CAT-W SCORES ARE IN!

I will be happy to hand out scores and advice tomorrow (Tuesday)

at 2:30 sharp in E-141. 

If you cannot make it tomorrow, I will see you on Thursday 

at 2:15 in B-219.

I cannot give you score by e-mail! You must see me in person.

Part II: The Shopping

Here I am on 14th Street, shopping for the ingredients, which were all readily available at 

 1. Trader Joe's 

2. the Farmer's Market

Here are the main ingredients

And here is how much the ingredients cost (keep in mind that the bread, butter, cheese, and milk I will use for several other meals):

Organic Swiss Chard $ 3.00
1lb. Organic Whole Wheat Bread $ 4.00
1/4 lb Organic Cheese $ 6.00
1 qt. Organic Milk $2.50
1 lb. Organic Salted Butter $4.79
1 lb. Organic Tomatoes $3.49
Red wine 4.99

The flour and spices I already had at home. The whole meal, then, comes under $30.00 and it serves 6 people, so it comes to $5.00 a plate (with wine included). 

Part III: The Cooking

As I explained in Part I, I have cooked this kind of meal before. It is actually simple.

Turn the oven to 400 F.
Wash the Swiss Chard two or three time to get rid of any sand.
(Nobody likes gritty greens!)

Trim the green leaves from the white stems. 

(Stems and leaves have different consistencies and so 

need different cooking times). 

Then cut the white part into 1/2 inch pieces and the leaves into strips.

The Saute: 

You can either 

a) saute the white stems first, then the green leaves, or 

b) blanch the white stems and saute the green leaves.  

Either way, use olive oil and 2-3 garlic cloves. 

Add red pepper flakes and salt and pepper as preferred. 

The Bechamel Sauce: Where would the French be without it?
Melt 3/4 stick of butter and slowly stir 1/4 cup flour over a low flame.
After stirring for 3 minutes or so, slowly add 2 cups cold milk.
Stir like crazy until the whole turns into a thick sauce.
Add LOTS of nutmeg as well as salt and pepper.

Rub your baking dish with some butter.
Fill the dish with the greens.

Ladle the bechamel sauce on top, covering the greens well.

Top with the grated cheese.

The whole goes into the oven for 25 minutes,
or until it is bubbling and golden brown.

The whole meal: gratin+ tomato salad + whole wheat bread + glass of red wine.

I started the meal at 7:30 pm and we are eating at is 9:00pm. Not bad!

So, what did I learn?

• Well, first of all, that interacting with food makes the whole eating much more satisfying: you feel that you have earned the meal.
• Also, that it is extremely rewarding to see others enjoying what you have prepared.
• That fatty foods should be accompanied with a glass of red wine rather than a Diet Coke (yuk!).
• That food companies want us to believe that they can take away the "hassle" of preparing food for ourselves and our loved ones, but what they are really taking away is the pleasure of doing something psychologically and physically fulfilling that would enrich the lives of others as well and substituting it with shallow food experiences.

CAT Practice # 4; Class Reflection: Final Project (11/22)

The Government and the Corporation
Image from The Story of Stuff

1. Watching The Story of Stuff.
2. Write Blog 18: The Story of Stuff. Instructions HERE.

• Need to watch the video again? Check the video on The Story of Stuff website HERE or on YouTube HERE.
• Also, you will find a list of facts from The Story of Stuff on pages 36-37 of your packet. 

Want to know more about who pays for our stuff?

Check out a clip about sweatshops from the film The Corporation HERE.

Sweatshops from the film The Corporation

Working with Sleep Dealer (11/15)

Sleep Dealer movie poster from Imp Awards

A. Watching Sleep Dealer.
B. Summary for Sleep Dealer. Go HERE
C. Blog 16: Responding to an issue in Sleep Dealer. Go HERE.

CAT Evaluation and Manufactured Demand

From Skews Me

A. Evaluating Responses to CAT 2

You will have 40 minutes to evaluate two responses to the CAT 2 

• The list of students to evaluate is HERE.
• The format for the evaluation is HERE.

B. Writing Blog 11: Manufactured Demand
You will have 1 hour  and twenty minutes to watch and compose a multi-paragraph 250+ word blog entry on ONE myth about water consumption that you think was fully debunked (effectively argued against) by The Story of Bottled Water.

• Watch the film HERE or on YouTube HERE or on Vimeo HERE
• Read about the myths HERE. Choose ONE myth to write about.

Format for the blog entry:

Paragraph 1: Describe the myth and the most convincing argument(s) against it in your own words.
Paragraph 2: Explain what YOU may be able to do to help debunk this myth further.

A summary of the film from their website:

[It is] the story of "manufactured demand"---how you get Americans to buy more than half a billion bottles of water every week when it already flows from the tap. Over seven minutes, the film explores the bottled water industry’s attacks on tap water and its use of seductive, environmental-themed advertising to cover up the mountains of plastic waste it produces. The film concludes with a call to "take back the tap," not only by making a personal commitment to avoid bottled water, but by supporting investments in clean, available tap water for all.

Photo for the cover of In Defense of Food

From Dane 101.com

C. Writing Blog 12: “Happy Meals”

You will have 1 hour to read and write a blog responding to "Happy Meals."

1. Read “Happy Meals” on page 29 of the packet.
2. Annotate the reading indicating which ideas you think are “do-able,” “possible,” “very hard to do,” or “almost impossible” for you or your family.
3. Write a multi-paragraph 250+ word blog entry addressing each idea in turn (there are 8 ideas) explaining how each idea does or does not work for you and/or your family. 

HOMEWORK: Finish Blogs 9 (parts I-II), 10, 11, 12.

NEXT CLASS: CAT Practice 3; Be on time!

The Evaluation of the Food Unit will be TUESDAY, November 8 at  9 am. (NO CLASS that day).  

"XXXL: Why Are We So Fat?" & CAT Revision

From DevelopmentCrossing.com

A. Advanced Claims, Reasons, and Evidence

You will have approximately 1 hour to complete this exercise. Read the WHOLE document before beginning your work HERE.



B. Blog 10: Revision of CAT Practice #2

Once you get your CAT response back from me:

1. Read my feedback. 
2. Determine ONE, or at most TWO areas of your writing that need the most work.
3. Plan on how you will revise your writing in the area(s) you have chosen. Your goal is to try to reach the next score level for each area your are revising. If you had a 2, figure out how to get a 3; if a 3, how to get a 4, and so on. 
4. Begin Blog 10: Revision of CAT Practice 2. You may  have to start your response all over or add/delete ideas as you see fit. The completed blog entry is due Tuesday, November 1 at the beginning of class. This blog entry must be 400+ words.

Feel free to ask questions at any point.

HOMEWORK

1. Finish Blogs 9-10.

Welcome to the Food Unit (10/25)

A. Thinking Critically

1. Thinking about Food Labeling
With a partner, examine the eggs crates, milk cartons, cereal boxes, etc. I have brought to class. One member of the pair type what you both consider KEY WORDS to describe the product HERE. I will make a Wordle out of your key words for our discussion later.


2. Thinking about the Causes and Consequences of Our Eating Habits
On your own, watch the two videos below: "Potato or Tomato?" from Jamie Oliver's television show Food Revolution and "Old McDonald's Farm," an advertisement by Compassion Over Killing, an animal rights organization. 


Once each video is over, write down the answers to the questions below on a piece of paper. 

• What was the main idea of the video?
• Were you surprised by the harsh reality the video revealed? Why? Why not?
• Who/What do you consider responsible for this reality? 
• Who benefits from this reality? Who suffers? 
• Is this reality necessary? Could the situation be different? How? 

B. Introducing the Food Unit and Class Discussion
Now check my introduction to the Food Unit HERE. On your piece of paper, write down any comments or questions that you may want to ask during the discussion.



C. Screening The Meatrix films and Writing Blog 9, Part I: Summarizing the Stories

Watch The Meatrix, The Meatrix: Revolting, and The Meatrix II 1/2 below. (Sometimes they are easier to watch on the original website: http://www.themeatrix.com ).

Write THREE 5-8 line paragraphs, the first summarizing the main points of The Meatrix, the second summarizing the main points of The Meatrix: Revolting, and the third summarizing the main points of The Meatrix II 1/2. If the dialogue is hard to understand, click on the Close Captioning symbol (CC) once the film begins to play.

1. The Meatrix


2. The Meatrix: Revolting


3. The Meatrix II 1/2




D. Blog 9, Part II: Responding to a Factory Farming Issue
Choose ONE issue connected to factory farming that interests you from The Meatrix website:

Additives
Animal Welfare
Antibiotics
Family Farms
Feed
Food Safety
Genetic Engineering
Organic
Pesticides
Waste
Water Pollution

Read about the issue and take notes. Then, write 250+ words arguing why this issue is significant. Your piece must have

• a CLAIM,
• at least TWO REASONS to support the claim, and
• at least TWO QUOTATIONS from the webpage where you got your notes. Use this format: According to The Meatrix website, _______________.

Do not forget to use quotation marks when needed!

CAT Practice # 2

Taming the CAT
From the 2005 movie Duma (Warner Bros.)
SodaHead

A. Pre-CAT
Read "CAT-W Test-taking Strategies" on page 21 of your class packet.

On a piece of paper, write the four tasks you should complete:

-Reading
-Planning
-Writing
-Revising

and the amount of time you should spend on each task.

For this test, see if you can pace your writing to follow the times recommended. 


B. Practice Test #2
You will have one hour and thirty minutes to write a practice CAT by hand. You may use a paper dictionary only. Cell phones must be off. You cannot talk to each other, ask me any questions, or get up once the exam has begun. I will call time after 30 minutes, 1 hour, 1 hour and fifteen minutes, and when there are 5 minutes left to help you with the pacing.

If I were you, I would take the full hour and thirty minutes to complete the test!

HOMEWORK
Finish all work for the Media Unit. See "Evaluation of the Media Unit" on the top right for details.

The Evaluation of the Media Unit will be this Sunday starting at 9:00am.

The Matrix (10/17)

A. Evaluating Another Class's Revision of the CAT

1. Go to the blog of student 1 from "Living in The Matrix T-Th" assigned to you. The list is HERE.
2. Read the student's Blog 10: Revision of CAT 10.
3. Use THIS FORMAT to write an evaluative comment of her/his blog. Post your comment both to the student's blog and to the Google Docs--just in case there are glitches.
4. Repeat for Student 2.

If you do not finish on the time allotted, finish commenting for homework.

B. For fun: Watching "The Matrix Runs on Windows"

C. Practicing writing claims, reasons, and evidence on topics from The Matrix.

1. Go to the group page "Truth, Reality, and You" (the link is on the right under Online Communities).
2. Find the Discussion Forum for The Matrix.
3. Read the four questions I have posted in the Forum.
4. Reply to ONE of the four questions using the following format:

Claim:
Reason:
Evidence:

Where CLAIM is a clear argument or position, REASON is the motive or explanation as to why you are arguing what you are arguing, and EVIDENCE is one example, fact, quote, description, story, definition, etc. that develops your claim and reason.

EXAMPLE:

CLAIM: Neo should have taken the blue pill.
REASON: The so-called “future” was a terrible place.
EVIDENCE: Everyone was dirty and they ate bad food.

6. Now browse through your classmates' replies.
7. Choose ONE that seems significant.
8. Reply to your classmate using the same format:

Claim:
Reason:
Evidence:

9. Repeat steps 6-8 for another classmate. (You should have three replies total; one for me and two for your classmates).

D. Reading, Annotating, and Discussing “Red Pill or Blue Pill: Is Ignorance Bliss?”

1. Read “Red Pill or Blue Pill: Is Ignorance Bliss?” on pages 25-26 of the packet. We'll discuss the reading as a class.
2. Begin Blog 8: “Red Pill or Blue Pill: Is Ignorance Bliss?," an answer to ONE of the three questions below.

(Our thanks to Dr. Vasilieou for the original questions)

1. Does Knowledge Make You Happier?
Cornell and Malcolmson’s article states that Neo's overall experience in The Matrix film is an educational process similar to the release of the prisoner in the “Allegory of the Cave.” Please consider both the positive and the negative aspects of education as expressed in The Matrix and “The Allegory of the Cave” and compare to your experience of education and the educational system. What are the benefits and the joys of learning and what are the downsides and pains of new knowledge? Is it all worth it? Use examples from the texts, your readings this semester, and personal experience to support your ideas.

2. Most People Do Not Want Freedom
Cornell and Malcolmson’s article states that "freedom is not something that most people are going to be inclined towards or be receptive to" (25). Do most people desire freedom? Use examples from the texts, your readings this semester, and personal experience to argue for or against this statement.

3. People Want to Know
Cornell and Malcolmson’s article states that humans follow John Stuart Mill's idea of preferring to lead a conscious life and know the truth rather than live in ignorance and just carry on their lives without asking questions. Use examples from the films, texts (including the comic strip "The Shadows of Life"), your readings, and personal experience to argue for or against this statement.

HOMEWORK: Finish Blog 8.

NEXT CLASS: Practice CAT #2--Be on time!

The Evaluation of the Media Unit will be this Sunday starting at 9:00am. (see the top right for details).

CAT Practice # 1 (10/11)

Taming the CAT
From Tiger World News

A. CAT Strategies

Pretest:

• Plan on being early. Take a little time to work off any anxiety by taking a walk or stretching.
• Ignore any rumors about possible prompt topics. These will not help.
• You will not be admitted to the room late.
• You will not be allowed to leave the room during the test. Go to the bathroom before.
• You will need: Pens (plural) and your college ID.

The Test:

• There will be a college-appointed proctor for the test. 
• The test will come in a packet. You may write / take notes on the inside of the packet as directed.
• Once you get the test, 

• Read the passage carefully and annotate. Remember you are looking for the Main Idea as well as other Significant Ideas. 

• Take a few minutes to jot down your ideas. Plan your essay.

Your essay  must have:

• A summary of the passage.
• A claim or thesis responding to a significant idea in the passage.
• Body paragraphs with reasons and evidence. Refer back to the passage by quoting and commenting on the quotes.
• A conclusion.

Leave at least 10 minutes to read your essay and make corrections!

B. Preparing for the Practice Test: Freewriting

Frewriting is defined by Wikipedia as a type of writing wherein "a person writes continuously for a set period of time without regard to spelling, grammar, or topic. It produces raw, often unusable material, but helps writers overcome blocks of apathy and self-criticism" ("Freewriting"). As this definition explains, our freewriting is meant to help you to overcome test anxiety.

For 5 minutes, freewrite nonstop on the following: What could go wrong when you take the CAT?

C. Taking Practice Test #1

You will have one hour and thirty minutes to write a practice CAT by hand. You may use a paper dictionary only. Cell phones must be off. You cannot talk to each other, ask me any questions, or get up once the exam has begun. I will call time after 30 minutes, 1 hour, 1 hour and fifteen minutes, and when there are 5 minutes left to help you with the pacing. You may leave or stay...

If I were you, I would take the full hour and thirty minutes to complete the test!

Welcome to the Mass Media Unit! (10/4)

From Jim Carry Movies

A. Get an introduction to the Media Unit HERE.

B. Watch The Truman Show.

C. Submit the correct order of events in The Truman Show to the Google Forms below.


D. Begin composing Blog 5: From "The Allegory of the Cave" to The Truman Show. The instructions are HERE.


Before you leave, check your grades and my comments for the Introductory Unit on Blackboard. 


HOMEWORK

1. Finish Blog 5.


2. On your own, watch The Matrix and complete The Matrix Quiz at the top of my blog before Thursday, October 13.

Blog 4: Reflection on Writing Skills

All work for the Introductory Unit is due Sunday, October 2 by 9:00 am. 

For details, see "Evaluation of Introductory Unit" on the top right. 

From 21st Century Learning at Martin J. Gottlieb Day School

For this blog entry, review pages 1-9 of your class packet as well as your own reflections on the four skills:

• Annotating
• Summarizing
• Thesis-based writing
• Paragraphing

Now write Blog 4: Reflection on Writing Skills. This blog entry should be 250+ words, use your impressions in the individual reflections, and answer the questions below as thoughtfully, specifically, and honestly as you can.

Please answer using SEPARATE paragraphs, one per topic.

1. What do you think you have learned in terms of writing skills?
2. What proves that you have learned what you say you have learned?
3. What of the material we have covered is still unclear or confuses you? 
4. Would you say that overall you feel more confident about your understanding of basic writing skills, less confident, or about the same as when we started class? What makes you feel this way? 
5. Anything else I should know about? 

Paragraphing (9/27)

9/29 Thursday: No Classes

Today we will:

• Review Claims and Thesis Statements 
• Discuss how to organize your essay around a thesis 
• Read about and discuss paragraphing 
• Review sample paragraphs in response to a CAT reading 
• Work in groups to create one paragraph for a second CAT readin
• Reflect on what we have learned
• Work individually to finish the summary and response to "I Know the Truth, So Don't Bother Me with Facts"

A. THINKING ABOUT THESIS AND ORGANIZATION (15 min)

1. For two minutes: look at the list of claims and the list of theses on page 13 of the packet. Which of these give you the most information as to what the essay will be about? Which are somewhat general or vague?
2. For two minutes: Look at outlines on pages 4 and 5: In what ways could outlines help you create a focused, organized paper? How does the "Willie Colon" thesis on page 4 help organize the ideas that follow?

B. THINKING ABOUT PARAGRAPHS (15 min)

1. Take three minutes to read and annotate pages 6-8 of the packet. Pay special attention to the section on EVIDENCE, letter B on page 6, --this is one element of the paragraph that you must learn to write well. 
2. Take two minutes  look at my development of paragraphs for a response to "How To Do One Thing at a Time" on pages 14-15 of the packet. 

C. GROUP WORK: DEVELOPING ONE PARAGRAPH FOR "IS GOOGLE MAKING US STUPID?" (30 min)

1. Read the instructions HERE.
2. Post your responses HERE.

D. REFLECTING ON PARAGRAPHING (5-7 min)
In MSWord, type a brief reflection of what you have learned about paragraphing that answers the questions below. Paste it HERE. Sign it with your first name or a pseudonym/nickname.

• What did you learn from thinking and discussing Outlining and Paragraphing?
• What did you learn from writing a paragraph with your group?
• How could paragraphing make you a better writer?

E. ON YOUR OWN: BLOG 2 (until the end of class)
Go back to Blog 2 and finish your response to "I Know the Truth, so Don't Bother me with Facts" using what you have learned about thesis statements and paragraphing. This blog entry should be at least 400 words long.

HOMEWORK

1. Complete Blog 4: Reflection on Skills
2. Check "Evaluation of Introductory Unit" (see top right) to make sure you have completed all work before my evaluation this Sunday, October 2 starting at 9:00am. 

The Allegory of the Cave (9/20)

Today we will

• Pre-write and watch a video to get ready for a hard reading.
• Read and annotate "The Allegory of the Cave," a ENG101-style reading.
• Put together a summary of the main ideas of "The Allegory of the Cave."
• Connect the symbols in the story with literal meanings.
• Give feedback to Dr. Smith's class, "Living in the Matrix," for their group summaries of "Is Google...?"

A. PRE-WRITING and VIDEO
Please answer the questions below on a piece of paper. Be prepared to share your ideas with the class.

1. The piece we are about to read and discuss, “The Allegory of the Cave,” is an important example of Ancient Greek philosophy. In Greek, “philosophy” literally means “love of wisdom.” But what is wisdom? What do you think? Why do you think people study philosophy?
2. An allegory is a story with two meanings, a literal meaning and a symbolic meaning, where the symbolic meaning serves as a mirror of the real problem or question. This allegory is about a cave. What do you know about caves? What could a cave represent? What could the phrase “to be in a cave” mean? What could the phrase “come out of the cave” mean?
3. Watch this adaptation of Plato's text:

B. ANNOTATING “THE ALLEGORY OF THE CAVE”

Socrates, from Wikipedia

Context for the reading: The author of “The Allegory of the Cave,” Plato, lived in Athens about 2,400 years ago. He was the student of another outstanding Athenian philosopher, Socrates. In “The Allegory of the Cave,” Socrates is speaking, and it is he who invents an allegory to help one of his students, Glaucon, understand a complex philosophical idea.

The reading is on pages 22-24 of the class packet. We will read the piece out loud, stopping to make clarifications, answer questions, and stress important ideas.

Then you will read the piece again and annotate the reading to your satisfaction. Please consult your dictionaries for any words you do not understand.

C. SUMMARIZING THE STORY
Click on the scrambled summary of "The Allegory of the Cave" HERE. Figure out what is the correct order and submit your answer as a list of numbers separated by commas (Example: 3,1, 7, 5, 12, etc.) in the Google Forms below.




Answers HERE.

D. THINKING CRITICALLY about SYMBOLS
Working in groups of three, match each symbolic element of the story with its philosophic meaning HERE. Be prepared to share your answers with the class.

E. GIVING FEEDBACK ON SUMMARY
Follow the link HERE. I will assign you a group from Dr. Smith's class. Please evaluate their responses by answering the following questions and then typing your response below their post in the Google Doc (using another color font would help for them to see it). Be nice but also be honest!

1. What has the group done well in the their summary?
2. What could the group do to improve their summary or what would you have done differently and why? 

HOMEWORK
Blog 3: In your blog, write 2-3 paragraphs that summarize the philosophic meaning of Socrates’ story—what is he trying to explain to Glaucon about the meaning of life? Follow this introduction:
In Plato’s “The Allegory of the Cave,” Socrates tells a story to his student Glaucon to explain ...

Summarizing (9/15)

Today we will:

• Think critically about Summarizing
• Review a sample summary of a CAT reading
• Work in groups to summarize a second CAT reading
• Work individually to summarize a third CAT reading

On your own

1. Take two minutes to write down what the word "summary" means to you. Be prepared to share your answer with the class.
2. Take this quick quiz to see how well you recognize a summary:

Answers HERE.

3. Review "Summarizing" on page 2 of your packet. On a piece of paper, write down for two minutes to answer these questions: Which of the ideas makes sense to you? Which do not? Why? Which do you think you could use when you are writing? Why??


4. Read the sample CAT reading "How to Do One Thing at a Time" on page 10 of the class packet and then my summary on page 12. On your piece of paper, write down for two minutes to answer these questions: What in the summary makes sense to you? What would you do differently? Why?

With your partner
Summarize the sample CAT reading "Is Google Making Us Stupid?" on page 16 of the packet in a MSWord document. Once you are satisfied with the summary, paste it HERE. Sign the summary with your names or pseudonyms/nicknames.

Reflecting on Summary 
Look over the notes you jotted on the piece of paper. In MSWord, type a brief reflection of what you have learned about summary that answers the questions below. Paste it HERE. Sign it with your first name or a pseudonym/nickname.

• What did you get from thinking about summary with the class?
• What did you get from writing a summary for "Is Google Making Us Stupid?" with your partner?
• What did you learn about the summary by summarizing "Is Google Making Us Stupid?"?
• How may summarizing make you a better writer?

HOMEWORK (due T 9/20)
For Blog 2: Summarize "I Know the Truth, so Don't Bother Me with Facts" on page 17 of the packet.

Annotating (9/13)

TO DOs:
**New to the class? See me immediately.**
1. Take the student pre-survey HERE.

2. Pick up your class packet from the front table. 

3. Check the link to your blog (RIGHT and DOWN) to be sure it works: If it does not, see me. If you wish another name than what is showing or your name is wrong, see me. If your name does not show at all, see me.

"Highlighting and Annotating" from Skills for Open University Study

Today we will:

• Think critically about Annotation
• Review a sample annotation of a CAT reading
• Work in groups to annotate a second CAT reading
• Reflect on annotation

 I. Thinking Critically about Annotation

1. On your own, take two minutes to write down what the word "annotation" means to you.
2. With a partner, skim the texts below, examining the annotations carefully. Now make a list describing how the editors of the texts are using the annotations. Be prepared to share the list with the class. (15 minutes)

Romeo and Juliet 1 

Romeo and Juliet 2

  3. Sometimes we connect to a text because it

-touches us emotionally (it makes us happy or sad, for example), 
-reminds us of past experience, 
-teaches us something new, 
-changes our perspective on an issue, 
-helps us see the world through someone else's experience.

On your own, come up with one example of a text, movie, photo, etc. that did any of these things to you. We will share your connections with the class. (10 minutes)


II. Annotating

1. On your own, review "Annotating" on page 1 of your packet (5-7 minutes). On a piece of paper,  write down for two minutes to answer these questions: Which of the ideas makes sense to you? Which do not? Why? Which do you think you could use in your own writing? Why?
2. On your own, read the sample CAT reading "How to Do One Thing at a Time" on page 10 of the packet and then look at the annotations for it on page 11 (10-15 minutes). On the same piece of paper,  write down for two minutes to answer these questions: What in the annotations makes sense to you? What would you do differently? Why?
3. With your partner, annotate the sample CAT reading "Is Google Making Us Stupid?" on page 16 of the packet. Be prepared to share your annotations with the class. As a class, we will annotate this reading HERE.

III. Reflecting on Annotation

Look over the notes you jotted on the piece of paper. In MSWord, type a brief reflection of what you have learned about annotations that answers the questions below. Paste it HERE. Sign it with your first name or a pseudonym/nickname.

• What did you get from thinking about annotations with the class? 
• What did you get from writing annotations for "Is Google Making Us Stupid?" with your partner?
• What did you learn about the reading by annotating it?
• How may annotating make you a better writer?

HOMEWORK: On your own, annotate "I Know the Truth, so Don't Bother Me with Facts" on page 17 of the packet.