Thursday, February 24, 2011

Homework and Cyber-Post

Writing Assignment 6 (pp. 70-72). Students can also summarize the argument (from an article) cited in the freewrite today. You have a choice. The summary should not be longer than 250 words.

Post here.

Other assignments: Skim Chapter 4 which looks at writing arguments with attention to a particular argumentative strategy known as Rogerian (87-88). Pay attention to the language: counterargument, refutation, and concession. Does Wise use these strategies in his book? Where do you see this in the chapter Resistance (89-126)? Is Wise adept at juggling alternative viewpoints?

Homework: Identify 10 thesis sentences in Wise's chapter entitled, "Resistance," (89-126). Think about the complete vs. open thesis sentence. Find five of each type. You do not have to write it out, identify them in the book as you read or reread the passages.

Other exercises: WLTC 4A on page 81-82. You can write in the book. It is not necessary to post here. We will review the answers in class on Monday.

Cyber-Freewrite

Today we are looking at arguments vs. explanations. In WLTC the authors state that arguments are persuasive and explanations provide information. When one looks at North Africa, one reporter I heard on KPFA last night said that the revolutions are rolling along (smile). In Libya the president is killing protesters, at least that's what we are hearing in the corporate media. Does this remind any of you of other cases in recent history where citizens esp. dissidents were massacred?

Look at two viewpoints on what the Libyan president is doing. Find an article where the writer uses mostly explanation and an another case where the opposite is true. Discuss in a freewrite the differences between the two. Do the audiences decide the approach to the writing task?

Compare to the writers in Exercise 3-F (pp. 72-75).

Post your responses here. Keep it to 250-300 words. Use paraphrase and direct citations in your commentary.

Here are a couple of sites with articles to consider:

http://www.bbc.co.uk/news/world-africa-12570279

http://news.yahoo.com/s/ap/af_libya;_ylt=AjzVatcX.aXWWI8tSm_6Rmqs0NUE;_ylu=X3oDMTM4bGVwZ2I3BGFzc2V0A2FwLzIwMTEwMjI0L2FmX2xpYnlhBGNjb2RlA21vc3Rwb3B1bGFyBGNwb3MDMQRwb3MDMgRwdANob21lX2Nva2UEc2VjA3luX3RvcF9zdG9yeQRzbGsDZ2FkaGFmaWZvcmNl

The first article is from BBC. It is about Ghaddafi arguing that Bin Laden is to blame for the unrest in Libya. The second is a report from the Associated Press. AP is usually a neutral(neither conservative or liberal) informative source.

Here are some other cites I visited. I found the interview with President Ghaddafi really interesting: http://blogs.aljazeera.net/africa/2011/02/23/live-blog-libya-feb-24

http://news.ph.msn.com/top-stories/article.aspx?cp-documentid=4666840

http://news.yahoo.com/s/afp/20110221/wl_mideast_afp/libyapoliticsunrestfatwa_20110221212046

http://economictimes.indiatimes.com/articleshow/7543550.cms?prtpage=1

http://english.aljazeera.net/category/person/moamer-kadhafi

Wednesday, February 23, 2011

Cyber-Reflection on Argumentation and the Standard Form

Today in class students sat in groups and reviewed the homework assigned from Chapter 3. It took up most of the class session. Homework was to finish reading the chapter and to reflect on what you know now that you've completed this section on argument. What are you thoughts on putting arguments in standard form? What about Occam's Razor and the idea of simplicity re: rational thought processes?

There are two articles in the latter part of Chapter 3; make certain you read them well, as the freewrite might be a response to the Writing Assignment associated with the reading.

Post your response to the query about how Chapter 3 expands your grasp of critical thinking and argumentation. In the Lit Circles tomorrow, students will look at the arguments Wise makes that you submitted this week for homework.

We're trying to get to the chapter on definition, as this is the type of essay I want students to write for the first essay due in a few weeks. Some of the assignments I returned were not proofread.

Please make sure the writing is your best work, that is, no sentence fragments, SV Agreement errors, pronoun agreement or pronoun case errors, comma splices, run on sentences, parallel structure errors, misspelled words, wrong words, be-verb overuse, esp. passive voice. If student essays are full of errors, the wayward writer will have to write a correction essay and correct the essay too. Use the academic labs for help and your electronic assistant present in MS Word--spell check and grammar check (for suggestions). Do not let the computer have its way with your writing unsupervised. It is not that smart.

We are almost finished with Wise. We will also look at signal phrases and block quotes and how Wise supports his claims with evidence. I will show students a video on Argumentation next week, Monday. It has good information. There will be a cyber- assignment attached to it.

For extra credit students can bring in arguments: multimedia, visual and also written. If you have any of your arguments electronically (from chapter 2 or that you share), I can post them.

Thursday, February 17, 2011

Cyber-Freewrite on Information Literacy

Today in class we had what I'd describe as a comprehensive overview of the COA library materials related to critical thinking and information literacy. Without answering my own questions, I want to pose a few for you to respond to with details related to what you learned from the lecture and what knowledge was reinforced or clarified. Due today.

Assignment
Complete in 250 words or so

1. Give an overview of the library presentation and its presenter; include what was covered. Was there an outline? How knowledgeable was the professor about the topic?

2. Give specific points covered and what you learned about research strategies and evaluating information.

3. Professor Sparks spent time at the beginning of the lecture helping students brainstorm. This activity corresponded directly to certain handouts. Talk about the supplementary materials (3).

4. What did you think of the website evaluation and notes on plagiarism and what he called "Free Use"? Had you known about this before?

5. Evaluate Tim Wise's website http://www.timwise.org/ using the C.R.A.A.P. test (handout). Compare to http://www.alternet.org/

If you weren't in class then you can't complete this assignment.

Other class notes
Students also turned in their assignments from WLTC Exercise 3B (58-59).

We are behind in the reading. We didn't get to discuss Denial on Tuesday, so we will start there and continue with Resistance on Tuesday/Thursday, February 23-24, introducing Collaboration. We want to complete the book in two weeks (early March).

Next week we will look at how Wise incorporates evidence to support his claims or arguments. We will look at the types of arguments he uses. Are they claims of fact, claims of policy, or claims of value? We will also note his transitions--is it contextual or does he use "transition" words?

We will also evaluate his evidence for credibility and discuss the use of oneself as fact or example and how that gives one's argument credibility or at times undermines the same. Who is Wise's audience? Does the viewpoint ever shift?

We will probably hangout in Chapter 3-5 for a minute and catch up in Wise. Chapter 5 looks at Definition, which we need to cover as it is the type of essay students will write for the Wise Assignment (smile).

Don't stress on the essay. Students will be able to discard one of the four essays assigned this semester (that is the lowest score). The essay will be about 3-4 pages not including a works cited page. Besides Wise's book, students will have to cite from two other scholarly sources.

We'll check in next week on Thursday to see how students are doing. It isn't the blind leading the blind, but it often feels like it I'm sure. Next week I will prepare another lecture (smile) covering Chapters 2-3.

The following week we will have the Chapter 4-5 lecture. If students are lost in a concept, we can slow things down a tad . . . not too much, but a little. This course is not accelerated, but you have to spend a lot of time studying along. I would love to see students stated a study group. I could meet with you on Thursdays after class 12-1 PM.

These critical thinking concepts might be intuitive, but the language of argument is not.

I'll type and post the lectures if students think that will be helpful. Let me know.

Wednesday, February 16, 2011

Extra Credit

Social networking is the new buzz word now that Egypt's successful revolution was attributed to people's ability to communicate despite government censorship. Democracy Now's host, Amy Goodwin, interviewed Twitter founder, Biz Stone, this morning, February 16, 2011. Visit http://www.democracynow.org/

In an analysis, critique this conclusion about Twitter's role in the revolution in Egypt. What about video and other social media like Facebook?

Check out Asmaa Mahfouz in http://forums.islamicawakening.com/f18/the-video-that-started-the-egyptian-revolution-42074/ I read this interesting article about the issue: http://thefastertimes.com/mediaandtech/2011/02/13/facebook-twitter-and-the-egyptian-revolution/

What does the man who is said to have started the revolution say about this? (I can't find his name--the person who sent the first message out?) What does Biz Stone say about the uses of Twitter to topple governments? Had this thought ever crossed the founders' minds? There is another article in the LA Times that says, Twitter is not for sale. Hum, do you know of anything in our comodified society that is not up for grabs if the price is right?

See http://latimesblogs.latimes.com/technology/2011/02/biz-stone-twitter-is-not-for-sale.html

Use at least three sources to evaluate the statement accuracy or validity regarding Eqypt's revolution sparked by social networking tools. Did the toppling of the Egyptian government set new revolution standard records?

Cyber-Assignment

We are meeting in the library in the morning. We reviewed a few of the assignments, vocabulary for the first two chapters and talked about argumentative forms (chapter 3). Homework was to skim chapter 3. If you haven't, do so now paying particular attention to the pages up to Occam's Razor, which is a philosophical way of looking at arguments--keep is simple and concise.

Homework for the weekend is to identify 10 arguments (write in your book) in Wise's book. Put two (2) of them in standard form if you can (smile). Post the two arguments in Standard Form here. What is meant by standard form is that the conclusion or argument is isolated from its premises or evidence. In this way, one shows how the premises or evidence prove the thesis (premise, argument, supposition--all synonyms.)

If you don't understand how to do this, just post the two arguments. Don't forget the page numbers.

Also, identify 2-3 assumptions, 2-3 judgements, 2-3 inferences, and 2-3 facts. Post those here as well. You might have to make more than one post.

A summary narrative or brief synopsis of your conclusions are fine re: assumptions, judgements, and facts. Be sure to define all terms first.

Do not choose your examples from one section of the book. Spread them out between Chapters 1-5.

This assignment is due by Tuesday, February 23, 6 AM. I am around tomorrow, Thursday, Feb. 17, 2011, from 11-12 and 12-1 PM in A-232.

Out and About this Weekend

Free Theatre Production at Laney College Feb. 19, 2011

On Saturday at Laney College there is a free theatre performance, I think at 2 PM. the play is currently on stage at the Magic Theatre in San Francisco and is for mature audience only. If you attend and write a short response or review, you can have extra credit. Visit http://magictheatre.org/ to read about the play.

Saturday is also the 26th Annual Empowering Women of Color Conference at UC Berkeley in the MLK Jr. Student Center. Visit http://ewocc.berkeley.edu/ There is a cost for this event which begins at 9:30 AM and goes until about 7 PM, which includes a reception.

Also this weekend, Saturday-Sunday, February 19-20, 2011, is a People's Tribunal on Racism and Police Violence at Edna Brewer Middle School. Visit http://www.eastsideartsalliance.com/ This is free and lunch will be provided.

Thursday, February 10, 2011

Scrutinizing the Media Homework Note

Some students posted their homework Writing Assignment 1 (15) at the post, which is fine, while other students gave me their homework in class.

Freewrite and Homework (smile)

Frewrite

Why is thinking hard work? Are those who perform this task a minority? Tim Wise is a a scholar and most of his work centers in his introspection or self-analysis. He asks himself questions and hold up a mirror to find the answers even when such is not pretty or attractive. What does he cite as his motivation or inspiration?

Homework if there isn't enough time (smile)

What have you found most remarkable about this journey he is taking us on? Have there been times when you have wanted to jump ship? Why or why not?

Does Wise make assumptions or posit certain claims that we can't refute no matter how painful or embarrassing? What are some of these assumptions or unstated premises or conclusions (WLTC 62)?

Talk about his style. Is it implicit or explicit? Does he tell his audience what he thinks or does he make certain claims with the hope his audience will reach the same conclusions or does he do a little of both? Give examples where this is the case.

The Plan

Short review lecture on Chapter 1. Exercises from Chapter 2C (27), 2D (27-28). Homework 2F (34). Bring Writing Assignment 2 to class. Exercise 2H (41) and 2I (42). For 2I students can chose to respond to one of the three). The super students can respond to all three.

Bring to class to share. Keep reading chapter 2.

For next week read "Hostess" (46-47) and/or "Hills Like White Elephants" (48-51). We will use these exercises for a freewrite next week.

Literature Circles

Continue reading Wise.

Tuesday, February 8, 2011

The Plan Today

Today the plan is to review the exercises in WLTC and save time for a discussion of WLM (the Preface, Born to Belonging and perhaps start Privilege. The book is dense so don't try to speed through the text. Savor the intellectual discourse especially those topics that ruffle one's conscience.

Homework is already specified below. You can always do more in WLTC and read ahead in Wise. Just don't forget to take notes and for Wise, keep the reading log.

Homework for this evening is Writing Assignment 1 (15). The topic: recent political unrest in Egypt. Read an article from a newspaper and then compare that to perhaps a broadcast or print source outside the USA. You could also watch a TV broadcast and/or listen to a radio broadcast. Make sure you document your two sources correctly using MLA guidelines. 250 words or 1 typed page is fine. http://www.democracynow.org/, http://english.aljazeera.net/, http://www.hardknockradio.com/, sfgate.com, KPFA.org, CNN.com, CBS.com, kqed.org, sfbayview.com, etc. are all okay to use as sources.

Keep reading Wise. Thursday students can continue Privilege (17-60). Next week, February 15 we will discuss Denial (61-88). We meet in the Library Thursday, February 17 at 11 for an ortientation with Professor David Sparks (61-126). We'll continue Wise on Tuesday, February 22 (Washington's birthday) with Resistance and start Collaboration Thursday, February 24.

Prepare Loss (147-172), Redemption (173) and the Epilogue (179) for March 1 & 3. I will give you the essay assignment in a separate assignment.

The plan can change depending on how involved the discussions are. Within groups students can agree to read further and certainly there are no gag rules, so if a student has read ahead, he or she can certainly interject new information into the discussion.

Thursday, February 3, 2011

Homework and Recap

In class today we reflected on the term "critical thinking." The discussion was lively and varied. Students then took the Aptitude Test (smile). Do you think it measured students' intelligence? Why or why not?

Oh, I corrected aptitude, so there was no incorrectly spelled word on the test-oops! What do I know, right (smile).

After this time was almost up so students got into groups and selected roles for their Literature Circles which will meet formally on Tuesday morning for 20 minutes to talk about the readings. Whatever isn't covered can be tabled until the next meeting. We have too much to cover, but we'll get through it if students stay up on the readings. Do the readings, even if you don't get all the exercises completed.

Except for the reading logs, I will not assign much writing connected to Wise. If students have substantive discussions, it won't be necessary, however, if students come to class unprepared, then the written assignments will take over, so I will know who is prepared (smile).

Writing logs consist of vocabulary, key arguments Wise raises, questions about the text, passages one finds notable, characters one wants to remember, etc. One can also put notes per one's role in the Lit. Circle, such as discussion questions, vocabulary, etc. Occasioanly, I might ask students to check-in in a cyber-assignment regarding the effectiveness of the discussion or dialectic process.

Homework is to read Chapter 1 in Writing Logically Thinking Critically. Pay attention to the Key Terms (21) and Summary (20-21). I will run key exercises as freewrites sometimes. Complete Exercise 1D (20). Post here.

Bring in your response Tuesday, February 8, to Exercise 1B: Scrutinizing the Media: 1, 2, 3. For 3, students can use broadcast journalism as well as print.

On Tuesday/Thursday we'll talk about Inferences, Facts, and Judgements and use Wise to illustrate these concepts.

Week 4 we will look at the Structure of Argument and how to put arguments in Standard Form (56). We will look at the difference between arguments and explanations, assumptions. Chapter 3 also reviews writing summaries.

Week 4-5, will also look at argumentative strategies, namely, the Rogerian Strategy (87), one of three strategies we will study this semester. The other two are Classical or Aristotelian and Toulmin methods. Neither are in our textbook.

Keep me posted on how well you are handling all the out of class reading. Study groups are highly recommended for this course. We do not have enough face time. I am available on Thursdays an hour before class and an hour after class in A-232. Students do not need an appointment. I am in A-232 from 8 AM to 1 PM. I have classes from 8-10 AM and then yours, 11-12:15 PM.

Bring your questions each week so we can review. Students are encouraged to do all the exercises, especially those which are most challenging. We can review these additional exercises during office hours. We will complete all or most of the exercises related to logical fallacies.

Make up

For students who missed the video and want to see it. I could show it to you after class next Thursday if you let me know in advance.

Cyber-Freewrite

What is critical thinking? Read classmates' responses to the question before taking the Aptitude Test.

Wednesday, February 2, 2011

Art Exhibit Openings and Closings

This Friday, February 4, 2011, I am going to be boppimg between two maybe three art galleries/museums and wanted to see if you wanted to join me. I am starting at the June Steingart Gallery, Tower Bldg., Laney College at 4 PM for the Eco Art Matters closing reception and then popping by the Oakland Museum across the street, ending up at Joyce Gordon Gallery, 408 14th Street, 14th and Webster Street in Oakland, for the AeroSoul 2: Urban Hieroglyphics opening, 5-11 PM. The galleries are free. If you are with me, I might be able to get you into the Oakland Museum (smile).

Visit http://www.aerosoulart.com/Artists.html

AeroSoul, which is up Feb. 4-27, 2011, is historic in its breath and vision. If you are hip hop then you can't miss this opportunity to speak to the urban creative masters of this craft and culture, most of them probably your parent's peers.

I am just blown away by the cast of artists from Los Angeles, New York and here listed on the website. I took my English 1B class to see AeroSoul 1, and we were privileged to get a private tour of the show.

Oh, if you want to connect, that is, hang with the professor, call me and we can meet up (smile).


21st Annual African American Celebration through Poetry, February 5, 1-4 PM

I forgot to mention an event I host yearly at the West Oakland Branch Library, 1801 Adeline Street, Oakland, (510) 238-7352. It is free and open to the general public.

Cyber Assignment on "Privilege"

Post your response to the Mirrors of Privilege: Making Whiteness Visible assignment here.

Tuesday, February 1, 2011, we met in A-202, and we all fit. A student left her books in the class. I have them. Remember, Thursday we meet in A-232. I passed out the first chapter of Writing Logically Thinking Critically and the first chapter and a half of White Like Me.

Students were to read the preface and Born to Belonging (1-16). I told students that they need the revised and updated book: ISBN 978-1-933368-99-3. We will review the textbook tomorrow, talk about the plan for the class, answer questions and if there is time, break into discussion groups.

Students were to annotate the texts and write a reading log which could include questions and a vocabulary log, key arguments Wise makes and anything else s/he feels is important. Students will share these notes in Literature Discussion groups which we will start tomorrow and continue on Tuesday.