1. Collect essays.

2. Have some students read their quizzes out loud. Rayvon, Jocelyn, Krystyna, Derek, Francely (two).

3. Professor identifies a key passage. 

4. Hear from the groups on key plots points, characters, and passages.

5. Begin discussion of texts we'll discuss today and Monday.

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.

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!

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.'

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!