand back and hand in essays for next class to evaluate

12. Reading homework
Class Matters: The College Dropout Boom and No Degree, No Way Back to the Middle
We will be discussing College Dropout Boom starting next Tuesday and No Degree, No Way Back to the Middle starting next Friday.

Retraining, YVCC, Minimum wage

From today's paper:
Unemployed retraining at YVCC

Give Tiered Minimum Wage a Try

And, heard on the radio coming in
City of Yakima asking for federal stimulus money for-
Underpasses
Downtown streetscaping
Capital Theater

Charles Ross (legislative rep 14th district) asking for state money for--
Zepheal Stadium resurface
Parking at JM Perry
Design for Ready by Five building

Finally,
Barbara Glover of Wine Yakima Valley says, strong sales and 13% increase in tickets to Red Wine and Chocolate over last year.

Thursday, February 12, 2009

Day 28

English 102 Lesson Plan Day 28

Bonus Points?
News: Farm labor coming back; Financial aid for undocumented students
The writing process
Finish work on Thesis statements
1. CLICKERS!
2. JUDGING EACH OTHER!
  1. SHAME!
  2. GLORY!
Outline sample essay
1. Ready by Five
2. Washington Learns
Due Dates, part two
Rough Drafts Due Friday: Bring four copies.
Final Drafts Due: Thursday February 19^th.

Farms, Students, Buy American and Science

Bad economy good for farm labor needs

More on Student Aid Bill

Room for Debate in the Buy American clause of the stimulus.

Letting Scientist off the Leash

You may have noticed that one of my lifelines actually came from the N.I.H. — an agency not known for taking risks. I could write pages about the last presidential administration’s disastrous approach to science. However, for whatever reason (and I suspect it was dumb luck: the exception that proves the rule) George W. Bush appointed an N.I.H. director who was both visionary and an adept leader — Elias Zerhouni. Dr. Zerhouni changed the process for awarding grants, which had become inbred and conservative. Among other steps, he created a series of special awards — for “Pioneers” and “Innovators” — to fund highly risky research, and it is one of these that I was the recipient of.

As we think about how to heed President Obama’s call to “put science back in its rightful place,” I wonder if this should also be the time to rethink the basic foundations of how science is funded. Could we stimulate more discovery and creativity if more scientists had the security of their own salary and a long-term commitment to a minimal level of research support? Would this encourage risk-taking and lead to an overall improvement in the quality of science?

As we consider the monumental challenges facing our generation — climate change, energy needs and health care — and look to science for solutions, it would behoove us to remember that it is almost impossible to predict where the next great discoveries will be made — and thus we should invest broadly and let scientists off their leashes.

Wednesday, February 11, 2009

Day 27

English 102 Lesson Plan Day 27

Bonus Points
News—This is a good example of Argument and C-A.
New Sample Essay
The writing process
Thesis statements—powerpoint?
On the board.
1. CLICKERS!
2. JUDGING EACH OTHER!
  1. SHAME!
  2. GLORY!
Outline sample essay?
Due Dates?

Friedman on H1B Visas

From today's NYTimes:

Leave it to a brainy Indian to come up with the cheapest and surest way to stimulate our economy: immigration.

“All you need to do is grant visas to two million Indians, Chinese and Koreans,” said Shekhar Gupta, editor of The Indian Express newspaper. “We will buy up all the subprime homes. We will work 18 hours a day to pay for them. We will immediately improve your savings rate — no Indian bank today has more than 2 percent nonperforming loans because not paying your mortgage is considered shameful here. And we will start new companies to create our own jobs and jobs for more Americans.”

Dream Act part two

1) video from PBS
2) NYTimes

And, BREAKING NEWS:

Bill: financial aid to illegal immigrant students
The Associated Press

OLYMPIA, Wash. Illegal immigrant students could get state financial aid for college under a bill being considered by Washington state lawmakers.

State Rep. Dave Quall, a Democrat from Mount Vernon who sponsored the bill, says many of these students are moved to the United States by their parents at an early age, are groomed in the American education system, and it wouldn't be right to deny aid to qualified illegal immigrant students.

The measure would expand current law to allow illegal immigrant students to be eligible for a state need grant program, which provided around $182 million in financial aid for 72,000 students in 2008.

The House Higher Education Committee has scheduled a Wednesday afternoon hearing on the bill.

The illegal immigrant financial aid bill is House Bill 1706.

Tuesday, February 10, 2009

Day 25

English 102 Lesson Plan Day 25 (Half way through quarter)

Bonus Points—V-Day and Feb 12^th for Yakama Artistic Expressions at Larson Gallery, 7pm
Due by the end of the day: A thesis statement
1. What is the effect of X on the Yakima Valley in the New Flat World?
2. What is the main point of the paper?
3. What is similar and what is different about the proposal and TWIF?
4. Some say X, others say Y, I say Z.
Sample Thesis statements
Sample Essays
Time to research, ask questions, write.
Rough Drafts Due Thursday
1. This is about pushing you to get SOMETHING done.
2. Some place to start

Ready By Five

YHR article

Ready by Five website

Gates website

The Details at Gates on Early Learning Strategy (pdf)

Ready by Five at ESD 105

Another YHR article

Sample Essays

NEW! Ready By Five Sample Essay:

DOWNLOAD FILE

Dream Act Sample Essay 1:

DOWNLOAD FILE

Dream Act Sample Essay 2:

DOWNLOAD FILE

Minute Men Sample Essay 3: (Needs more TWIF)

DOWNLOAD FILE

Monday, February 09, 2009

Farm Robots

Wired Article

Discover

Gizmodo

Guest Workers

TODAY'S NEWS: Push for guest workers

Foreign Workers for seasonal jobs, recession or not

Economy puts squeeze on Wine Industry

Guest Workers in Yakima (last may)

Editorial on Guest Workers

Day 25

English 102 Lesson Plan Day 25

1030 class move to G111
In your groups—
1. Quotes
2. Links
3. Assemble one list for quotes and one for links.
Links from last Friday and today.
Tomorrow, bring storage device for lab work-come here first to find out where.

Rough Drafts Due February 12th

Weekend Links

In Defense of WalMart

Cuts to Stimulus Package in Senate bill

Physics v. Medicine in Senate version.

Throwing Schools Out The Window in Senate version

meanwhile...

What to do about Yakima's Crumbling Schools?

Friday, February 06, 2009

Unflat 2: Too Sick

Unflat 1: Chinese Air Pollution

How to Argue, Monty Python Style

Leadership and Parenting

and not leadership:

Day 24

English 102 Lesson Plan Day 24

Good news for people who love bad news.
Quiz The Quiet Crisis, This is Not a Test, How Companies Cope
The Unflat World
Links aplenty.
Homework for Monday

5 quotes, minimum, from Friedman that relate to your topic
Two web resources that relate to your topic

Rough Drafts Due February 12th

Friedman on Immigration

Here's a great article on High Fences and Big Gates from TF.

Snokist and the Flat World

Snokist packs it in.
Key quote

Observers said the fresh side of Snokist's business became a victim of significant changes in the growing and packing industry that now require handling large volumes of fruit to meet the demands of worldwide buyers.

Snokist, with its growers having smaller acreages, struggled to compete.
"This is the end of an era for a quality company," said Keith Mathews, manager of the Yakima Valley Growers-Shippers Association. "There are, in fact, tremendous pressures on smaller growers to stay competitive."

Des O'Rourke, an agricultural economist and now owner of a firm that analyzes global fruit marketing trends, said the cooperative model is a difficult one to sustain in the current economic environment.

"Snokist has a legacy of having a lot of small growers. They have had a difficult time over the last few years," O'Rourke said. "The integrated packer-shippers have been able to develop the new orchards and get into supplying higher-value apples."

Marshmellow Test

It's Marshmallows.
But you shouldn't read this until you've done all your homework.
No. Really. Don't.

College isn't for everyone?

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, February 05, 2009

Essay options

Education
1. East Yakima Early Learning Yakima, ESD 105 and Gates
2. The DREAM Act
3. Washington Learns
4. YVTech building/Vocational Education overall
5. The role of YVCC/Community Colleges overall (new buildings/collaborations)
6. Obama/Gregoire stimulus plans
The future of Agriculture in Yakima
1. Food Safety concerns (Organics? Disease?)
2. The Fresh Market v. Concentrate
3. Aspargus and South American trade agreements
4. The Apple Juice Capital of the World? Selah?
5. Trademarks/patents and inventions—ROBOTS!
6. The Unflat world
  1. Fuel costs
  2. Vertical farms
  3. Food safety going the other way.
  4. Local-vores.
1. Immigration:
  1. McCain-Kennedy Immigration bill
  2. Changes to H2A and H1B
    1. Zirkle
    2. Global Horizon
    3. Microsoft
    4. Effects of immigration crack down already in place.
  3. Unflat world
    1. Nativist movements such as Grassroots Yakima and The Minutemen.
    2. Current wall being built/crackdown by ICE
    3. Nickel and Dimed labor pool.
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
  2. Distribution centers
  3. Wine
  4. Black Rock
  5. Jail beds

Day 23

English 102 Day 23

Quiz Tomorrow over The Quiet Crisis, This is Not a Test and How Companies Cope
How Companies Cope
1. Somebody made me a powerpoint!
2. I swear to god, everything is online if you know how to look for it.
3. Think: Key Words and Synonyms.
In big groups for essay topics
1. What topic within this subject interests you. Why?
2. Here's the way many of these work: Take the topic and filter it through TWIF.
  1. Ex: YVTech (we could do this with East Yakima Early Learning, too)
    1. What would TWIF say about tech schools?
    2. What would TWIF like about them?
    3. What would they not like?
      1. The Right Stuff
      2. The Quiet Crisis
      3. The Untouchables
3. I will help—for example, Washington Learns and Dream Act.
4. You will help me, too.
5. Where will you find quotes from Friedman.
  1. Index
  2. Amazon
  3. Google book search
  4. Google using topics and "flat world"
  5. Friedman's page in NYTimes. (search box at bottom of page)
For tomorrow:
1. Unflat:
  1. Too Sick
  2. Too Disempowered
  3. Too Frustrated

Too Many Toyotas

Wednesday, February 04, 2009

Day 22

English 102 Day 22

Quizzes
1. Point Disputes?
Quiet Crisis Bottom Line
This is Not a Test: my notes
How Companies Cope
1. Somebody made me a powerpoint!
2. I swear to god, everything is online if you know how to look for it.
3. Think: Key Words and Synonyms.
In big groups for essay topics
1. I will help—for example, Washington Learns and Dream Act.
2. You will help me, too.
For tomorrow:
1. Unflat:
  1. Too Sick
  2. Too Disempowered
  3. Too Frustrated
  4. Too Many Toyotas

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

Summaries, Arguments and General Information on Friedman

Open Source working for you: Wikisummaries for TWIF

Here's a quick guide to argument essays.
Friendly and easy to read.

Here's a link to NYTimes site for Friedman.
Videos on environment, oil addiction, flat world (including Daily Show)
plus recent columns

Here's a link on what the recession means to education. and what education means to jobs.

Buehler? Buehler?

42 seconds in.
Hawley Smoot Tarrif Act.

Stimulus Bill: Buy American?

Tuesday, February 03, 2009

Day 21

English 102 Lesson Plan Day 21

Handing Back Essays
Talent and Practice.
See me's—inside essay= quick; grades or end of essay=probably longer/office hour questions?
Stimulus is in the Senate.
1. Jobs, or
2. Jobs plus remake the economy?
  1. Broadband is a good example.
  2. Science, research, health care, pre K, green tech, even arts.
Dirty Little Secrets
This is Not a Test Notes
http://v.blog.sohu.com/u/vw/2005417 (at about 9 minutes to about 12 minutes)
Homework: Read How Companies Cope
Tomorrow in class, we'll work on essay topics.

Monday, February 02, 2009

Day 20

English 102 Lesson Plan Day 20

Bonus Points for Blog (February points start now)
Quiz The Untouchables and The Right Stuff
Correct quiz
Who are the Untouchables?
What is the Right Stuff?
1. This is key to your essays on business/education
Essays returned to 1030 and 1130 classes.
1. Essays returned to 930 class by Wednesday.
Please bring essays back tomorrow so I can explain how to read my comments.
1. 24 hour rule
Homework: Tuesday: This is Not a Test
1. Wednesday: How Companies Cope
2. Thursday: The Unflat World
3. Friday: 11/9 v 9/11

Links from weekend below.