February 4, 2008 Archives
To do the RRRR (Read, React, Respond, Reflect) sequence:
- Read the assigned text. http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html
- React by posting an agenda item (quote and brief comments) ON YOUR OWN BLOG, about 24 hours before class meets.
On this page, type your chosen quotation and include a link to your blog entry. You can just paste the URL after your quote, or you can add a few lines explaining your response to your quote.
Note -- pay attention to the URL that you post on this page.
Your URL should look something like the following:
The following link is not specific enough. Your reader will have to hunt for the specific page.
A link like the following is only useful to you, because it points to your editing pages -- your readers will find it useless.
- Respond: Before class meets, post 2-4 comments on agenda items that your peers have posted to their own weblogs. (If you have been asked to look at 2 separate readings, then I am asking for 4-8 comments.)
- Reflect: Bring to class a half-page reflection paper, that names a student whose agenda item made you see the assigned reading in a different way. I will occasionally, but not always, collect the reflection papers. If you wish, you may do your half-page reflection at the same time you write your agenda item -- but that should mean doing them both early, rather than waiting to post your agenda item until the night before or the morning of the class discussion.
- Recommended: An optional 5th step. You are welcome to post your half-page reflections on your blog, with a link to the classmate's blog.
This is listed as 1 "WR1 (Ex 1-1D)" in Turnitin.com.
The purpose of this exercise is for you to call attention to the most significant changes that you made when you revised Ex 1-1. Quote passages from the "before" and "after" versions, and explain why you made the changes that you made.
Both telling and showing are important ways of communicating; however, experienced writers recognize the power of showing.
- Telling: Richard walked into a room full of zombies.
- Telling: Richard noticed the unlocked door, peeked inside cautiously, and was horrified to discover a room full of zombies.
- Telling: "Mr. President, I'd like you to meet the geniuses behind the Xavier Institute," said Richard. He threw open the door, revealing a room full of rampaging zombies.
|I was so thrilled that I beat the football captain in a chess game that I made a fool of myself. I'll never live that down.|
|This is straight telling -- we know that the protagonist makes a fool of himself, but we don't feel embarrassed for him, because we don't see any of this foolish behavior ourselves.|
|My heart was pounding and my adrenaline was pumping. When I finally beat that big bully of a football captain in a chess game, I jumped around like an idiot, taunting him and laughing at him in front of the whole school. Arrogance and geekiness are not a combination that leads to social success.|
|While the author has added details, those details merely assist the telling -- they don't actually show anything important. We still don't get the chance to see the behavior and judge for ourselves whether it is foolish.|
|"Your bulging muscles are useless against my superior intellect!" I laughed, as the vanquished football captain and the whole cafeteria stared. "I have captured your queen, and in three moves, I shall utterly destroy your king's little white plastic ass! Bwaaa ha ha hah!"|
|The completely over-the-top content of the quoted speech communicates the protagonist's emotional state as well as his arrogance; the author does not have to come out and tell us that this behavior is idiotic, because there are enough details that we can come to that conclusion ourselves.|
This is listed as item 1a, "Revision 1" on Turnitin.com. Revise Ex 1-1a, based on feedback you have received from peers, from me, and from the lessons you find in workbooks 1 through 3.