Monday, Feb 27th, 2012

Greetings,
below you will find the following:
1. Out of Class Essay Assignment #2 (assigned in class today)
(if you missed class be sure to check with a fellow classmate for notes)
2. A document titled "How to Critically Read an Essay." Please print this document and bring to class on Wednesday. (this is only for sections 1 and 6; section 15 students already have a copy which was distributed in class today)
3. Reminders about the In Class Essay #1 this week (Wednesday for section 15; Friday for sections 1 & 6)


English 20, Spring 2012---Sections 1, 6 & 15---C. Fraga

Date assigned: Monday, February 27
Rough draft (optional): due no later than Wed. April 4
(for those in Section 15, you will need to submit your rough draft by Monday, April 2; you MAY submit on the 4th, but you will have to pick up the draft on Friday, the 6th at my office)
Final draft due: Monday, April 9

(you have five weeks to research and write this essay)

Details:
1. MLA format
2. At least 4 outside sources on your Works Cited page
3. Please, no Wikipedia
4. No formulaic, 5 paragraph essay

OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).

I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
• death
• birth
• infidelity
• serious injury
• dementia
• serious illness
• divorce
• unemployment
• new employment
• moving to a new home/state/area/country
• the return of a war veteran
• moving BACK home after initially moving OUT
• alcoholism
• drug abuse

Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews, if possible) in order to write an essay that offers the reader background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.

Your thesis might read something like this:

When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.

Or…

When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.

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How to Critically Read an Essay

Educated adults exist in a delusional state, thinking we can read.

In a most basic sense, we can.

However, odds are, some of us cannot read, at least not as well as we would like.

Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.

Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.

However, the act of reading to extract information and to read critically are vastly different!

The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.

In many ways, THIS MAKES SENSE.

Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.

DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.

1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.

ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.

FIVE GENERAL STAGES OF READING

1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)




2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.




3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.



4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.



5. Post-Reading—ensuring that you won’t forget your new insights.


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IN CLASS ESSAY #1--Reminders
1. Bring a blue or green book to class.
2. Bring any notes you have taken so far while watching Breaking Bad.
3. You will have the entire class session to plan and write your essay.

Tuesday evening, Feb. 21st, 2012

Greetings,
just a short note...
if you submitted (section 15) or are planning to submit (sections 1 and 6) a rough draft for out of class essay 1, please attach the rough draft with my commentary to the final draft when submitting. Thank you!

Wednesday, Feb. 15th, 930 pm

Greetings,

READING PACKET #3 (due to be read on Wednesday, Feb. 22nd.

The issue of health care certainly rears its head in the Breaking Bad episodes. It seems fitting that the series features an ordinary high school chemistry teacher whose health care benefits do not cover his treatments for lung cancer. He is desperate to get money for his treatments and to leave money for his family in the event of his death.

"Middle Class Struggling with Health Care Costs, Report Finds"
http://www.post-gazette.com/pg/10077/1043764-84.stm

"Why Does Health Care Cost so Much?"
http://www.newamerica.net/node/8920

Just a quick note...

When you are accessing these two required readings please make a note that the article titled
"Middle class struggling with health care costs, report finds" is the one I want you to read. It is an article by David Templeton from the Pittsburgh Post-Gazette. It is the link I gave you, but just in case you notice another listing when you google this title, it may be the entire PDF of the report. I do not want you to read the entire report, just the article ABOUT the report.

Monday evening, February 6, 2012

Good evening.
As promised, below you will find the following:
1. a copy of Out of Class Essay #1 assignment, distributed in class today. (reminder: if you missed class today, you are responsible for getting notes from a classmate--the assignment does not have EVERY detail and requirement.)
2. a partial list of transition words and phrases to utilize when transitioning from one paragraph to the next in essay writing
3. Packet #2 Assignment
4. On line sites for accessing proper MLA documentation rules and regulations.
*************************

English 20, Sections 1, 6, & 15
Spring 2012
Catherine Fraga, Instructor

Out of Class Essay Assignment #1—200 points possible—VOICES AGAINST CONFORMITY

• Assigned: Monday, Feb. 6th
• Rough Draft Due (OPTIONAL), typed & double spaced, no later than: Monday, February 20 (for section 15) AND Wednesday, Feb. 22 (for sections 1 & 6)
• Final Draft Due: Monday, Feb. 27, typed & double spaced

***Note that you have three weeks to research and write this essay. Your final draft should reflect this.

Let’s take a closer look at the issue of conformity/non-conformity.

The most interesting, focused and articulate essays I receive from students are ones where the students select their own specific topic and are genuinely intrigued by the topic.

For this essay, you will research and write about one person who is/was considered a non-conformist in his/her field of interest. Consider the possibility that the person deemed a non-conformist may not, in your opinion, actually BE a non-conformist. So your essay could support or disprove the label given by the majority of society.

This topic allows for a wealth of flexibility and choice.

Your focus will be on a person working in an area (and time period in history) that you are most interested in: photography; art; literature; politics; film; music; fashion; science; mathematics; education; or ???

To get a better idea of some possibilities, and for purpose of illustration, let’s look at some examples of topics within in the time period of the 1950s in America.

Premise: Many in the 1950s worked diligently for the comfort and conformity displayed on such TV shows as “Father Knows Best” and “Leave it to Beaver.” But regardless of the affluence of the new American middle class, there was still poverty, racism and alienation in America rarely depicted on TV.

Dozens of people rejected societal norms through their artwork, creativity and lifestyle. They used words, art, film and music to rebel against the cookie-cutter mentality of the established power structure and mass-marketed culture.

Many writers during this time period (referred to as the Beat Generation) adamantly refused to submit to the conformity of the 1950s. (these writers included Jack Kerouac, Allen Ginsberg, Diane Di Prima, Sloan Wilson, J.D. Salinger, William Burroughs, and others)

Likewise, many artists during this time period adamantly refused to submit to the conformity of the 1950s. (these artists included Willem De Kooning, Hans Hoffman, Mark Rothko, Jackson Pollock, Clement Greenberg, and others)

Also, according to an Internet article on Conformity in U.S. History: “While the 1950s silver screen lit up mostly with the typical Hollywood fare of Westerns and romances, a handful of films shocked audiences by uncovering the dark side of America’s youth.”

Many filmmakers of this time period adamantly refused to submit to the conformity of the 1950s. (these films include The Wild One; Blackboard Jungle; Rebel without a Cause, etc)

No matter what non conformist you select to research, your essay must contain the following:
• your working definition of a non-conformist (in order to frame and set up your argument)
• a brief history of the country’s mood during this time period;
• background and details about the non-conformist you will focus on;
• how his/her work challenged the status quo;
• the impact of his/her work on others in the same field and on society;
• and the repercussions and influence felt today or what you predict WILL be the repercussions in the future.

Your essay will be both informative and analytical: your thesis will “prove” the person’s influence, or not, on people’s lives, then and now.

Things to Consider:

This is NOT an essay in which you write an in depth analysis of the literature, film, music, etc. of the time period you are focused on. To do that, you would need to carefully read, view, or listen to the work or material at great length.

Instead, you are conducting research to discover the mood of the country and the status quo during a particular time period——why and how a person’s work was considered non conformist—and how their work influenced those living then…and now.

Your thesis might read something like this:

Although 1950s America appeared to be almost unrealistically content, many visual artists at this time, particularly Jackson Pollack, successfully combated the blissful charade by using innovative methods and themes in his work.

A BRIEF LIST OF TOPIC SUGGESTIONS:
Mahatma Ghandi George Carlin
Martin Luther King, Jr. John Cassavetes
Eminem Yves St. Laurent
Georgia O’Keefe Abby Hoffman
Galileo Galilei John Lennon
Emma Goldman David Mamet
Janis Joplin Jim Morrison
Johnny Cash Ralph Nader
Steve Jobs Joan of Arc
Nelson Mandela Che Guevara
Karl Marx Bill Gates
Dr. Jack Kevorkian James Dean
Quentin Crisp Henry David Thoreau
Ayn Rand Elvis Presley
Carl Jung
Carl Sagan
Alexandr Solzhenitsyn
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English 20, C. Fraga-------------------Examples of Transitional Words & Phrases

Illustration
Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.

Contrast
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.

Addition
And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.

Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.

Space
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Concession
Although, at any rate, at least, still, though, even though, granted that, while it may be true, in spite of, of course.

Similarity or Comparison
Similarly, likewise, in like fashion, in like manner, analogous to.

Emphasis
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.

Details
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.

Examples
For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.

Consequence or Result
So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.

Summary
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.

Suggestion
For this purpose, to this end, with this in mind, with this purpose in mind, therefore.

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PACKET #2 ASSIGNMENT:

As your syllabus indicates, Packet 2 is due to be completed by Monday, Feb. 13th FOR ALL THREE SECTIONS.

THE PACKET CONSISTS OF TWO ITEMS--

The first required reading is actually an audio--a 4 minute and 50 second interview that was recorded on National Public Radio in June of 2010.

1.) "Tackling America's Drug Addiction"
http://www.npr.org/templates/story/story.php?storyId=127937271


2.) "Confessions of a Mom (and a Former Teen Pothead)
http://www.npr.org/blogs/tellmemore/2010/10/19/130677774/confessions-from-a-mom-and-former-teen-pot-head
WO ITEMS--








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Here are two very reputable sites online to locate MLA documentation guidelines:

Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/resource/747/01/

EasyBib
http://www.easybib.com/

Hope this is helpful!

Thursday afternoon, February 2, 2012

Greetings and Happy Groundhog Day...:)

Below you will find the two items that comprise Packet #1. One is an essay and one is a video.
Obviously, it is best to have the essay in hand on the day it is due. You may want to take notes while you view the video.

For Section 15, these are due to be completed by Monday, February 6th.
For Sections 1 and 6, these are due to be completed by Wednesday, February 8th.

REMINDER: Section 15, bring your Handbook to class on Wednesday, the 8th.
REMINDER: Sections 1 & 6, bring your Handbook to class on Friday, February 10th.

PACKET #1:

"Sweet land of...Conformity?"
By Claude Fischer
http://www.boston.com/bostonglobe/ideas/articles/2010/06/06/sweet_land_of_conformity/

AND....

"A. J. Jacobs' Year of Living Biblically"
http://www.ted.com/talks/lang/en/a_j_jacobs_year_of_living_biblically.html

(Have a wonderful weekend, be safe. Sections 1 and 6, see you tomorrow.)