Sunday, September 29, 2013

Week 07





Week 07
Tu 10.01

  • Read: HARM—p. 39 – 90
  • Class: Guest speaker—TBA
Th 10.03
  • Read: HARM—p. 90 – 162
  • Class: Lecture—“The Sea on Film: Titanic, Jaws, Master and Commander: The Far Side of the World, and others”
  • Due: EXPOSITORY ESSAY (ANNOTATED—INSTRUCTIONS TO BE GIVEN IN CLASS PRIOR TO DUE DATE)
Upcoming:

Week 08
Tu 10.08
  • Read: HARM—p. 163 – 208
  • Class: AUTOBIOGRAPHICAL ESSAY
Th 10.10
  • Read: HARM—p. 209 – 288
  • Class: Reading discussion; Multimedia presentations
Due by Tu 10.1:
LEARNINGCURVE GRAMMAR EXERCISES 1 & 2:
  • ACTIVE AND PASSIVE VOICE
  • COMMA SPLICES AND FUSED (RUN-ON) SENTENCES
  • PARALLELISM
  • FRAGMENTS
  • PRONOUNS
  • SUBJECT-VERB AGREEMENT 

Thursday, September 26, 2013

Expository Essay: In the Heart of the Sea

Nathaniel Philbrick's In the Heart of the Sea: The Tragedy of the Whaleship Essex tells the harrowing story of Nantucket whalers set adrift in the Pacific Ocean after their ship was sunk by a sperm whale. While lost at sea, the men eventually turn to cannibalism in order to survive. In a concise essay, illustrate the chain of events that led the whalers to consume their fellow crewmen, including the extreme physical conditions under which humans begin to consider such an act. Additionally, what were the long-term effects on the survivors of the tragedy? For example, what were the social implications of cannibalism in the 19th century?

Requirements:

  • MLA format, including parenthetical citation
  • 3-page minimum 
  • Include a works cited page 

The best papers will:
  • Stay within the parameters of the prompt
  • Have a concise thesis
  • Clearly support their thesis with solid evidence and a logical structure
  • Properly cite evidence using MLA's paranthetical citation method
  • Conclude with a summation of your points
  • Be in proper MLA Style

Due: Th 10.03

Sunday, September 22, 2013

Week 06


















Week 06
Tu 9.24
  • Class: Reading discussion; Multimedia presentations; Watch—Moby Dick: The True Story (2002)
  • Due: REFLECTION 03; INFOGRAPHIC (FINAL DRAFT, ATTACH DRAFT 1 TO BACK)
Th 9.26
  • Read: HARM—p. xv – 38
  • Class: Reading discussion; Multimedia presentations

Upcoming:

Week 07
Tu 10.01
  • Read: HARM—p. 39 – 90
  • Class: Guest speaker—TBA
Th 10.03
  • Read: HARM—p. 90 – 162
  • Class: Lecture—“The Sea on Film: Titanic, Jaws, Master and Commander: The Far Side of the World, and others”
  • Due: EXPOSITORY ESSAY (ANNOTATED—INSTRUCTIONS TO BE GIVEN IN CLASS PRIOR TO DUE DATE)

Due by Tu 10.1:
LEARNINGCURVE GRAMMAR EXERCISES 1 & 2:
  • ACTIVE AND PASSIVE VOICE
  • COMMA SPLICES AND FUSED (RUN-ON) SENTENCES
  • PARALLELISM
  • FRAGMENTS
  • PRONOUNS
  • SUBJECT-VERB AGREEMENT

Thursday, September 19, 2013

Reflection 03: A Sea of Tranquility—The Ocean and Spirituality

For centuries, people have assigned spiritual properties to the oceans. In addition to a plethora of ocean-related deities, many cultures and faiths have celebrated the sea as a place of renewal. Today, people still view the beach as a source of spiritual enrichment. From meditation to weddings to the disposal of ashes at sea, the ocean continues to bring humans as sense of serenity. In fact, the simple act of viewing an ocean sunset is as inspirational as ever for people. Do you believe the ocean contains spiritual properties? Has the ocean ever inspired you in any way?

Include at least two of the following in your discussion:

Required:
  • MLA Style
  • Must be exactly two-full pages in length
  • Include a Works Cited page

Due: Th 9.26

Monday, September 16, 2013

Infographic: The Climate Change Debate Today














To some, that we are in 2013 and still debating the very existence of climate change is ludicrous—and dangerous. Others are only too happy to cast doubt on what they perceive to be a deliberate (and expensive) hoax. And for a large swath of the American public, climate change often illicitness a collective “meh.” For a variety of reasons, Americans generally believe they have more pressing needs than melting polar ice caps. For this assignment, you will create an infographic illustrating the climate change debate in America today. This snapshot should give your viewer—whom you should assume has no prior knowledge of the issue—a clear idea about the current state of the debate in America. Just as in traditional essays, you will require a central argument (thesis) to guide your design.

To populate your graphic, draw from at least ten of the following sources:
  • “Why on Earth Do We Listen to Those Who Cry Wolf?” (OnEarth)
  • "Why a Watermelon Tells You What's Wrong with the Climate Debate" (Guardian)
  • “How Green are Millennials?” (NewGeography)
  • “Why Republicans Doubt Global Warming” (The Week)
  • “We Are All Climate Change Deniers” (Time)
  • “Global Warming & Climate Change Myths” (SkepticalScience)
  • "Christianity and Climate Change: The Relationship between God and Green" (Guardian)
  • “Climate Change: Key Data Points from Pew Research” (Pew Research Center)
  • “News Agencies Begin Ignoring Climate Change, Because America Doesn't Care” (PolicyMic)
  • “Climate Change: 'Hoax' or Crime of the Century?” (Forbes)
  • “Al Gore: Climate of Denial” (Rolling Stone)
  • “Climate Change: How Do We Know?” (NASA)
  • “Peer-Reviewed Survey Finds Majority of Scientists Skeptical of Global Warming Crisis” (Forbes)
  • “Winter 2013 Freezes Growth of American Acceptance of Global Warming” (Brookings Institute)
  • “Poll: Majority of Republicans Believe Global Warming a Hoax” (The Hill)
  • “No Need to Panic about Global Warming” (Wall Street Journal

All sources are located in the eR.

To create your infographic, you may utilize any one of the following programs:

Requirements:
  • Ten sources minimum
  • Include a works cited page

A well-executed infographic will:
  • Have a title that articulates the goal of the assignment
  • Have a concise controlling argument outlining the current climate change debate
  • Visually translate perspectives and facts in a clear and enlightening manner
  • Stay within the parameters of the climate change debate

Due: DRAFT 1—TH 09.19 (BRING THREE COPIES); FINAL DRAFT—TU 09.24 (ATTACH DRAFT 1 TO BACK)*

*For up to five points extra credit: Please attach a one paragraph summary of your experience completing this assignment. Have you ever done anything like this before? What were the most challenging parts? What were the least challenging aspects? What changes would you recommend for me in the future? What should stay the same? Finally, which program worked best for you?

Sunday, September 15, 2013

Week 05








Week 05
Tu 9.17
  • Read: HEART—p. 123 – 150; eR—“Why on Earth Do We Listen to Those Who Cry Wolf?” (OnEarth), "Why a Watermelon Tells You What's Wrong with the Climate Debate" (Guardian), “How Green are Millennials?” (NewGeography), “Why Republicans Doubt Global Warming” (The Week), “We Are All Climate Change Deniers” (Time), “Global Warming & Climate Change Myths” (SkepticalScience), "Christianity and Climate Change: The Relationship Between God and Green" (Guardian)
  • Class: Reading discussion; Multimedia presentations
Th 9.19
  • Read: HEART—p. 151 – 238
  • Class: Watch—American Experience: Into the Deep—America, Whaling & the World (2010) 
  • Due: INFOGRAPHIC (DRAFT 1, BRING THREE COPIES) 

Upcoming:

Week 06
Tu 9.24
  • Class: Reading discussion; Multimedia presentations; Watch—Moby Dick: The True Story (2002)
  • Due: REFLECTION 03; INFOGRAPHIC (FINAL DRAFT, ATTACH DRAFT 1 TO BACK)
Th 9.26
  • Read: HARM—p. xv – 38
  • Class: Reading discussion; Multimedia presentations
  • Due: EXPOSITORY ESSAY (ANNOTATED—INSTRUCTIONS TO BE GIVEN IN CLASS PRIOR TO DUE DATE)
****
Due by Tu 10.1:
LEARNINGCURVE GRAMMAR EXERCISES 1 & 2:
  • ACTIVE AND PASSIVE VOICE
  • COMMA SPLICES AND FUSED (RUN-ON) SENTENCES
  • PARALLELISM
  • FRAGMENTS
  • PRONOUNS
  • SUBJECT-VERB AGREEMENT 

Sunday, September 8, 2013

Week 04














Week 04
Tu 9.10
  • Read: HEART—Preface-p. 43 – 76; eR—“Climate Change: Key Data Points from Pew Research” (Pew Research Center), “News Agencies Begin Ignoring Climate Change, Because America Doesn't Care” (PolicyMic), “Climate Change: 'Hoax' or Crime of the Century?” (Forbes), “Al Gore: Climate of Denial” (Rolling Stone), “Climate Change: How Do We Know?” (NASA)
  • Class: Watch: “Two Days Before the Day After Tomorrow” from South Park (2005) and “Brian Skerry: The Ocean's Glory—and Horror” (TED Talks); Lecture—“MLA Style: An Introduction”
Th 9.12
  • Read: HEART—p. 77 – 122; eR—“Peer-Reviewed Survey Finds Majority of Scientists Skeptical of Global Warming Crisis” (Forbes), “Winter 2013 Freezes Growth of American Acceptance of Global Warming” (Brookings Institute), “Poll: Majority of Republicans Believe Global Warming a Hoax” (The Hill), “No Need to Panic about Global Warming” (Wall Street Journal
  • Class: COMPARATIVE ANALYSIS ESSAY
  • Due: REFLECTION 02

Week 05
Tu 9.17
  • Read: HEART—p. 123 – 150; eR—““Why on Earth Do We Listen to Those Who Cry Wolf?” (OnEarth), “The Climate Crisis Hoax” (Forbes), “How Green are Millennials?” (NewGeography), “Why Republicans Doubt Global Warming” (The Week), “We Are All Climate Change Deniers” (Time), “Global Warming & Climate Change Myths” (SkepticalScience)
  • Class: Reading discussion; Multimedia presentations
Th 9.19
  • Read: HEART—p. 151 – 238
  • Class: Watch—American Experience: Into the Deep—America, Whaling & the World (2010) 
  • Due: INFOGRAPHIC (DRAFT 1, BRING THREE COPIES) 
****
Due by Tu 10.1:
LEARNINGCURVE GRAMMAR EXERCISES 1 & 2:
  • ACTIVE AND PASSIVE VOICE
  • COMMA SPLICES AND FUSED (RUN-ON) SENTENCES
  • PARALLELISM
  • FRAGMENTS
  • PRONOUNS
  • SUBJECT-VERB AGREEMENT

Friday, September 6, 2013

Comparaive Analysis Essay: Prep











Next week, you will write a comparative analysis in class. In it, you will compare and contrast 2004's Indonesian Tsunami and 2005's Hurricane Katrina. For the tsunami, the basis of your analysis will be Sonali Deraniyagala's Wave. For the hurricane, you will be responsible for bringing in three outside sources. Those sources can be anything you like (e.g. articles, essays, graphs). However, consider which sources would be most useful in a comparison with Wave. For example, a combination of personal accounts and factual information might be best suited for this analysis. 

Please bring hard copies of your sources to class next Thursday. 

Tuesday, September 3, 2013

Reflection 02: A Fish to Fry—Seafood and You



Seafood is often a love-it-or-leave-it endeavor for people. While some will eat anything (and everything) from the sea, others are pickier (e.g. "I love shellfish, but not fish"). Even its health benefits aren't always enough to sway some people. In fact, if you're not a fan of seafood, the smell alone can be difficult to get past. But for seafood lovers, the aroma of a grilled fish, for example, can instantly trigger pangs of hunger. What do you like or dislike about seafood? Are you open to tasting different types? Do you get excited at the thought of a steaming bowl of cioppino or a broiled swordfish steak? Or do those thoughts trigger your gag reflex? Finally, in your experience, what is the most challenging seafood to embrace? Sardines? Caviar? Squid? Oysters? Sashimi?

Include at least two of the following in your discussion:

Required:
  • MLA Style
  • Must be exactly two-full pages in length
  • Include a Works Cited page

Due: Th 9.12

Sunday, September 1, 2013

Week 03




























Week 03
Tu 9.3
  • Read: WAVE—p. 116 – 189
  • Class: Reading discussion; Lecture—“Writing as a Process”
  • Due: LEARNINGCURVE GRAMMAR EXERCISES 1: ACTIVE AND PASSIVE VOICE, COMMA SPLICES AND FUSED (RUN-ON) SENTENCES, PARALLELISM [POSTPONED]
Th 9.5
  • Read: WAVE—p. 192 – 244; eR—“Infographics: Separating the Great from the Mediocre” (The Next Web), “What makes a Great Infographic?” (DashBurst), “70 Best Infographics on the Web” (Creative Bloq), “You Suck at Infographics” (Wired)
  • Class: Lecture—“Citing Sources in MLA 101;” Watch—When the Levees Broke: A Requiem in Four Acts (2006)
  • Due: LEARNINGCURVE GRAMMAR EXERCISES 2: FRAGMENTS, PRONOUNS, SUBJECT-VERB AGREEMENT [POSTPONED]