Thursday, January 31, 2008

Day 17

Lesson Plan Day 17 English 102


 

  1. Complete OR Essay 1
  2. Essays back in +/- a week. Please don't ask until then.
  3. The Governor, here, talking about what we're reading.
  4. The front page of TODAY'S paper + others
  5. Options for essay two.
  6. Thomas Friedman and "The Other Side of Outsourcing"
  7. Assign one of ten flatteners.


 

Reading Schedule for The World is Flat week one


 

Please have through the pages listed prior to class on that date.


 

January 31: first half of While I Was Sleeping

Feb 1st: Second Half of While I Was Sleeping

    *Quiz

Feb 2nd: One chapter from "Ten Forces that Flattened the Earth" assigned in groups.

Feb 4th: The Great Sorting Out first half

Feb. 5th: The Great Sorting Out second half

Feb. 6th: America and Free Trade

Feb 8th: The Untouchables

Feb 9th: The Right Stuff

Feb 10th: The Quiet Crisis

Feb 11th: This is Not a Test

    *Quiz

Feb 12th: How Companies Cope

Feb 13th: The Unflat World

Feb 14th: 11/9 versus 9/11

TWIF Options

Essay 2 Options

Essay 2:
English 102, Winter 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. Due Dates:
    1. List of quotes related to your topic from Friedman –2.15
    2. Outline—2.19
    3. Rough Draft—2.20
    4. Draft 2—2.26

Options:

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 overall (new buildings/collaborations)
  6. School Levy/bond requests

Walmart in West Valley

The future of Agriculture in Yakima.

  1. H-2A Program
  2. Food Safety
  3. Aspargus and South American trade agreements
  4. The Apple Juice Capital of the World? Selah?
  5. Trademarks/patents and inventions—ROBOTS!
  6. Zirkle Fruit class action law suit &/or H-2A
  7. Thai workers and Global Horizons
  8. Central American Free Trade Agreement (CAFTA)—must be narrowed

Immigration:

  1. Minute Men Project/Grassroots Yakima
  2. McCain-Kennedy Immigration bill

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? This can be positive, or can be negative.
(maybe we will need LOTS more jail beds, for example, or low income housing)

  • Tourism as economic base in Yakima?
    • Wine?
    • Black Rock? (Just release report says $.16 for every $1)

Jail beds as an economic base in Yakima?

Zirkle Fruit

Sued by workers in H-2A program.

The Other Side of Outsourcing

Wednesday, January 30, 2008

Day 16

Lesson Plan Day 16 English 102


 

  1. Hand in one copy of essay.
  2. Y/N O/R
  3. Y= +5
  4. N= -5
  5. Y= Intro to thesis and conclusion
  6. Essays returned +/- 1 week.
  7. Please don't ask before then.


 

Reading Schedule for The World is Flat week one


 

Please have through the pages listed prior to class on that date.


 

January 31: first half of While I Was Sleeping

Feb 1st: Second Half of While I Was Sleeping

    *Quiz

Feb 2nd: One chapter from "Ten Forces that Flattened the Earth" assigned in groups.

Feb 4th: The Great Sorting Out first half

Feb. 5th: The Great Sorting Out second half

Feb. 6th: America and Free Trade

Feb 8th: The Untouchables

Feb 9th: The Right Stuff

Feb 10th: The Quiet Crisis

Feb 11th: This is Not a Test

    *Quiz

Feb 12th: How Companies Cope

Feb 13th: The Unflat World

Feb 14th: 11/9 versus 9/11

Tuesday, January 29, 2008

Day 15

English 102 Lesson Plan Day 15

  1. SOTU?

  2. Why are we hard on the working poor, but not so much on the Joads?

  3. Four Parts to every quote

    1. Signal phrase (As Ehrenreich notes, "alsdkfja;lsdj")

    2. The quote, set off in quotation marks.

      1. Punctuation goes outside/inside.

      2. Parenthetical citation. (Ehrenreich 53).

        1. No pg. pp. etc.

        2. Period goes at very end.

      3. Make use of the quote by explaining how it fits the topic of the paragraph, or the overall thesis. Period goes at the end of the cite.

  1. A couple of tricky bits

    1. If you are taking words out of a single sentence, use …

    2. If you are taking words out between sentences, use ….

    3. If you need to include a word not in the original quote, use brackets [ ]

    4. If you are quoting someone else, who is quoted someplace else, use "qtd. in"

    5. Do not use … a the beginning of end of quotes (considered redundant).

    6. If the work has two or three authors, they must be named in either the () or the signal phrase. More than three use et. al.

    7. When the author is unknown, use the title of the article. You may abbreviate the title.

    8. When the page numbers are unknown, use only the author's name if there is one.

  2. What to avoid:

    1. Quotes that just lay there.

    2. Dropped quotes.

    3. Not using quotation marks correctly.

    4. Not quoting accurately.

  3. Works cited, see link.
    MLA Practice exercises
    One Thesis Statements (MLA 1-1)
    Two Avoiding Plagiarism (MLA 2-1)
    Three Integrating Sources (MLA 3-1)



January 30: Draft Two Due. Bring two copies


Monday, January 28, 2008

Peer Review Review

Name:____________________________


 

Names of your reviewers:_________________________


 

Peer Review Questions:


 

  1. List three changes suggested by your peers


 

  1. Which of these changes did you make?


 

  1. What did they see as strengths and weaknesses that you didn't see on your own


 

  1. What did they see that you already noticed


 

  1. Write down one or two things you saw in someone else's essay that you liked and that you will try to copy in your essay.


 

  1. What else do you need to do to make this the best paper possible?

Day 14

English 102 Lesson Plan Day 15

  1. State of Union, economics

  2. Faculty Lecture: January 29th 7pm G-A 119.

  3. Print out comments on blog for BP.

  4. What about social services?

  5. What about homeless count?

  6. What about 211?

  7. Complete Peer Review Review.

  8. A story about plagiarism.

  9. MLA Paper Format

  10. Integrating sources.

    1. Four Parts to every quote

      1. Signal phrase (As Ehrenreich notes, "alsdkfja;lsdj")

      2. The quote, set off in quotation marks.

        1. Punctuation goes outside/inside.

        2. Parenthetical citation. (Ehrenreich 53).

          1. No pg. pp. etc.

          2. Period goes at very end.

        3. Make use of the quote by explaining how it fits the topic of the paragraph, or the overall thesis. Period goes at the end of the cite.

  11. A couple of tricky bits

    1. If you are taking words out of a single sentence, use …

    2. If you are taking words out between sentences, use ….

    3. If you need to include a word not in the original quote, use brackets [ ]

    4. If you are quoting someone else, who is quoted someplace else, use "qtd. in"

    5. Do not use … a the beginning of end of quotes (considered redundant).

    6. If the work has two or three authors, they must be named in either the () or the signal phrase. More than three use et. al.

    7. When the author is unknown, use the title of the article. You may abbreviate the title.

    8. When the page numbers are unknown, use only the author's name if there is one.

  12. What to avoid:

    1. Quotes that just lay there.

    2. Dropped quotes.

    3. Not using quotation marks correctly.

    4. Not quoting accurately.

  13. Works cited, see link.

  14. MLA Practice exercises

    1. One Thesis Statements (MLA 1-1)

    2. Two Avoiding Plagiarism (MLA 2-1)

    3. Three Integrating Sources (MLA 3-1)



January 30: Draft Two Due. Bring two copies

We'll be reading the While I Was Sleeping in TWIF first.


Friday, January 25, 2008

Day 13

English 102 Lesson Plan Day 13

  1. Hand in Take Home Peer Review (930)

  2. Hand Back Peer Reviews

  3. AEW notices

  4. Living Wage Calculator

  5. Five Things We Can Do

  6. Why are we so hard on the grandchildren of the Joads?

    1. Why YVCC (or community colleges in general) are an interesting place to ask this question.

  7. Complete Peer Review.

  8. Homework: Get it together. The rough drafts looked ugly. You've had nearly three weeks. Stop screwing around and do it today, tomorrow and Sunday.

January 28th: LAB: How to integrate sources. How to do a Works Cited. Online Exercises.

This is a gift—

January 30: Draft Two Due. Bring two copies.


 

Wednesday, January 23, 2008

Day 12

English 102 Lesson Plan Day 12

  1. The three rules of Peer Editing
    1. Be Kind
    2. Be Honest
    3. Have thick skin


 

  1. Hand out copies (apologize, if needed, give permission to shred)
    1. Someone other than the writer reads it aloud.
    2. Mark it as you go.
    3. Fill in form.
    4. Discuss form with writer
    5. Writer asks questions.
    6. Sample?


 

  1. Homework: Complete peer editing forms for tomorrow. (13 points) Hand them in to box in front of my office.
    1. If you are in 830 class, please pick them up and have them ready to go by Friday when you get to class.

Final Drafts due in a week (bring two copies)

Tuesday, January 22, 2008

Day 11

English 102 Lesson Plan Day 11

  1. Headlines today
  2. Outlines
    1. Intro
      1. Hook
      2. Background
      3. Thesis and roadmap.
    2. Body paragraphs
      1. Best point last
      2. Second best first
      3. Counter Argument
  3. Conclusion
    1. Reinforce
    2. Keep it short
  4. On the board
    1. Thesis and primary support (the ideas only)
  5. How's yours look?
  6. Thesis and Hook powerpoint
  7. Peer Editing Crash Course
    1. The Two Rules of Peer Editing
      1. Be Kind
      2. Be Honest
      3. Handout copies.
      4. Someone other than the writer reads it aloud.
      5. Mark it as you go.
      6. Fill in form.
      7. Discuss form with writer
      8. Writer asks questions.
      9. Sample?
  8. Rough Drafts due Tomorrow (bring four copies)

Final Drafts due in a week (bring two copies)

Good Jobs

January 19, 2008

Op-Ed Columnist

Good Jobs Are Where the Money Is

By BOB HERBERT

I think of the people running this country as the mad-dashers, a largely confused and inconsistent group lurching ineffectively from one enormous problem to another.

They've made a hash of a war that never should have been launched. They can't find bin Laden. They've been shocked by the subprime debacle. They're lost in a maze on health care.

Now, like children who have eaten too much sugar, they are frantically trying to figure out how to put a few dollars into the hands of working people to stimulate an enfeebled economy.

They should stop, take a deep breath and acknowledge the obvious: the way to put money into the hands of working people is to make sure they have access to good jobs at good wages. That has long been known, but it hasn't been the policy in this country for many years.

Big business and the federal government have worked hand in hand to squeeze the daylights out of working people, stripping them (in an era of downsizing and globalization) of much of their bargaining power while ferociously pursuing fiscal policies that radically favored the privileged few.

My colleague at The Times, David Cay Johnston, took a look at income patterns in the U.S. over the past few decades in his new book, "Free Lunch: How the Wealthiest Americans Enrich Themselves at Government Expense (and Stick You With the Bill)."

From 1980 to 2005 the national economy, adjusted for inflation, more than doubled. (Because of population growth, the actual increase per capita was about 66 percent.) But the average income for the vast majority of Americans actually declined during that period. The standard of living for the average family has improved not because incomes have grown, but because women have gone into the workplace in droves.

The peak income year for the bottom 90 percent of Americans was way back in 1973 — when the average income per taxpayer (adjusted for inflation) was $33,001. That is nearly $4,000 higher than the average in 2005.

It's incredible but true: 90 percent of the population missed out on the income gains during that long period.

Mr. Johnston does not mince words: "The pattern here is clear. The rich are getting fabulously richer, the vast majority are somewhat worse off, and the bottom half — for all practical purposes, the poor — are being savaged by our current economic policies."

His words are echoed in a proposed stimulus plan currently offered by the Economic Policy Institute in Washington. (The plan is available on its Web site, epi.org.) Stressing that any stimulus package should be "fair," the authors of the institute's proposal wrote:

"The distribution of wages, income and wealth in the United States has become vastly more unequal over the last 30 years. In fact, this country has a more unequal distribution of income than any other advanced country."

Economic alarm bells have been ringing in the U.S. for some time. There was no sense of urgency as long as those in the lower ranks were sinking in the mortgage muck and the middle class was raiding the piggy bank otherwise known as home equity.

But now that the privileged few are threatened (Merrill Lynch took a $9.8 billion fourth-quarter hit, and the stock market has spent the first part of the year behaving like an Olympic diving champion), it's suddenly time to take action.

There is no question that some kind of stimulus package geared to the needs of ordinary Americans is in order. But that won't begin to solve the fundamental problem.

Good jobs at good wages — lots of them, growing like spring flowers in an endlessly fertile field — is the absolutely essential basis for a thriving American economy and a broad-based rise in standards of living.

Forget all the CNBC chatter about Fed policy and bargain stocks. For ordinary Americans, jobs are the be-all and end-all. And an America awash in new jobs will require a political environment that respects and rewards work and aggressively pursues creative policies designed to radically expand employment.

I'd start with a broad program to rebuild the American infrastructure. This would have the dual benefit of putting large numbers of people to work and answering a crying need. The infrastructure is in sorry shape. New Orleans comes to mind, and the tragic bridge collapse in Minneapolis.

The country that gave us the Marshall Plan to rebuild postwar Europe ought to be able, 60 years later, to reconstitute its own sagging infrastructure.

There are also untold numbers of jobs and myriad societal benefits to be reaped from a sustained, good-faith effort to achieve energy self-sufficiency. Think Manhattan Project.

The possibilities are limitless. We could create an entire generation of new jobs and build a bigger and fairer economy for the 21st century. If only we were serious.

Friday, January 18, 2008

Day 10

English 102 Lesson Plan Day 10

  1. A few notes from yesterday. Where to look in Hacker.
  2. This might help: Search N&D on Amazon
  3. A sample essay.
  4. Outlines due Tuesday
  5. Rough Drafts Due Wednesday
  6. Read "Fifteen Years on the Bottom Rung" Class Matters for Tuesday.
  7. Evaluation Chapter
  8. Youtube?

Outline the following, according to the EVALUATION CHAPTER, due Friday:

a. How did she do as a worker? (196)
b. How did she do at "life in general"? (196)
c. Why are the official poverty rates misleading? (200)
d. If productivity is increasing, why aren't wages? (202-3)

e. What keeps the workers from finding better jobs? Where is the friction? (205)
f. Explain the "vicious cycle" of labor costs described by the book. (212)
g. What makes the working poor invisible? (216)
h. List some of the complaints the middle and upper class have about the

working poor. (220)

i. Summarize the problems facing the working poor.

j. What are the solutions to these problems? (213-214; 221?)

k. What are the objections to these solutions? (214)
l. Why does Ehrenreich call the working poor the most philanthropic of all

social classes? (220)

Thursday, January 17, 2008

Day 9

English 102 Lesson Plan Day 9

Homework: Finish the book. Evaluation chapter questions due.

1. Living Conditions and co-workers

2. The Vanilla

3. The Toppings

Balance

Logic

Emotion

Credibility

Eloquence

Pick the right words

Put them in the right order

Metaphor, analogy, suggestion
Paint a picture

Make it sing

The Rubric

The Basics

The Basics

Outlines

Intro paragraph—often written last
Hook
State background of the case
Lead naturally in to:
Thesis statement towards end (Arguable, Narrow, One-Three Sentences, changeable)

Body Paragraphs—

pick your best point and write that paragraph first then your next best until you get to your least persuasive point.

Topic sentence at the top.


Sandwich quotes
Signal phrases.
Evidence.
Connect/Cite the evidence.

One paragraph, at least should be devoted to making the case against your ideas and then “unmaking” them. Try, Some might argue that… but I argue that…

Conclusion
Keep it short.
Reinforce main point

Wednesday, January 16, 2008

Support and Opposition for Minimum Wages

Support

Supporters of the minimum wage claim it has these effects:

Opposition

Opponents of the minimum wage claim it has these effects:

Evaluation Chapter Outline

Outline the following, according to the EVALUATION CHAPTER, due Friday:

a. How did she do as a worker?

b. How did she do at "life in general"?

c. Why are the official poverty rates misleading?

d. If productivity is increasing, why aren't wages?

e. What keeps the workers from finding better jobs? Where is the friction?

f. Explain the "vicious cycle" of labor costs described by the book.

g. What makes the working poor invisible?

h. List some of the complaints the middle and upper class have about the

working poor.


i. Summarize the problems facing the working poor.

j. What are the solutions to these problems?

k. What are the objections to these solutions?

l. Why does Ehrenreich call the working poor the most philanthropic of all

social classes?

Day 8

English 102 Lesson Plan Day 8

Hand in Scrubbing and Selling

  1. Quiz first 150 pages
  2. Living conditions?
  3. Coworkers?
  4. Review study guide questions for "Selling in Minnesota"
    1. Questions 1 and 2 in groups
    2. Questions 3-5 as a class

Calandar:

January 17th: Paper format. Research. Writing. My best shot at what's a good paper.

Jan. 18th: Complete discussion of Nickel and Dimed. Outline of Evaluation Chapter Due.

January 22nd: Outline of your essay due

January 23rd: Rough Draft Due. Bring four copies for peer editing.

January 24th: No class. 930 class pick up essays to peer edit from Kelley in English Dept.

January 25th: Complete Peer Editing..

January 25th: Introduction to using sources. How to integrate.

January 29th: Draft Two Due. Bring two copies.

Homework: (For Monday)

  1. Read Class Matters 111-124
  2. Read Hacker C2-a (Intro/Thesis)
  3. Read Hacker C6-c (Evaluating Arguments—inductive, deductive, emotional appeals, legitimate and otherwise, opposing views)

Tuesday, January 15, 2008

Essay 1 BP

Here's where you can post comments on the topics of the first essay.

In all cases, one of the best things to use this for is to ask others questions.

Selling BP

Here's where you can post comments on the Selling questions.