Audience Expectations
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This document discusses different considerations for determining a news publication's target audience such as their expectations and needs. It suggests balancing what the audience wants with what they need to know. The document also notes that different platforms may be better suited for certain stories. Finally, it provides instructions for a focus group project involving interviews with students and faculty about their preferences and expectations for a high school newspaper and new website.
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Questions
The student teacher poses thoughtful questions to her mentor teacher after observing his lessons. Though the questions catch him off guard at times, he sees them as opportunities to reflect more deeply on his teaching practices. In this instance, the student teacher asks why he chooses group work over individual assignments in a given lesson, prompting a rambling response from the mentor teacher. Rather than apologize, he views it as a chance to consider how different class dynamics and student abilities influence that decision. Their discussions help him continue learning and improving after many years of experience.
Lockeandhobbes
The document discusses Thomas Hobbes' social contract theory and the idea of a state of nature. According to Hobbes, in a state of nature before government where individuals only act in self-interest, life would be "solitary, poor, nasty, brutish and short." Hobbes argued this chaos could only be prevented by establishing a strong central authority, such as an absolute ruler, to enforce social order through the social contract as outlined in his work Leviathan. The document also mentions John Locke's view of humans as blank slates at birth who acquire knowledge through experiences.
Locke and Hobbes
The document discusses Thomas Hobbes' social contract theory and the idea of a state of nature. According to Hobbes, in a state of nature before government where individuals only act in self-interest, life would be "solitary, poor, nasty, brutish and short." Hobbes argued this chaos could only be prevented by establishing a strong central authority, such as an absolute ruler, to enforce social order through the social contract as outlined in his work Leviathan. The document also mentions John Locke's view of humans as blank slates at birth who acquire knowledge through experiences.
Memphis Intro
The document summarizes Dr. Martin Luther King Jr.'s involvement in the 1968 Memphis sanitation workers' strike. It discusses how over 1,300 mostly black sanitation workers went on strike to protest poor wages and working conditions. Dr. King came to Memphis twice to lead marches and give speeches in support of the strike. The strike ended a week after Dr. King's assassination on April 4, 1968.
Allusion
The document discusses allusions and their use in writing. It defines allusion as a reference to a work of literature, art, or other cultural work that requires the reader to have background knowledge to understand. Allusions are commonly made to widely known works like the Bible or Shakespeare plays. The document explains that allusions give authority to writing and allow authors to link their work to other influential texts. It also provides an example of allusions used in Martin Luther King Jr.'s works and notes that not recognizing an allusion is okay in the modern day of internet resources.
Questions draft #2
1. A student teacher observes her mentor teacher and takes detailed notes in her journal about his teaching methods and how he answers students' questions.
2. The student teacher has found the perfect question to ask the mentor teacher about how he decides when to use group work versus individual assignments.
3. The mentor teacher struggles to give a concise answer to her question and rambles as he thinks out loud, but hopes he has provided some insight even if he confused her further and given her more to write about.
Questions D1
Ted Leach reflects on his experience mentoring a new teacher. He struggles at first to provide straightforward answers to her insightful questions about teaching methods. Over time, through their ongoing conversations, he comes to realize that being a good teacher is not about having all the answers, but rather asking the right questions. He hopes that by the end of her apprenticeship, she leaves with more questions than answers, as questioning is what will help her continue growing as a great teacher.
Intrototragedy 2008
The document discusses key aspects of Greek tragic theater including:
1) Tragedies told stories from Greek mythology and involved a central character suffering misfortune through their own actions or flaws.
2) Playwrights like Aeschylus, Sophocles, and Euripides wrote trilogies of plays including one satyr play to be performed at festivals in Athens and other cities.
3) Productions used a small number of professional actors and a chorus of 12-15 amateurs to perform the plays outdoors in theaters for religious and political purposes in the 5th century BCE.
Intro to Tragedy
The document discusses key aspects of Greek tragic theater including that tragedies involved a central character suffering misfortune as a result of their actions, exciting pity and fear according to Aristotle. Major playwrights included Sophocles, Aeschylus, and Euripides who wrote trilogies performed at the Theater of Dionysus in Athens in the 5th century BCE as part of religious festivals also used to demonstrate Athens' power.
Example Rm
The document provides instructions on how to properly use direct quotes in academic writing. It includes an example of quoting poetry from Robert Frost's "The Road Not Taken" and provides the formatting for integrating the quote into an analysis. The instructions also prompt the reader to choose a poem and write a short character analysis of the father figure, supporting it with at least one direct quote from the text using proper citation.
Example: Direct Quotes
The document provides instructions on how to properly format direct quotes and citations. It includes an example of a direct quote from Robert Frost's poem, with the quote indicated and a citation. The instructions also direct the reader to choose a poem and write a paragraph analyzing how the father is characterized, using examples and a direct quote with proper citation.
Using multiple examples in expository writing
The Japanese phrase "shikata ga nai", meaning "it cannot be helped", reflects how families in the internment camps coped with poor conditions. In Ender's Game, Ender struggles with his identity compared to his violent brother Peter, seen when he cries after beating a bully but continues to face reminders of Peter. This internal conflict isn't resolved until the novel's end. The document discusses using examples in expository writing and different types of examples like quick references, "magic three" examples, and detailed examples.
Example
Rhetorical modes are standard ways that writers develop their ideas through techniques like narration and description. Examples are used to support generalizations and should be relevant, specific, and provide enough detail and quantity to illustrate the main point. Writers should check that their examples are sufficiently detailed, numerous, and relevant when using examples to support a generalization.
Intro To Sf
This document provides an introduction to the genre of science fiction. It lists some classic works that are considered early examples of science fiction like Frankenstein. It distinguishes science fiction from fantasy by noting science fiction asks "what if" questions and speculates based on science or technology. Examples are given like Star Trek that feature scientific extrapolation. The document concludes by advising the reader to determine the setting and rules established in any science fiction text.
More from Ted Leach (20)
Audience Expectations
- 1. Who is your audience? http://www.flickr.com/photos/yourdon/3870609298/sizes/l/in/photostream/ http://www.flickr.com/photos/pedrosimoes7/
- 2. Different audiences have different expectations for news. http://www.flickr.com/photos/vramak/3499502280/sizes/z/in/photostream/ http://www.flickr.com/photos/familymwr/4930799061/sizes/l/in/photostream/ http://www.flickr.com/photos/seeminglee/3983055366/sizes/l/in/photostream/
- 3. Balance what “they want” against “what they need.”
- 4. How will people consume media in 2010 and beyond?
- 5. Some platforms are better for certain stories than others. http://www.flickr.com/photos/linkadnan_adnan_asim/3217103713/sizes/z/in/photostream/ http://www.flickr.com/photos/djbrady/1205519685/sizes/l/in/photostream/
- 6. Focus group project Interview four students (one from each grade) and one faculty member. Ask each person the following questions: What’s the most important job of a high school newspaper? What would make you read the paper every time it came out? Highlights will launch a new website this fall. What sort of content would you like to see, and what content would make you regularly use it? Remember to tell people this is not for publication. Complete your interviews for Friday’s class.
Editor's Notes
- http://www.youtube.com/v/v2vpvEDS00o