1. Which Harlem riot will you write about for the second essay and why?
2. Go to recent Tweets written by your classmates. 'Favorite' at least two you found interesting for any reason. Find one Tweet and 'reply' to it as if you were asking a follow-up question to them during class discussion.
Wednesday, April 29, 2015
Class Agenda 4.29
1. Paraphrase, Summarize; citations; structure
2. Essay Assignment Two; explanation and free writing
3. 1964 Harlem Riot
2. Essay Assignment Two; explanation and free writing
3. 1964 Harlem Riot
Monday, April 27, 2015
1. do you understand the comments and grade? do you have questions or concerns?
2. what was most difficult? how did you overcome it, or did you get stuck?
3. would you do anything differently?
4. what writing skills do you think we need to work on?
5. did the rules of the assignment help or hurt your performance? would you want rules like that again?
6. do you plan to revise?
2. what was most difficult? how did you overcome it, or did you get stuck?
3. would you do anything differently?
4. what writing skills do you think we need to work on?
5. did the rules of the assignment help or hurt your performance? would you want rules like that again?
6. do you plan to revise?
Reflection Note
Reflection on your writing process: Letter to the professor. Answer the following questions in a brief
letter to the professor. 1. Overall, do you understand grade and comments? Do you have questions or concerns? 2. What is the
most difficult part of the assignment for you? How did you overcome it? 3. Looking back at this point, what would you do differently next
time? 4. What writing skills or techniques do you think we need to work
on most as a class going forward? 5. Did the rules for the assignment and structure help your writing, or did it pose an obstacle for you? Would you want similar rules, or less rules, going forward? 6. Do you plan to revise?
Friday, April 24, 2015
Board Notes: Destruction of Gotham, Spring 2015 and Fall 2014
The first four pictures here are from our class. The next four are from our last class. Perhaps the most helpful slide is the sixth, in brown ink, with references to key pages. In class, we discussed page 174 and the surrounding pages at length.
Wednesday, April 22, 2015
Twitter Assignment #5
1. What are the connections between the Red Scare and the lynchings and race riots we read about and discussed this week?
2. What are the connections, or relationships, between the 1935 Harlem riot and the 1917 East St. Louis riot?
2. What are the connections, or relationships, between the 1935 Harlem riot and the 1917 East St. Louis riot?
Readings for Monday 4.27
See the links at right with 1943. Please read and print the "Must Read." If you can read or skim the rest, do so. If you can read and also print all but the "suggested" one, do so.
If you're interested in some basic knowledge about the riot, click on the links below:
NYCdata
8 Facts You May Not Know
US Prison Culture
If you're interested in some basic knowledge about the riot, click on the links below:
NYCdata
8 Facts You May Not Know
US Prison Culture
Updated Course Schedule
Below and see syllabus at right.
Updated
Course Schedule, ENN 195
M. 4.27: The 1943
Harlem Riot: Double Victory Campaign
Reading: See
Website
Video: from The
War: Segregation, Its Impact
Video: from The
War: African-American Troop Training
W 4.29: 1964 Harlem Riot
Reading: See Website
M 5.4: The Fire
Next Time
Reading: Baldwin (1-43)
W 5.6: The Fire Next Time
Reading: Baldwin (43-82)
M 5.11: The Fire Next Time
Reading: Baldwin (82-106)
Essay Assignment
Two Peer Review
Module Six: The Fires of Civil Rights
W 5.13: Little Scarlet
Reading: Mosley (1-49)
M 5.18: Mosley (50-148)
W 5.20: Little Scarlet
Mosley (148-205)
Essay Two DUE
M 5.25: No Class
W 5.27: Little Scarlet
Mosley (205-306)
M 6.1: Preparation for Final Exam:
Reading Mosley through Baldwin
W 6.3 Final Exam
Monday, April 20, 2015
Reading for Wednesday
Please see the following links for class, in addition to the link on the right-hand side of the blog. The text linked on the right is a 'primary source.'
Harlem Riot of 1935
"The First American Race Riot"
Harlem Riot of 1935
"The First American Race Riot"
Extra Credit Event and Assignment
The following event is an extra credit event. If you attend the event
and write up a connection between something you saw at the event and a
theme from class discussion, you will receive extra credit. I'm looking
for one page, double-spaced, well-organized response, with a 'thesis' in
the first sentence and "evidence" coming in the form of content
from the event itself and from a class discussion and/or text. If this
is done, I will award two points to the final course grade.
The Black Lives Matter Summit is fast approaching on May 8th. The Committee has assembled an incredible group of speakers, panelists and presenters for this historic day!!
The Panels will include:
Black Minds Matter: Education
The 'Hood Matters: Police Brutality
Who I Am Matters: Race, Violence and Mass Incarceration
Health Matters: Health and Wellness
We would LOVE it if some Professors would bring their classes to the summit. Please register via the Eventbrite link below and PLEASE HURRY - WE HAVE OVER 100 SLOTS FILLED ALREADY FROM PEOPLE ALL OVER THE CITY, and the remaining slots are filling up quickly!!
https://www.eventbrite.com/e/the-black-lives-matter-summit-tickets-16347163807
Once again, I thank all of you who have sent words of encouragement, registered early, and those who have been supportive of this incredible event
The Black Lives Matter Summit Committee:
Jeffrey "Kazembe" Batts
Padmini Biswas
Dr. Fay Maureen Butler
Darren Ferguson
Dr. Jason Hendrickson
Dr. Kevin Jordan
Dr. Allia Matta
Karen McKeon
Brian Miller
Deborah Nibot
Rosslyn Peiters
Shayla Pruitt
Dr. Joan Schwartz
Christendath Singh
The Black Lives Matter Summit is fast approaching on May 8th. The Committee has assembled an incredible group of speakers, panelists and presenters for this historic day!!
The Panels will include:
Black Minds Matter: Education
The 'Hood Matters: Police Brutality
Who I Am Matters: Race, Violence and Mass Incarceration
Health Matters: Health and Wellness
We would LOVE it if some Professors would bring their classes to the summit. Please register via the Eventbrite link below and PLEASE HURRY - WE HAVE OVER 100 SLOTS FILLED ALREADY FROM PEOPLE ALL OVER THE CITY, and the remaining slots are filling up quickly!!
https://www.eventbrite.com/e/the-black-lives-matter-summit-tickets-16347163807
Once again, I thank all of you who have sent words of encouragement, registered early, and those who have been supportive of this incredible event
The Black Lives Matter Summit Committee:
Jeffrey "Kazembe" Batts
Padmini Biswas
Dr. Fay Maureen Butler
Darren Ferguson
Dr. Jason Hendrickson
Dr. Kevin Jordan
Dr. Allia Matta
Karen McKeon
Brian Miller
Deborah Nibot
Rosslyn Peiters
Shayla Pruitt
Dr. Joan Schwartz
Christendath Singh
Class Agenda 4.20
1. 100 Years of Lynching
Ida B. Wells and Ida B. Wells
2. Riots, U.S.A: East St. Louis, 1917
East St. Louis
3. Backlash: Chicago, 1919
Chicago, 1919
4. Red Scare
See Syllabus links
5. Tulsa
Tulsa
Ida B. Wells and Ida B. Wells
2. Riots, U.S.A: East St. Louis, 1917
East St. Louis
3. Backlash: Chicago, 1919
Chicago, 1919
4. Red Scare
See Syllabus links
5. Tulsa
Tulsa
Wednesday, April 15, 2015
Twitter Assignment #4
1. Tweet about the theme from the novel The Destruction of Gotham you'd most like to take up in a paper.
2. Identify a passage from the novel and quote the word or phrase you believe matters to understanding that passage, and, by extension, the theme you chose from the novel.
2. Identify a passage from the novel and quote the word or phrase you believe matters to understanding that passage, and, by extension, the theme you chose from the novel.
We'll view films for today in class
You only need to read the readings posted. If you only get to the first two that's ok.
Monday, April 13, 2015
Class Agenda 4.13
1. Quiz: How does the conclusion of the novel connect with our course discussions so far this semester? What insights does the novel have for our study about urban violence and the cultural and economic conditions for riots? At bottom, what are the factors that create the riot in the text? As readers of the novel, how are we supposed to feel about the characters and their relation to the riot?
2. In-text citation and quotation strategies. Close-reading and paragraphs.
3. Group work: Return to the working groups we formed in previous classes. Add in the relevant plot events from the conclusion of the text. Select one major passage from the text you find revealing.
4. Let's talk about the novel!
2. In-text citation and quotation strategies. Close-reading and paragraphs.
3. Group work: Return to the working groups we formed in previous classes. Add in the relevant plot events from the conclusion of the text. Select one major passage from the text you find revealing.
4. Let's talk about the novel!
Wednesday, April 1, 2015
Grading Grid Assignment One
Grading Grid:
Name:
1-10 scale
10 – exceptional execution; 9 – excellent
execution; 8 –slightly above average; 7 –
slightly below average; 6 – below average; 5 –
significant development needed; 1 – minimal or no
response
1. Thesis: A. Contains a central assertion that
places a central idea at the forefront of the essay; B. thesis statements responds to assignment (about 4-5 sentences); C. thesis statement answers the main question(s) posed by the
assignment (20%)
1 5 6 7 8 9 10
2. Structure: A. Essay organized around topic
sentence claims that echo and extend ideas from thesis; B. each
paragraph introduces and provides context for sources; C. essay uses summary
and paraphrase to explain main ideas from reading (20%)
1 5 6 7 8 9 10
3. Evidence: A. Essay places direct quotes into
each body paragraph; B. cites those quotes correctly according to MLA; C. essay
explains direct quotations; D. essay paraphrases and explains direct quotations; E. Evidence is relevant to the claim presented; F. essay contains a bibliography (30%)
1 5 6 7 8 9 10
4. Critical
Thinking: A. Essay
interprets language from the direct quotations in original ways(that go beyond class discussion if quoted passage was discussed in class); B. essay
connects main ideas to other texts or moments in text; C. essay utilizes
keywords and defines them; D. essay offers original perspectives and argument
(20%)
1 5 6 7 8 9 10
Polish: A. Essay fulfills criteria of
assignment with excellence; B. sentences reflect revised prose style; C.
grammar or typos never interfere with meaning; D. style exceeds minimal
requirements; E. paper pushes boundaries of originality and dedication (10%)
1 5 6 7 8 9 10
Peer Review:
Grade:
Comments:
Class Agenda 4.1
1. Quiz: Based on recent events in the novel, what do you think the novel is about now? Would you change your previous answer in the last quiz?
Last Quiz: 20 people handed in the quiz; 17 had completed all or most of the reading (85% of those present, 70% of those in course); 3 were behind in reading but had begun (15%); 4 people didn't take the quiz for whatever reason (16%). Those are pretty good numbers. If this holds for next quiz, I will reduce the overall number of quizzes for class for the next three weeks. Then I'll re-evaluate class discussion, performance, and participation.
2. Peer Review. See Directions.
3. Reading Groups. Review your contributions to the class based on questions from the last class.
Class goals have been updated.
a. Name the top eight plot events in the novel up to page 152.
b. Establish who is and is not a 'sympathetic' character (who are we supposed to identify with? What are we supposed to feel toward the main characters? Why?).
c. Identify one passage (with page number) that is about "the urban" experience in New York, and/or life in New York, at the time the novel was written.
d. Identify two passages (with page number) that you believe offers insight into the overall 'meaning' of the novel.
4. Explain what you believe 'the novel is actually about.'
Last Quiz: 20 people handed in the quiz; 17 had completed all or most of the reading (85% of those present, 70% of those in course); 3 were behind in reading but had begun (15%); 4 people didn't take the quiz for whatever reason (16%). Those are pretty good numbers. If this holds for next quiz, I will reduce the overall number of quizzes for class for the next three weeks. Then I'll re-evaluate class discussion, performance, and participation.
2. Peer Review. See Directions.
3. Reading Groups. Review your contributions to the class based on questions from the last class.
Class goals have been updated.
a. Name the top eight plot events in the novel up to page 152.
b. Establish who is and is not a 'sympathetic' character (who are we supposed to identify with? What are we supposed to feel toward the main characters? Why?).
c. Identify one passage (with page number) that is about "the urban" experience in New York, and/or life in New York, at the time the novel was written.
d. Identify two passages (with page number) that you believe offers insight into the overall 'meaning' of the novel.
4. Explain what you believe 'the novel is actually about.'
Peer Review Guidelines
Peer Review Guidelines
1. Move into your PR groups. Determine what paper will be read and discussed in what order. Budget 15 minutes per person and no more.
2. The readers all read the paper.
3. Give written feedback that offers specific praise and criticism based on whether or not the essay meets the assignment.
4. Put your name on this feedback and give it to the writer.
5. Keep your written feedback and staple it to your final draft.
Writing Feedback Directions
1.
Open with a general statement about the essay's relationship to the
assignment. Be clear about which parts fulfill the assignment and which
parts need improvement. When you make a specific, concrete suggestion
for improvement, try couching it in a qualifier: "You might try..." or
"Why don't you add..." or "Another way of writing the lead might be..."
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
Attach written suggestions from your peers to your final drafts for full peer review credit.
Is this scholarship for you?
The Luce Heritage Language Scholarship is recruiting for the 2015-2016 academic year and we would love to get your recommendations for potential candidates. All majors are welcome!
At LaGuardia, the global is local: our students' diversity is their greatest asset. The Luce Heritage Language Scholars Program is a co-curricular program for LaGuardia's heritage language speakers-- students who are to some degree bilingual. The program nurtures a global perspective that strengthens students' confidence in their sense of identity while giving them tools to analyze and contribute meaningfully to an interdependent world. With the support of The Henry Luce Foundation, our program taps the potential of students by building upon their inherent linguistic abilities and cultural understanding.
Some of the benefits of the program include:
-A monthly stipend
-Individualized advising and mentoring
-Learning to communicate in English and the heritage language at a professional level
-Improving cultural awareness by attending plays, dance and musical performances, ethnic holiday celebrations, and dining out events
-Transfer guidance
-Professional skills development
-Summer internship either abroad or in the U.S
-Bilingual conversation partners
-Networking with business leaders, non-profit professionals, LaGuardia alumni and cultural experts
Eligible candidates:
-Are enrolled full-time at LaGuardia
-Are a heritage language speaker (to some degree bilingual)
-Have a 3.0 GPA or higher
-Can commit to 12 months with the program
To apply, please direct students to our website:http://laguardia.edu/Luce-ApplyNow/
Thank you for your help!
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