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English 202<br />February 3rd, 2010<br />
announcements<br />International Movie Month(Bonus Points)<br />Email me to give the name of the movie you will see.<br />...
agenda<br />Exploring our reading habits.<br />What arguments do the texts make?<br />Critical reading vs. analytic readin...
Discussion Questions about reading practices<br />Where do you do your readings?<br />When do you do most of your readings...
Reading Academic Texts:Active reading with annotated texts<br />The following is a list of some techniques that you can us...
Critical and Strategic Reading<br />Critical reading is NOT a skill. It is a learnt practice.<br />Mastering the critical ...
Active reading by asking questions<br />Where did the argument come from?<br />What does the argument say?<br />Can I trus...
TEXT # 1<br />
Text #2<br />
Text # 3 and # 4<br />http://www.cnn.com/?refresh=1<br />http://www.worldchanging.com/<br />
DISCUSSION QUESTIONS<br />See two texts (visual and written) and answer these questions:<br />HOW DO YOU READ THESE TEXTS?...
Reading and Writing connection<br />Fitting together reading: See the questions in PG. 64. <br />Analytic reading: See the...
Working with your reading <br />Think about what kinds of things you normally read.<br />Choose a type of reading that is ...
CHAPTER 2: Reflective writing<br /> Take 10 minutes to do some reflective writing. Here are some guiding questions: What d...
	Focal points of chapter 2<br />Word of mouth<br />Connectors, Mavens, and Salesmen-- play in social epidemics<br /> Conne...
How does an idea travel though a population?<br />Explain these three terms: Connectors, mavens, and salesman. What featur...
Assignments<br />Read Tipping Point Chapter # 3<br />Bring two sources related to your social action research. We will wor...
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English 202 Feb 3rd 2010

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  • TO BE A SELF AWARE READER..EXPERIENCED READERS OFEN DON’T BEGIN BY READIBNG A GIVEN TEXT BEGINNING TO END OR IN ORDER OF THE OAFGE NUMBERSSCHOKLARS E.G READ THE INTRODUCTION…YOU HAVE THE POWER TO SKIP…GET A GENERAL SENSE OF THE ARTICLE…
  • TO BE A SELF AWARE READER..EXPERIENCED READERS OFEN DON’T BEGIN BY READIBNG A GIVEN TEXT BEGINNING TO END OR IN ORDER OF THE OAFGE NUMBERSSCHOKLARS E.G READ THE INTRODUCTION…YOU HAVE THE POWER TO SKIP…GET A GENERAL SENSE OF THE ARTICLE…
  • HOW DO YOU READ THESE TEXTS??WHAT ARE THE CLAIMS AND ARGUMENTS MADE BY THESE TEXTS?WHO ARE THESE TEXTS WRITTEN FOR?
  • What is is about a text that makes it difficult to read.
  • Transcript of "English 202 Feb 3rd 2010"

    1. 1. English 202<br />February 3rd, 2010<br />
    2. 2. announcements<br />International Movie Month(Bonus Points)<br />Email me to give the name of the movie you will see.<br />Write a Movie Review on your blogs. What was the movie about (genre, content, context, the country of origin)? What struck you most in this movie?<br />Remember the Undergrad English proposal due date is approaching (Febr. 5th )<br />Guest: Dr. Laurel Black is visiting our class next Monday (February 10th) <br />If you’re still in search of social action research questions for your finals, contact me or Bee by next Monday and we will arrange a meeting to talk about your social action research projects.<br />
    3. 3. agenda<br />Exploring our reading habits.<br />What arguments do the texts make?<br />Critical reading vs. analytic reading<br />In-class Blogging: Reflective writing on Chapter 2<br />Tipping Point Class Discussion Chapter 2: Presentation/Class Discussion by Narong and Soukiev<br />Assignments<br />
    4. 4. Discussion Questions about reading practices<br />Where do you do your readings?<br />When do you do most of your readings?<br />Do you annotate the text?<br />Do you try to get an overview before plowing right in?<br />
    5. 5. Reading Academic Texts:Active reading with annotated texts<br />The following is a list of some techniques that you can use to annotate text:<br />Underline important terms.<br />Circle definitions and meanings.<br />Write key words and definitions in the margin.<br />Signal where important information can be found with key words or symbols in the margin.<br />Write short summaries in the margin at the end of sub-units.<br />Write the questions in the margin next to the section where the answer is found.<br />Indicate steps in a process by using numbers in the margin.<br />
    6. 6. Critical and Strategic Reading<br />Critical reading is NOT a skill. It is a learnt practice.<br />Mastering the critical reading skills require some time. Be patient with yourself and take writing/reading intensive courses like this one! <br />Remember that different texts require different reading. Each text has different audience and social purpose.<br />Annotating text while reading helps.<br />http://www.bucks.edu/~specpop/annotate-ex.htm<br />
    7. 7. Active reading by asking questions<br />Where did the argument come from?<br />What does the argument say?<br />Can I trust the author? Who is the author?<br />How does the argument work?<br />
    8. 8. TEXT # 1<br />
    9. 9. Text #2<br />
    10. 10. Text # 3 and # 4<br />http://www.cnn.com/?refresh=1<br />http://www.worldchanging.com/<br />
    11. 11. DISCUSSION QUESTIONS<br />See two texts (visual and written) and answer these questions:<br />HOW DO YOU READ THESE TEXTS?<br />WHAT ARE THE CLAIMS AND ARGUMENTS MADE BY THESE TEXTS?<br />WHO ARE THESE TEXTS WRITTEN FOR?<br />
    12. 12. Reading and Writing connection<br />Fitting together reading: See the questions in PG. 64. <br />Analytic reading: See the questions in PG. 64. <br />
    13. 13. Working with your reading <br />Think about what kinds of things you normally read.<br />Choose a type of reading that is familiar to you. Think about a genre that you’re used to reading.<br />Think about the two chapters that you’ve been reading in Gladwell’s book. <br />Contrast between these two pieces of texts.<br />What differences do you see? What are some of the research writing features do you see in Gladwell’s writing?<br />
    14. 14. CHAPTER 2: Reflective writing<br /> Take 10 minutes to do some reflective writing. Here are some guiding questions: What does Malcolm talk about in Chapter 2? What was the most interesting argument he presented in this chapter? What type of data did he collect for his research writing (give examples)?<br />
    15. 15. Focal points of chapter 2<br />Word of mouth<br />Connectors, Mavens, and Salesmen-- play in social epidemics<br /> Connectors -- the kinds of people who know <br />Maven -- means one who accumulates knowledge and who has information on a lot of different products or prices or places. <br />Salesmen -- are the select group of people with the skills to persuade us when we are unconvinced of what we are hearing. Discuss what you think makes a good salesman? <br />
    16. 16. How does an idea travel though a population?<br />Explain these three terms: Connectors, mavens, and salesman. What features do these people have? <br />Explain six degrees of separation.<br />“Success of any kind of social epidemic is heavily dependent on the involvement of people with a particular and rare set of social gifts”<br />
    17. 17. Assignments<br />Read Tipping Point Chapter # 3<br />Bring two sources related to your social action research. We will work on ‘evaluation of your sources’<br />
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