Monday, January 7th

1. Independent reading- First 10 minutes

2.  For class today you selected 5 quotes from the 37 to examine in the context of our larger discussion about power.  In addition to your notes you should already, discuss in your small group the following ideas:

• Put quote into your own words. 
• What literary devices do you see being utilized? 
• What advice does this quote seem to offer? 
• Is the focus interior? Exterior? 
• How does the literal meaning support or emphasize the figurative meaning? 
• What specific words (diction) in the quote are supportive of your findings/understanding?
• Why do you think the speaker is making this statement? 
• Any contradictions in the definition? Contradictions with Weber? 

3. After your discussion, you should have your notes, which have been supplemented by your discussion. Plenty of ideas to work with.  You are going to select ONE of your original 5.  You are going accompany this quote with an analytical response where you are going to explain the meaning, purpose, impact of the quote where you will include specific examination of the quote as a whole AND specific words as evidence for your findings. With your explanation, you will need to interact with Weber's definition.

EXAMPLE:
Do the thing and you will have the power. - Ralph Waldo Emerson

In his quote, "Do the thing and you will have the power," Emerson proposes that power is subjective. This idea coincides with Weber's definition of power. Weber's approach to explaining power is centered upon the individual's ability to go achieve their own goals, surpassing obstacles. This is emphasized with the use of the article "the" before the word "power" in the quote. By including "the" before "power," it is presented as something concrete to obtain by doing "the" thing-- the article of "the" repeated being again. Both Emerson and Weber emphasize the action(s) of the doer, and what is done. Furthermore, in this quote, Emerson points to the doer by referencing the 2nd person pronoun "you." The individual on the receiving end of this sentiment is given the power by Emerson to determine what gives them power. This is highlighted by a purposefully ambiguous word choice of "thing." The reflection upon the diction choice of "thing" prompts one to recognize that they do indeed have power, or have access to achieving power by being able to choose their specific "thing."  As result, power is philosophical and conceived by the individual. With further evaluation, however, brings up the question if Emerson is challenging us to de-emphasize the quest for power in our lives because of its constant accessibility.  Because power is available to everyone by the "thing(s)" they are prompted to recognize, and "the" power that should be the goal, does power hold the "power" it is believed to hold?

Do you have everything you need? Check through . . .

• Are you referencing the speaker by last name in response?
• Are you citing specific words to support your findings?
• Are you using accurate capitalization and punctuation? 
• Are you explaining the meaning of the quote?
• Have you referenced how it interacts with Weber's definition?
• Do you have MLA heading? 
• Have you printed this off for class on Tuesday? 

Friday, January 4th

1. Small group Socratic seminar over Ted Talk on POWER.
Socratic seminar reminders:

• Connect everything back to the text of study.
• Explore the "hows" and the "whys". 
• Paraphrase what is said before you.. and connect to this statement. 
• Exhaust the question. Look for multiple possibilities.. perspectives. 

When your seminar is finished . . . in Schoology...

Eric Liu implores that society becomes more literate in the nature of power. From his lecture, and your following seminar, how are you becoming more literate about your interaction with power? What do you think that you need to continue to learn? What revelations have you had? 

Writing expectations: Thorough answering of the questions proposed. This means that you have addressed the prompt, provided examples, explained your examples, utilize transitions, etc. 

Due by Sunday, January 6th at 11:59 PM. Late submissions will not receive a grade. 

2. Read through each of the following quotes on power: 37 Quotes on Power

3. Select 5 quotes that you feel that truly embody what you understand about power: its definition; its application.

4. In your notes, write each of the 5 selected quotes. Under each quote, start working through the quotation.. Its meaning? Its relationship to Weber's definition? Its application?

Bring your quotes and notes to class on Monday, January 7th.

** Remember to bring your independent reading books on Monday, too!

January 3rd- Happy New Year!

Power (as defined by Max Weber): “the ability of an individual or group to achieve their own goals or aims when others are trying to prevent them from realising them”

Weber identified power as being either authoritative or coercive. Authoritative power is exercising power which is seen as legitimate. By being legitimate it is effective because those who are subject to the power do so with consent.
In contrast coercion is where someone exercises power through force – you’re forcing someone to do something against their wishes.

1. When, how, and where do you feel power?
2. When, how, and where do you feel powerless?

Watch:
Why Ordinary People Need to Understand Power- Ted Talk

Take notes on the following:

• What is the major argument that the speaker is making
• In what ways do you see Weber's definition of power apply in the argument and examples?
• What advice can you take away from this Ted Talk? 
• What are some examples of power beyond your initial conceptions of exercises of power?
• What connections can you make to the discussion on power? 

FOR FRIDAY: 
From your notes, write 4 "how' and "why" type of questions. Make sure that your questions are examining the text we just viewed. Don't drift too much into the abstract "what if" scenario type of question.

I will be checking that your questions are done AT THE BEGINNING of class tomorrow.

Small Socratic seminar tomorrow. Review the guidelines and scoring guide for the seminar. Socratic Seminar Handout

December 13th and 14th

1. The timeline of your final. (So plan accordingly with interviews/picture/printing…)

You have received the assignment the DAY BEFORE YOUR FINAL.
You will have the entire class period of the day the assignment is received AND most of the
assigned class final  date. You will turn in your final project before the last 10 minutes of the end of class
on the second day.

3rd Hour:

Thursday, December 13th- Receive assignment

Friday, December 14th- Assignment due by 10:40 A.M. .

2nd Hour:

Monday, December 17th- Receive assignment

Tuesday, December 18th- Assignment due by 9:00 A.M.

Necessary links:

MIT- Character Traits LIST

How to cite an Interview- OWL

December 10th

1. Independent reading- 1st 10 minutes of class.

2. Turn in Boot Camp Project TODAY.

On your final draft, please code the following elements:

Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark * for explanation of the quote
6. Mark E for proper and effective WARRANTS.
7. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
8. Mark I, II, III for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Grammatically integrated into own sentence (sentence has subject/verb... no run on)
9.  Circle each transition or transition phrase.
10. Write CC beside your counterclaim
11. Mark P beside your demonstration of effective paragraphing!
13. Write SYN next to your concluding synthesis statement (end of writing)'

3. When you are done coding your final draft, staple it on top of the previous Steps of Writing, in reverse order of completion. The brainstorms should be at the bottom of the stack. Make sure that each step is clearly labeled

Friday, December 7th

1. Independent reading.

2.  With your one Boot Camp topic, you have completed Step 7 of Writing (Writing rough draft integrating source material) and Step 8 of Writing (Writing rough draft integrating transitions).  You will switch the one body of writing with a partner. They will be proofing the writing thoroughly with the following system:

Coding System:

1. Underline the thesis/claim

2. Count the three major supporting points 1, 2, 3

3. Mark I for the introduction (contextualizing, attributing to author) on quotes

4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)

5. Mark E for proper and effective WARRANTS.

5. Mark A, B for each example given under their main supporting points. Do this for each supporting point.

6. Mark I, II, III for the TYPES of quote embedding.

             I: Colon  (Intro complete sentence : Quote)

            II: Tag line (active verb.. not said... proper punctuation)

            III: Grammatically integrated into own sentence
                  (sentence has subject/verb... no run on)

7.  Circle each transition or transition phrase.
----------------------------------------------------------------------

2. When you are done, return the writing. You will visually see what you have.. and don't have. Please read through your writing, when you are done, at the bottom of each section, please write a concluding sentence. This sentence needs to SYNTHESIZE your argument. This means that you emphasize the significance of the argument, or you reiterate what the reader should understand about you argument that you present.


3. Please get the following information in your notes:

Step 9 of Writing- Paragraphing and Counterclaims

Where to Put a Counterargument

Counterargument can appear anywhere in the essay, but it most commonly appears:

• as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;
• as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;
• as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;
• as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

How do I know when to start a new paragraph?
You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

For the end of class on MONDAY:
You will need to fix any issues found in your proof-reading exercise... as well as adding thoughtfully a counterclaim and demonstrate effective paragraphing. This will be your final draft.

All of your Boot Camp Steps are due on MONDAY at the end of class....  in reverse order of completion (Step 2 on bottom) with final typed copy stapled on TOP of your steps. Make sure that each step is CLEARLY labeled.

Wednesday/Thursday, December 5th/6th

Class today: 

1. Independent reading. 

2. Finish your Step 7 Writing the Rough Draft integrating Source Material.  Double check that you have the following: 6 specific examples, a warrant for each example, 3 direct quotes that have been contextualized, introduced, cited correctly, and explained. These quotes will function as backing. The word transition written in where transitions should be placed. 

PRINT THIS STEP OFF BEFORE YOU ALTER IT FOR STEP 8 (you will attach this to all of your other steps of writing). 

3. Step 8 of Writing: Write rough drafts integrating transitions.

Things to know: 

• The Steps of Writing are to take us through the body of a paper... Introductions and conclusions are a different animal. 
• Step 7 and 8 will be simultaneously... we are just learning them separately to focus on the skill).
• Steps 5-6 are essentially outlining. Step 7 starts the writing of the rough draft of the body of your paper. 

What are transitions and how are they used?

• transitions are phrases or words used to connect one idea to the next
• transitions are used by the author to help the reader progress from one significant idea to the next
• transitions also show the relationship within a paragraph (or within a sentence) between the main idea and the support the author gives for those ideas
• different transitions do different things....

Transition Handout

TYPES OF TRANSITIONS:

• Transitions between sections: Particularly in longer works, it may be necessary to include transitional paragraphs that summarize for the reader the information just covered and specify the relevance of this information to the discussion in the following section.
• Transitions between paragraphs: If you have done a good job of arranging paragraphs so that the content of one leads logically to the next, the transition will highlight a relationship that already exists by summarizing the previous paragraph and suggesting something of the content of the paragraph that follows. A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.
• Transition words between sentences: As with transitions between sections and paragraphs, transitions within paragraphs act as cues by helping readers to anticipate what is coming before they read it. Within paragraphs, transitions tend to be single words or short phrases.

FOR FRIDAY: 

Complete Step 8 of Writing (Transitions) for your 1 Boot Camp Topic (the one you have already written for Step 7).   Print this off for class on Friday!!