Monday, September 29, 2014

Class Agenda 9.29

1. Quiz: What was the weirdest part about this reading, or the weirdest detail you remember?\


adjective, weirder, weirdest.
1.involving or suggesting the supernatural; unearthly or uncanny:
a weird sound; weird lights.
2. fantastic; bizarre:a weird getup.
3. Archaic. concerned with or controlling fate or destiny. 

2. 1877: Class Notes
341: Strikes and Scabs
347: "Shoot-down fellow citizens"
355: "domestic violence"
363-4: mob attack in Baltimore
376: mob loots train, Pittsburgh

3. Blog Roll


4. 1863 Draft Riots: the 'last' time NY collapsed before 1886: PBS

5. In-class writing: What are the 'big themes' (or big ideas) of the course so far? What have you learned about these themes from the course texts we're reading?

6. Groups: The professor will break you down into groups and you will look at a passage from the The Destruction of New York. We will practice our reading method and talk about what it means to read fiction.

Wednesday, September 24, 2014

Blog #3

For your third blog, react to a discussion or reading from class. Tell the class what you're reacting to, why you're reacting to it, and what ideas you're thinking about it. If you bring in terms or concepts from class, your other classes, or your own thinking, define them for your readers. At the end of your blog, leave us with at least two questions we could further ask about whatever it is you're reacting to - what more can we ask of the subject? What's next to know?

This blog is due BY Friday at 5pm (9.26)

The Destruction of New York (reading)


A link to the reading is on the right-hand side of this blog.

Students are assigned to read at least 50 pages of this novel for the next class. Students are strongly encourage to read as much of the novel as possible during this long week off.

Monday, September 22, 2014

Quiz 4

1. Have you studied 1877 before? Y/N

2. What is the most significant aspect of what you read?

Class Agenda 9.22

1. Quiz
2. Headley on Communism
3. Reacting to a passage: think, pair, share
4. The Grand Army of Starvation
5. Reacting to the video in writing
6. Blog Roll

Wednesday, September 17, 2014

Class Agenda 9.17: Blog Advice, Flour Riot, Entering 1877

NO QUIZ - there will be a quiz Monday. 

1. Blogging Advice: What should we consider as we write? Who is our audience? How should we begin? What do our readers need to know? What else?

2. Review of the Flour Riot: Briefly tracing out Headley's argumentative logic: does he contradict himself? What assumptions does he make?

3. Essay Assignment One: Review of Goal: For future reading: pay attention to: Tone, Arguments, Contradictions

4. Draft Riot: 1863: From PBS New York

4. Entering 1877: Rioters, Unions, and Communism: Key passages

Tuesday, September 16, 2014

Framing the Quote: Quote Sandwich

Some of you might find it useful to review the guidelines for college essays and sample templates: here is the link to helpful advice reader They Say / I Say.

And here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote. This is the kind of formulate you'll find useful for Essay Assignment #1. Some of you might want to experiment with this kind of structure for your future blogs. This sequence is not required for Blog #2; it should guide your first assignment, however.

1. topic sentence. Statement or re-statement of a supporting claim for the thesis.

2. Defining vocabulary from the topic sentence. Define the key terms you are using.

3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.

4. Brief summary of the major argument of the text.

5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.

6. The direct quote.

a. The signal phrase. She writes

b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.

c. The (citation).

7. The paraphrase of the direct quote

8. Critical Thinking

a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis

Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?

Rule for In-Text Citations

In-text citations
Author is quoted or paraphrased but not named in the text. (MLA Handbook, 6.2)
It may be true that "in the appreciation of medieval art the attitude of the observer is of primary importance . . ." (Robertson 136).

Author is quoted or paraphrased and is named in the text. (MLA Handbook, 6.3)
Sigmund Freud states that a "dream is a fulfillment of a wish" (154).

Smith developed the argument in his 1997 book (185-91).
According to some, dreams express "profound aspects of personality" (Foulkes 184), though others disagree.

According to Foulkes's study, dreams may express "profound aspects of personality" (184).
Is it possible that dreams may express "profound aspects of personality" (Foulkes 184)?

In-Text Citations for Print Sources with Known Author
Human beings have been described by Kenneth Burke as "symbol-using animals" (3). Human beings have been described as "symbol-using animals" (Burke 3).

Citing a Work by Multiple Authors

The authors state "Tighter gun control in the United States erodes Second Amendment rights" (Smith, Yang, and Moore 76).

Citing Indirect Sources

Ravitch argues that high schools are pressured to act as "social service centers, and they don't do that well" (qtd. in Weisman 259).

Citing Non-Print or Sources from the Internet

With more and more scholarly work being posted on the Internet, you may have to cite research you have completed in virtual environments. While many sources on the Internet should not be used for scholarly work (reference the OWL's Evaluating Sources of Information resource), some Web sources are perfectly acceptable for research. When creating in-text citations for electronic, film, or Internet sources, remember that your citation must reference the source in your Works Cited.
Sometimes writers are confused with how to craft parenthetical citations for electronic sources because of the absence of page numbers, but often, these sorts of entries do not require any sort of parenthetical citation at all. For electronic and Internet sources, follow the following guidelines:
  • Include in the text the first item that appears in the Work Cited entry that corresponds to the citation (e.g. author name, article name, website name, film name).
  • You do not need to give paragraph numbers or page numbers based on your Web browser’s print preview function.
  • Unless you must list the website name in the signal phrase in order to get the reader to the appropriate entry, do not include URLs in-text. Only provide partial URLs such as when the name of the site includes, for example, a domain name, like CNN.com or Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.
One online film critic stated that Fitzcarraldo is "...a beautiful and terrifying critique of obsession and colonialism" (Garcia, “Herzog: a Life”).

Page number unknown

As a 2005 study by Salary.com and America Online indicates, the Internet ranked as the top choice among employees for ways of wasting time on the job; it beat talking with co-workers—the second most popular method—by a margin of nearly two to one (Frauenheim).

Selection in an anthology

In “Love Is a Fallacy,” the narrator’s logical teachings disintegrate when Polly declares that she should date Petey because “[h]e’s got a raccoon coat” (Shulman 379).

Web site or other electronic source

Your in-text citation for an electronic source should follow the same guidelines as for other sources. If the source lacks page numbers but has numbered paragraphs, sections, or divisions, use those numbers with the appropriate abbreviation in your in-text citation: “par.,” “sec.,” “ch.,” “pt.,” and so on. Do not add such numbers if the source itself does not use them. In that case, simply give the author or title in your in-text citation.
Julian Hawthorne points out profound differences between his father and Ralph Waldo Emerson but concludes that, in their lives and their writing, “together they met the needs of nearly all that is worthy in human nature” (ch. 4).

When citing more than four lines of prose, use the following examples:
Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)

Note on Reading for Wednesday 9.17

The reading is at right (check for the date).

The syllabus asks you to read about half. That's correct. Find a nice stopping place before the halfway points, near it, or just after it. You'll finish the reading for next Monday.

Blog #2

For your second blog, react to a discussion or reading from class. Tell the class what you're reacting to, why you're reacting to it, and what ideas you're thinking about it. If you bring in terms or concepts from class, your other classes, or your own thinking, define them for your readers. At the end of your blog, leave us with at least two questions we could further ask about whatever it is you're reacting to - what more can we ask of the subject? What's next to know?

This blog is due BY Friday at 5pm (9.19)

Monday, September 15, 2014

Quiz 2

1. Based on the reading, what do you believe 'caused' the 1837 Flour Riot in New York? How would the rioters have defended their actions? How would the National Guard have defended their actions? What do you believe to be the overall 'moral' of this riot? If you were a member of the New York municipal government in 1837, would you do anything different to avoid hunger riots in the future?

Class Agenda 9.15

1. Quiz 2

2. Think Pair Share: Flour Riot. First, identify a passage from the text that you might 'close-read' as an important passage for discussion. Briefly write what you found interesting about. Then, share what you wrote with a partner from class. Take note of what they found. Finally, see if you can connect your two passages. Are they on the same theme? Did you react similarly to each? If they can't be connected, why not? [trade name and contact information]

3. Discussion: What is the tone of the writer? Is his argument consistent? Is there a gap between how he describes the rioters and how the rioters might describe themselves?

3. Connections: Flour Riot and 300 Years Hence

4. From 1837 to 1877 by way of 1863: The Draft Riots: excerpts from film by Ken Burns

5. Assignment #1: Questions?

ROOM CHANGE: C-243 New Room

ENN 195. 0962 on Mondays 1:00 - 3:15 pm


has been MOVED FROM BA-05 to C-243.

Thursday, September 11, 2014

Note on Monday's Reading

The actual title of the reading is "Chapter VII: Flour Riot of 1837." I  placed an electronic version on the course blog here on the right.

It is a chapter from Headley's book "The Great Riots of New York City."

Wednesday, September 10, 2014

Blog Assignment #1

The first task of your blog is to set up the blog and email me, the professor, the external link to it. I will then add it to the class blog.

Please see the instructions HERE and email me with confusions or difficulties.

Class Agenda 9.10

1. Quiz: How did you adjust to the tone and style of the short story we read for class? Have you ever read something before that sounded similar? What advice would you give to someone else who was having difficulty 'relating' to it?

Note: If you didn't do the reading, please explain why in a brief note. 

2. Class Discussion: What did some of us just write?

3. In-class writing: What, if anything, surprised us about the text we read? What were some of the details you noticed in your reading? What message, or what messages, do you think the author was communicating to readers?

4. Pair-Share: Share your responses with a partner. After you share your thoughts, select a passage (1-4 sentences) that you believe we should explore as a class, either because it was confusing, important, strange, or in some way notable. Before the conversation ends, be sure you've shared your name and email address with your partner.

5. Class Discussion: Surprises, details, messages, passages.

6. Looking ahead: Upcoming reading and assignments.

Tuesday, September 9, 2014

Reading for Wednesday 9.10

The reading for Wednesday 9.10 is at right, "300 Years Hence."

Bread Riots and The Birth of Modernity: The Women of the French Revolution


(Source)

Bread Prices and Political Instability


(Source)

The Grand Army of Starvation: Video

The Complete Video (We will watch this over the next few classes).

Mark Your Calendar! W 11/5 at 1pm: The Archives!

On W 11.5 we will meet in the LaGaurdia and Wagner Archives on the second floor of the E-building.

Sample 101 Structure

here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.

1. topic sentence. Statement or re-statement of a supporting claim for the thesis.

2. Defining vocabulary from the topic sentence. Define the key terms you are using.

3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.

4. Brief summary of the major argument of the text.

5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.

6. The direct quote.

a. The signal phraseShe writes

b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.

c. The (citation).

7. The paraphrase of the direct quote

8. Critical Thinking

a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis

Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?

Essay Assignment One: ENN 195

Assignment Goal: For this assignment students will create an argument that identifies what "morals," if any, the rioters share in the texts and videos we discuss until the assignment comes due, as well as what "morals," if any, are conveyed by the authorities present in those texts (by authorities, I refer to the persons and parties opposed to the rioters). In their argument and claims, students will discuss the significance of those morals.

Note: If students cannot detect any overlapping 'morals' among the rioters, they may consider what cluster of morals are evident in the texts/rioters separately, or they may focus on any common strategies the rioters employed as they rioted, and why those strategies are significant.

Assignment Description: Structurally, this assignment follows the standard ENG 101 thesis-driven essay form: an introduction and thesis backed up with supporting claims, textual evidence that's interpreted, and a conclusion. For more details about this structure, click HERE. Also, see the "They Say / I Say" text on the right-hand side of this page.

In terms of content, this assignment asks students to consider the riots they read and watch in class texts and consider both 'the moral economy of the crowd' (which we'll discuss more as the semester continues) and the 'moral authority' of those persons and parties opposing crowds, rioters, and protesters. Intellectually, our task is to see the perspectives of both rioters and authorities and to convey, in our own words, what they believed to be the larger ideas, or values, that justified their actions. In your conclusion, but only in your conclusion, you may venture to state what side, if any, you would take in the conflict or conflicts you've read and written about.

Please see the WIKI page for "moral economy," linked HERE, although I don't recommend you cite it directly in any future blog or essay. You may seek out the sources referenced in it, however, for this essay, although I will be providing in-class definitions and terms you may use as well.