202 March 9th
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1. The document outlines the agenda for an ENG 202 research writing class, including discussions on literature reviews, research methodologies, qualitative and quantitative data collection methods like interviews and surveys. 2. Guidance is provided on how to conduct effective interviews for research purposes, including generating relevant questions, selecting participants, preparation, and best practices. 3. An overview of Kenji Yoshino's book "Covering" is given, exploring the concept of "covering" one's identities to blend into the mainstream and discussing experiences with pressure to downplay marginalized traits.
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This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
Covering And Data Analysis
The document announces an event hosted by the IUP Student Chapter of the Pennsylvania Prison Society. On April 7, 2010, the event from 6:30 pm to 8:30 pm in Eberly Auditorium will feature local and regional members who work with the Innocence Project in Pennsylvania and New York. The event is part of the Understanding Crime and Justice Series.
Engl 202 Research Writing Feb 7th
This document summarizes the agenda and topics covered in an English 202 research writing class. It includes announcements about upcoming film screenings and an undergraduate conference. The class discusses Chapter 3 of Malcolm Gladwell's book The Tipping Point on the concept of stickiness factor. Students present on what makes a message memorable and examples. The class engages in guided writing and discussion questions about the chapter. They also discuss evaluating sources and the research process. The document provides guidance on developing research questions and strategies, evaluating sources, and considering audience when selecting sources. It previews assignments on the next chapter and an article on how Google may be impacting thinking.
Research Interviews
The document discusses different types of interviews and procedures for conducting interviews. It defines an interview as a meeting between two people to exchange information and ideas through questions and responses. There are several types of interviews, including structured interviews which have explicit research goals similar to a survey, and unstructured interviews which have an implicit research agenda and allow questions to emerge from the conversation. When conducting interviews, it is important to establish trust and make the interviewee feel comfortable, while also using an interview schedule or guide to cover relevant topics. The goals are to understand the interviewee's perspective and interpret their responses in the proper context.
English 202 Jan 26
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, narrowing topics, online and library research sources, evaluating source reliability, and reading strategies for academic texts. Students were assigned to write introductions for their research topics due the following week. Peer feedback was provided on developing research questions and topics of interest.
English 202 Jan 26
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, finding relevant sources, reading strategies for academic texts, analyzing research samples, and assigning future work. Students were asked to free-write on potential research topics and post their ideas to the class blog. Upcoming assignments include writing an introduction and learning about literature reviews and plagiarism.
English 202 March15 & 17
This document provides an agenda and notes for an English 202 class on March 15th, 2010. It discusses completing chapters in The Tipping Point book, book reviews being due, and announcing a nutrition event. Students are asked to consider what type of social change they would like to bring and how they could help spread social epidemics. The next steps in student research projects are outlined, including deciding on methods of inquiry, finding a research site, and looking for participants. Qualitative and quantitative research methods are briefly discussed. The class is assigned to submit literature reviews and continue discussing methodology.
Representation And Research
The document discusses key concepts in qualitative research methods for studying culture and social reality. It contrasts subjectivist and objectivist approaches and notes that researchers occupy positions along the spectrum between these extremes. Four common qualitative methods are described - observation, textual analysis, interviews, and transcripts. The document also discusses some principles of ethnography, including a preference for natural data collection over experiments, understanding meanings from participants' perspectives, and acknowledging the researcher's role in knowledge production.
Field research
This document discusses qualitative research methods, specifically field research. It introduces different approaches to qualitative research like positivism, critical theory, and interpretivism. It then covers various field research techniques including ethnography, ethnomethodology, phenomenological studies, case studies, observation, interviews and focus groups. Challenges of field research like researcher bias and issues of validity and reliability are also addressed.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
English 145 week 2
This document provides an overview of an English class for week 2. It includes announcements about upcoming events, the agenda for class discussions and activities, potential topics for social action projects, and guidance on developing research questions. The class will discuss readings on social diversity and privilege. Students will work in groups to brainstorm questions about images and individually refine topics for their social action projects. The document offers tips for making research questions focused yet challenging and outlines strategies for developing a working knowledge base through various sources and search engines. Assignments include identifying working research questions for social action projects.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
Main purpose of writing by prof alay ahmad
The document discusses guidelines for effective scientific writing. It emphasizes that the main purposes of writing a paper are to share new knowledge, advance science, and communicate ideas clearly. It provides tips for each section of an empirical research paper, including formulating an effective title, literature review, purpose statement, hypotheses, and method. Overall, the document stresses writing in a way that clearly informs readers and advances scientific understanding.
Interviews as a research method - Qualitative - A practical guide
This document provides information about qualitative research interviews and focus groups. It discusses the purposes and challenges of qualitative versus quantitative research. Key aspects of interviews are described, such as using open-ended questions to understand participants' perspectives and collecting textual, audio, and visual data. Ethical considerations for interviews are outlined, including obtaining consent, protecting privacy, and ensuring data is only used for research. Focus groups are defined as discussions with homogeneous groups, and tips are provided for developing questions, facilitating discussion, and transcribing recordings. Overall the document offers guidance on qualitative research methods, specifically interviews and focus groups.
Inquiry Project Assignment Presentation
This document outlines the requirements for an ethics assignment. Students will research and write about an ethical issue, applying an ethical framework. They must submit an annotated bibliography, reflection, and 6-8 page essay. The essay requires stating a clear thesis, using an ethical theory to analyze the issue while giving evidence and reasoning, and concluding strongly. Groups can also do an annotated bibliography and presentation, following the same standards of a strong argument and research. Plagiarism will result in penalties.
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Role playing report
Role-playing has several advantages as an educational tool according to the document. It engages both students and instructors by bringing variation, movement, and simulated real-world experiences into the classroom. This helps enliven dry course content and allows students to explore concepts in a more concrete, applied manner than purely lectures and discussions. When used properly with clear learning objectives, role-playing can effectively develop students' skills, enhance their cognitive understanding of topics, and enrich their emotional awareness by experiencing scenarios from different perspectives. However, role-playing must be tailored to the specific learning goals for a given lesson to be most effective.
Lesson Plan 3 - Analyzing Sources of Race and Portrayal of Violence
This lesson plan aims to analyze representations of racism and violence in The Help. Students will identify examples of racism and violence from the text and form opinions on the author's portrayal. They will discuss their views verbally and in writing. The teacher will monitor discussions and collect written responses. Students will compare events from the novel to current events and discuss similarities and differences in sources of discrimination over time.
Lesson Plan in Oral Communication.docx
This lesson plan aims to teach students about different types of speeches. It includes activities to differentiate speeches according to purpose and delivery method. For the purpose activity, students will pick topics related to gender issues and present informative, persuasive, or entertainment speeches. They will then analyze the activities and discuss how gender issues affect society. The lesson emphasizes expressing oneself through oral communication to address discrimination.
Oral History Education ~ Bringing History to Life
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
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Disciplinary Literacy: Why It Matters and What We Should Do About It
Disciplinary Literacy: Why It Matters and What We Should Do About It
Interviews as a research method - Qualitative - A practical guide
Interviews as a research method - Qualitative - A practical guide
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
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Lesson Plan 3 - Analyzing Sources of Race and Portrayal of Violence
Lesson Plan 3 - Analyzing Sources of Race and Portrayal of Violence
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English 344 session 1
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
Race and identity 343 for blog
Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy:
1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded.
2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives.
3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating.
Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious
Ethnography 540
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
343 cr
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
343 week 4
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
A step from heaven 343
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
Week 4 540
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
540 week 2
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
Week 2 343
This document provides an agenda and materials for an English 343 culture class. The agenda includes an overview of key concepts and theories of culture, including recent approaches like interpretivism, socio-cognitive perspectives, and critical approaches involving otherization and orientalism. It discusses terms from readings by Hinkel and Kumar and shares student reflections on culture. The document aims
343 week 1
This document outlines the syllabus for an English course on cross-cultural issues in teaching English as a second language. The course will examine cross-cultural practices and perspectives in TESOL and help students develop a culturally sensitive approach to language teaching. Topics will include language ideologies, multilingualism, and addressing issues of culture, power, and representation in the classroom.
540 week 1
The document outlines the agenda and materials for an English seminar on intercultural rhetoric and discourse, including three modules covering topics like translingualism, global Englishes, contrastive rhetoric, and ethnographic approaches to literacy. Key concepts to be discussed in the first module include issues around standard English, standard language ideology, and world Englishes.
Week 5
The document discusses task-based instruction and the shortcomings of communicative language teaching (CLT). It includes an agenda for the class that focuses on task-based instruction in the first half and the shortcomings of CLT in the second half. Several students provide their perspectives on task-based instruction and focus on form versus content in tasks. The roles of teachers, researchers, and testers in task-based instruction are discussed. Approaches to task-based instruction and issues arising from task adaptability are also covered. Finally, students voice their perspectives on the shortcomings of CLT as discussed in related readings.
Week 4 post method section2
The document discusses shifts in approaches to teaching English as a second language, including moving from a focus on communicative language teaching and methods to post-method pedagogy and task-based language teaching, as well as incorporating critical discourse. It also provides discussion prompts and instructions for an activity analyzing these shifts and their implications for language education.
Week 3 kuma 1 and 2
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
345 week 2
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on these topics, classroom observation perspectives, an overview of language teaching terms and history, and examining the idea of "best methods" through an article by Prabhu. It also includes students' reflections on the readings and group work analyzing the theories and techniques of various methods. The document provides context and guidance for the week's class discussions and activities.
345 week 2
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on the history of language teaching methods and an overview of terms like Grammar Translation Method, Direct Method, Audiolingual Method, and others. It will also involve problematizing the idea of there being a "best method" through an article by Prabhu. The document provides context for discussions in the week's class meetings.
345 week 2 section 2
Week 2 goals for English 345 include developing an understanding of language teaching methodology history, major method characteristics, and theoretical backgrounds. The readings discuss that no single best method exists, and the importance is how to develop activities enabling program objectives. Teachers should operate based on their own sense of plausibility and update approaches over time based on research and experience. A variety of methods were discussed, highlighting that different contexts require flexible approaches tailored to student needs.
English 345 slide 1
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
343 week 6 002
1) The document discusses contrastive rhetoric and approaches to teaching English as a second language.
2) It summarizes Kubota's 1999 article which argues that cultural representations are constructed through discourse rather than existing inherently. It critiques essentialist views of cultures like Japanese culture.
3) Barbara's story is discussed as an example of moving from a relativist view of culture to a critical understanding of how cultures are discursively constructed and issues of power. Barbara learns to teach in a way that acknowledges students' cultures while helping them acquire new conventions.
002 week 8 copy
This document discusses a class session about cultural representations in teaching materials like textbooks and media. It includes discussions on how cultural representations can promote stereotypes and essentialize other groups. Students share experiences with how their home countries portrayed other cultures in textbooks and media growing up. They discuss the need to raise awareness of unequal power dynamics and representations to transform society and empower marginalized groups. The goal is for educators to examine their own cultural assumptions and representations of other cultures critically.
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202 March 9th
- 1. ENG:202 Research Writing March 9 th , 2009
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