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All right well welcome everyone.
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I'm hoping that this will be a as close to as we can in class.
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So, I'm going to try our best to get
through this.
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It looks like I've got most people here.
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So I see a lot of participants online.
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So in this format I'm going to be able to
present some videos.
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And we'll get to that stuff.
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Slideshows, cause I'll be going over the
slideshows today.
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I'm really going to spend the first part
just talking about kind of how the course
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is going to go.
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Moving forward in these new conditions
we find ourselves in.
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And I'll be trying to address any
questions moving forward.
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And then I'm going to go over the essay
today because that's coming up.
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And the essay is going to be a little
easier, it's a little more self study
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and working on your own anyways.
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So hopefully that'll be something you'll
be able to get accomplished pretty easily
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through this format.
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But we'll talk a little bit about that
right now.
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But, start with, let's talk a little bit
about how this course is going to look.
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Hopefully everybody was able to find the
updated schedule, the calendar.
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Which I'm kind of holding here in front,
but you can also get that through the
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course calendar or through Blackboard,
I'm sorry.
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And be able to pull that down.
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I have changed the dates on there so the
analytical essay is now due on April 6th,
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at 11:59 p.m. instead of the original
date, which was March 30th.
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So with that just be aware of that new
change of date so that you're ready for
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that, but I'll talk more about the essay
today.
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Other things to take note on this
calendar, course calendar change
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was the third unit exam is going to be
moved to April 20th.
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Makeup for the weeks we've lost a whole
week of lessons.
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And then the final or the fourth unit
exam will be on May 13th.
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That's all on your updated course
calendar.
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And then for the unit exams, let me just
talk about the unit exams so that you'll
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understand. Because the way I made the
exams was supposed to be taken in class,
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with a proctor.
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So it's designed that way, and I'm not
really able to keep the same format.
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But I did come up with a way that I think
will hopefully still meet the objectives
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of the course without putting too much
strain on you as a student.
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Cause I know not all of you joined in for
this type of format.
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You signed up for a face to face lecture.
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And of course, with these circumstances
we find ourselves in, we're going to have
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to try to adjust to this new format.
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As you might have just heard my dog bark
in the background, you may hear some
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things in the background from time to
time going by so.
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Let's see here, what else?
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But for the unit exams, because I have to
change it, it's going to be more written
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style. The multiple choice questions won't
really work because they're designed to
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be taken in front of, in class, so I don't
want to be compromised and then I'll
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have to rewrite all the questions.
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And they only really work when you're not
in that kind of setting.
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So instead I'm going to move to more of an
essay style questions.
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I kind of wrote that up in my announcement,
but just to kind of explain it again.
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You're going to be given four groups of 3
terms.
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So basically, that sounded confusing just
when I said it [chuckles].
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So basically, you're going to have 3 terms
and out of those 3 terms you've got to
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select one.
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You select one term and you write on that
term.
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You define it, you give me two
significants to that term.
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So like an impact it had, and so forth.
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So define it and give me two significants.
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So three main things you want to do with
that term.
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But you get to select out of three.
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So I'll give you a choice of 3 and you just
select one and write on that one.
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And then you'll do that 4 separate times,
so you'll have another group of 3,
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then another group of 3, and then another
group of 3.
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So then and then you'll do that four
separate times.
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Let me see here, and then for the essay.
What you're going to do for the essay.
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You're going to get 2 essays and you're
going to choose from one of the two
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essays and write out an essay.
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And all these, the terms and the essays,
they're all going to be based off of
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learning objectives.
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And here's something else, it's going to
be an open book, open note.
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So you're going to be able to use your
textbook and use your notes,
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nobody else's notes.
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So that's going to, it's going to help
with developing your answers,
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but at the same time do not just depend
on your open book or your open notes,
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cause you're only going to have an hour
and 20 minutes to complete the exam.
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So you need to come in already knowing
material because it's going to make it
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easier for writing it out. You're not
going to be able to sit there and
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learn it and then write on it in an hour
and 20 minutes.
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That's why I put that time limit on there
because I don't want you to sit there and
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learn it in the moment and write on it.
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I want you to come in with it already an
understanding and then be able to write
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on it, but at least you'll have your notes
to be able to formulate your ideas.
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All right I do have a question here.
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So the exams will be taken all at the
same time, same day or on your own time?
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No the exams, when you initially take it,
will be taken during this class time.
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But we'll, everybody will be taking it at
the same time on the same day at the
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same time.
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So, for instance, the third unit exam is
on April 20th.
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So, everybody will access the Blackboard,
the exam will then populate.
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It won't be there until the time, and once
it populates everybody will be able to see
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the exam. You'll be able to take it,
everybody will be able to take it
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at the same time.
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And then it'll come offline at the end of
the time period.
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So it'll be designated time period right
there that you'll be taking it.
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Okay.
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And the reason why I do that is because
it keeps it all together.
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So what about unit 2 retake, what are
we going to do about that.
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That's a good question, good question.
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Unit 2, it's going to be in the new format
because obviously I can't give you the old
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exam.
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So I am right now developing my unit 2,
and it's going to be somewhat of a
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practice to make sure this works, but at
the same time give the students a chance
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to restest unit 2.
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So, I will be putting that exam out at the
end of this week.
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And then I will send out an email letting
everybody know that the time will be on
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there.
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So that way it'll give you an opportunity
to go and try this new format,
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but at the same time give you an
opportunity to get some points back
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into the exam.
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That also goes for any other student who
would like to go, once the instructions
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out, if you want to go look at the unit 2
exam while it's out there, go ahead and
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see what it looks like, practice doing it.
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You won't be able to get anymore points
if you're already above a 70 for unit 2,
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but at least it'll give you an opportunity
to see what the exam looks like so you can
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prepare for the unit 3 exam.
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So you can do that also.
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[Interpreter inaudible] Thanks.
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[Professor] You're welcome.
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Okay, any other questions right now about
the course calendar, how we're moving
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forward?
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I know this isn't ideal.
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[Student] I just, hi, how are you? I just
have a quick question.
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The analytical essay, I still don't have a
book so I don't know. Sorry.
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[Professor] No, you're fine, you said
about the analytical essay.
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[Student] Yes, I have no book still.
[Professor] Okay, you do not have a book
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to write the analytical essay?
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[Student] Yeah, that's my question.
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[Professor] Okay, um let me see here.
[Second student] Maybe I can,
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I'm sorry I didn't mean to interrupt maybe
yeah maybe I can help with that.
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So, before this whole thing happened with
the school I actually went to the library
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to go get one of my books and they said
that if you just go to the ACC website
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and select Library, you just type in the
name of the book, sometimes they have
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an electronic copy on there. It's the full
book, just an electronic copy.
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And that's technically how I'm doing my
analytical essay so that might be what
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helps.
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[Professor] Oh okay.
[Student] Okay.
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[Professor] Okay good and if you still
have further questions you can always send
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me an email and I'll try to send you to a
link cause they, what was I going to say.
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I have some information from the library
on how to access some stuff.
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So feel free to also, with that same
question, please do send me an email so
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I can do that.
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All right good any other questions,
thoughts?
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Once you get done with your questions,
please don't forget to mute yourself again,
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just cause background noise will make it
hard to hear.
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Okay great thanks.
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[Professor] Okay, all right, if there is
no other questions about.
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Moving forward I'm going to talk about the
essay now.
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Okay, if you want to follow along, I'm
going to be talking about the essay out of
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the syllabus on page 4 of the syllabus so
you kind of have that out there in front
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of you, it might be able to help guide
you in seeing this.
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All right, so just to start off with, to
give you an idea of what this assignment
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is about.
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It is an analysis, it's not a research
paper.
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So make sure that you understand you're
not doing research, you're just analyzing
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the book that you have chosen.
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So make sure that you understand that it's,
I'm not expecting a research paper.
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Because really, what I see when it comes
to a 1301 first level course, I'm mainly
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looking for you to be able to analyze
somebody else's work because before you
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can actually write your own research, you
really need to be able to analyze somebody
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else's research.
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So, that's why I do this particular
assignment and analyzing a historical
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monograph, a book that a historian has
written about an event or about their
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particular argument.
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So that's the basis of this assignment, is
to analyze the book.
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So keep that into focus, you'r not doing
research you're analyzing.
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All right, so then when you go through
that you're going to answer those seven
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questions that I have in the syllabus.
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What I am going to do now, I am going to
share my screen real quick so I can kind
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of show you where to go for the, let
me try this because like I said this is
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all new technology so let me see if I
can share this screen.
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Hopefully it doesn't cut all this stuff
off but.
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Let's see here.
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Okay, here is the quick screen, this is
your course.
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So you're going to find the information
over here on the course documents.
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So if you click on course documents,
you're going to find all the information
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for writing out this essay right here in
the analytical essay section, okay?
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So there's one of the things you can see
there, was the book list to choose from.
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But the second thing here is the sample
essay.
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So if you select on that sample essay
and pull it up, you'll be able to see the
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sample essay, which I will pull up for you
so I can show you that also.
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Give me just one second here.
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All right, I'm going to try to show this
sample essay real quick.
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Here's the sample essay so make sure you
follow this format.
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So it says last name up in the top right
corner, make sure you put that in there.
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Put your name in there, this is MLA.
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So this is a standard MLA format.
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Let's see here as I look on here, oh yeah,
so follow that heading, and it says
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put my name, put the course number right
there, and then for the date it's the date
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the assignment is due.
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So right here as I'm, with my cursor here
you can see where the date shown.
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So make sure you put the date that is due.
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Here is the key thing here, where my
cursor sits right now, you'll notice that
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this, and I'll highlight it, this is the
MLA citation for the book.
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This is the MLA citation for the book.
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So you put that as the title, MLA citation
as the title, okay?
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And just follow the standard MLA format,
Last name, first name, title of the book,
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italics, publisher, date it's published.
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And put that as the title, I don't need
any other title, not a sample title,
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or anything along those lines, just put
that as the title.
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Just follow this format, it's already in
the format, so just follow this,
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just put your information in there and is
very easy to do that.
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So just use this sample essay, and just
follow that format.
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And then, I'm just scrolling through it
right now just to show you how long
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the sample essay is.
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Read it, read the essay. Get an idea of
how this particular student answers the
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questions.
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Let me go ahead and stop sharing that for
a moment so we can get back to the other
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screens.
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Okay, so follow that sample essay.
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And it's going to be your format, just use
that as your sample.
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Read it to make sure that you can see
how, this is a good essay.
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I'm not going to put a bad essay out there
[chuckles], so make sure that you read
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through it and it's a good way to answer
these seven questions.
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All right, are there any questions so far?
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Okay attempting to upload is tough, I copy
and pasted my essay.
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Cut and paste it into, are you talking
about into Blackboard?
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Okay, yeah, you can do that, it should be
pretty easy here.
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I mean if you go to Blackboard, you should
be able to upload it pretty easily as a
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Word doc, or as a Adobe PDF.
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So you should be able to do that, since
we're talking about that.
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How long does it actually have to be?
That was just asked.
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In the syllabus it says 900 words.
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So the analytical essay needs to be at
least 900 words.
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So paragraphs wise, you're look at seven
questions so actually about 7 paragraphs
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probably.
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[Interpreter] So minimum 900 or max 900?
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[Professor] Minimum 900 words.
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All right so minimum 900 words, but
maximum, if you're looking at that I
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wouldn't go more than 2,000 words.
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If you're going beyond 2,000 you need to
be able to be more concise.
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Like the sample essay I gave you, if you
looked at that, I think it's about 1,000
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words, thereabouts.
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Okay, you don't have Word, PC, can we
upload more than one and attempt to
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fix the first upload?
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Yes, you have unlimited uploads and I will
take whichever one is the one that works
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in your upload.
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And you should be able to, if you can get
Google Docs you should be able to use
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that, and you can download PDF.
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Okay good, somebody said yeah, change the
doc to a PDF and save it as one.
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Okay, good.
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So yeah you can upload a PDF or a Word
doc, either one.
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And actually PDF works really well.
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So don't be afraid to upload it as a PDF.
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All right good any other thoughts before
we move forward?
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Okay, now I'm just going to open up a
discussion about the questions themselves.
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So let's just kind of run through the
questions and kind of give you an idea of
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things I'm expecting for these questions.
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All right so for number 1, who is the
author? What is their thesis?
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So that's what we're looking at first.
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So take that question and basically
answer it, with who is the author.
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So kind of start off telling me a little
bit about the author.
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Don't give me the full history of the
author, you know where they're born,
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things like that.
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I'm more focused on the author's
credentials, so find out who the author's
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credentials are.
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Usually it's in the book, they usually
have a section about the author.
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So read that up, look at the credentials.
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Because whenever you read anything, and
this goes for anything you read online,
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you've got to find out who is the author,
right?
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Where are they coming from, and that's
all I'm looking at is for you to find out
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who the author is.
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So look that information up, and find out
that information and give it.
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You don't have to write a bunch on who
the author is, just a sentence or two
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along the credentials of the author, just
so I know you know.
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Then go in about what is the thesis.
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So, the thesis, I'm talking about the
argument.
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Tell me what the argument is, explain it
in your own words, don't just cut and
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paste what it is, just explain it in your
own words.
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Don't quote it.
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Really, in this whole essay, I don't
really expect any quotes.
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So don't be quoting everything, this is an
analysis, I want your own words.
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So don't be quoting a bunch of stuff.
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Instead just paraphrase it, put it in your
own words and explain the thesis.
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And then also add in the main points.
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So for example, if you're reading a book
on Teddy Roosevelt.
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The book was going in and saying, arguing
that Teddy Roosevelt's childhood impacted
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and made Theodore Roosevelt the person
that he was.
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That's their argument, but what are some
of the main points?
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They might be talking about how sick he
was, and his sicknesses made him stronger,
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and that he learned from his parents and
maybe it was some of the experiences
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as a child that brought them out.
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Those are the main points, so make sure
you bring those up too.
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Don't just say his childhood impacted him.
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Give more of that idea and basically
explain that the main points.
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So what about the childhood, what are
those main points.
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Don't go through the whole thesis, but
give me a good overview with those
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main points.
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And that should be your first paragraph,
tell me who the author is, explain the
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thesis, and give me some of those main
points about the thesis.
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That should be the first paragraph.
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And then next, for number 2 and 3, this
is where it could be a little confusing,
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When you have, talking about the proof,
and the research sources.
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Okay, so when we're talking about proof,
just like to give you a good idea what I'm
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talking about with proof, I'm talking
about just like if you were watching a law
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show, everybody likes Law and Order and
all the various lawyer shows that are out
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there right now.
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The lawyers have to prove their case,
right? So they have to bring in proof.
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So if they're trying to prove that
somebody committed a crime,
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they have to give the narrative of how
they committed that crime.
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They can't just say they committed it.
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Well, how did they do it?
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So they prove it, and that's what a
historian does too, they're going to prove
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that Teddy Roosevelt childhood impacted
him, they've got to give out some proof.
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So they're going to talk about whether he
was sick, what his experience was as a
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child, things like this could prove it,
right?
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And that's what I want you to do, I want
you to pull out at least two specific
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examples of that, and put that in your
essay, in your analysis.
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Okay, about the proof.
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And so for instance, with the childhood,
just some of the things I talked about,
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maybe he was sick so tell me the story
about how the author showed he was sick.
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Pneumonia, how sick was he, how extensive
it was, things like that you know?
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Use some good, specific detail to show me
that you really understand that proof.
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And do two of them, just two of them, I'm
not asking for a lot, but two of them so
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that it gives me a good idea that you
understand what the proof is and how it
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impacts the thesis.
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And then that ties, kind of, directly into
3, now I'm going to ask you about the
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research source material.
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So question number 3, the research source
material, what I'm asking about for that
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is that, for instance, the court case.
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You're trying to prove somebody committed
a crime, and you're saying that they were
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there at this particular time, what source
material do you have?
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That might be a witness, right?
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So a witness is witnessing that that
person was there at that time and saw them
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doing this crime, that's the source, okay?
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Tell me about the source.
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So in this particular case, with Teddy
Roosevelt and his childhood, how would we
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know that he was sick?
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Probably medical records, right?
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Or maybe the mom had wrote a long letter
to an aunt or a relative explaining how
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sick Teddy Roosevelt was.
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These are, that's the source.
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So maybe it was a letter, maybe it was
medical records.
-
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Whatever it may be pull out those sources
and show me how the author used that
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source to then develop his proof.
-
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And then how that helps the thesis.
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All right, so question 1) Thesis, 2)
The Proof, 3) The Source Material,
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that's going to be the bulk of your essay
that's going to be probably the most
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you're going to write about is those
first three.
-
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Cause it's going to take a lot to get
through that and put all that in.
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So that's going to be the bulk of your
essay, those first three questions.
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But in doing that, also make sure you are
not writing in first person, answering
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those first three questions because you
want to make sure you keep it,
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yourself out of it, cause you're just
analyzing the research material.
-
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Once you start using the words "I" and
"we" and things like that it starts to put
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a bias on it, you don't want to do that
you're just analyzing.
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So keep that out of those first three
questions.
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Now questions 4, 5, 6 and 7 you can start
using I, because I'm going to be asking
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your particular opinion, okay?
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So that you can start using I, but for
1, 2 and 3, just try to keep yourself out
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of it, and look at it from a third person
point of view.
-
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All right, are any questions on 1, 2 and
3, I know those can be a little confusing.
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Before I go on I'll allow a chance for
anybody to type up a question.
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Or you can speak right through your mic.
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I'll just pause for a moment, just allow
people to type if they need to.
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How many research or sources do you need?
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All right, so with that question probably
talking about with the proof and the
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specific resource material, I need two
examples of both those.
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So two examples of proof, and then two
examples of the research material.
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Now you yourself do not have to go out and
get any resource material because you're
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not researching, all you're doing is
analyzing.
-
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So, I don't have a, I don't know how easy
it is for you to see on the screen there.
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Hang on let me get a book.
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Maybe this can kind of help.
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Here is one particular book, I don't know
how easy it is for you to see it on your
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screen, but when you go into the book,
this is Embattled Rebel about
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Jefferson Davis.
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And the back of the book, I don't know how
easily you can see that, there are notes
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pages.
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So it tells you exactly where they get
their source material from.
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It might mention a journal, it might
mention a newspaper article.
-
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It might mention whatever, but it's going
to give you the exact location of where
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this is being talked about in the actual
chapter.
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If you go to the actual chapters, you can
see that at the end of the paragraphs they
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have a little superscript, a little number
that corresponds with the notes that
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are in the back of the book. And it'll
tell you exactly where they got their
-
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quotes, where they got their information
from.
-
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So you can tie that number to the back of
the notes page and it will tell you
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exactly what they got their information
from.
-
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So that's kind of how you're teaching it.
-
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How much detail you're wanting from the
source material?
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Are you expecting us to cite the source?
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No, the only thing you're citing is at the
beginning of the essay.
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You're going to be citing the book itself,
so whatever book we chose,
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you're going to only cite that.
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So you don't have to cite this stuff in
the book.
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All I want, all you're doing is just
showing me that you connect the
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source material to the thesis or to
their argument.
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And how they're using that.
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So if they're using a journal or they're
using Teddy Roosevelt's mother's diary
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or something, that's significant.
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That shows me they did their research,
and they did it well.
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So I'm not expecting you to cite any
sources in there, all you're doing is
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talking about them.
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Hope that helps, does that help?
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Additional questions?
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Okay, well good so for questions 4, 5, 6
and 7,
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for number 4, Was the book written so
that you could understand it?
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So that one, like I said, is more specific
to you so you can start using I.
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And starting to talk about how the book
related to you.
-
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Like how well did you understand it?
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Was it written in a format that was easy
to follow?
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Was it in chronological order, did the
author jump around?
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Just some things to think about, don't
always, sometimes when I say this that's
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all the students talk about. Think about
other things that helps the book for
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you to understand it.
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Just think about it, how the book came
across to you, was it easy to follow?
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Was it easy to understand?
-
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And then just give examples, go into a
little more detail.
-
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Don't say oh yeah, well it was great, it
was easy to understand and then move on.
-
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So tell me, why was it easy to understand,
what made it easy?
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And then explain that.
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And then number 5, Is there a question or
a subtopic you wish the author had
-
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addressed or addressed in more detail?
-
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So in this one, just sit back and think
about the book a little bit.
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I mean, you probably selected this book
for a reason, besides that it was on the
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list of books, but you had a lot of
choices so you probably maybe wanted to
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learn more about this particular topic.
-
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So you probably went in with some
questions, did all those questions get
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answered? Was there something you thought
the author should have addressed and
-
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should have talked about?
-
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So give me that information and, or was
there something maybe the author brought
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up at one point and you never thought they
ever completed that thought.
-
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So just think of one, I'm not asking you
to do all of it, just think of something
-
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and talk about that particular topic or
subtopic that you think the author should
-
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have gone either into more detail on, or
didn't bring up at all and should have.
-
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And don't just say the author did
everything perfect,
-
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because I want you to think deeper.
-
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Come up with something, be critical, this
is part of that process,
-
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the critical thinking and analysts,
analyzing.
-
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So go deeper, get critical with it and
pick out something, okay?
-
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Cause this is really the great question
that allows me to see your critical
-
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thinking, that's why I have it in there.
-
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All right and number 6, Does this book,
the book you selected and the textbook,
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this book here, when they talk about the
same topics are they the same?
-
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Do they agree with one another? Do they
disagree? Are they off from one another?
-
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Just do a compare and contrast with those
particular topics and be able to give me
-
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that for question number 6. And did they
come up with the same conclusion?
-
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And then give me a little bit of your
insight on that, does that tell us a lot
-
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about this book? Do we know a lot about
that topic then because both of these have
-
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the same conclusion. Or are they
different?
-
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What does that mean about our
understanding of this topic?
-
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So just think about those things when
you answer that particular one.
-
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And then the last one, Would you
recommend this book to another student
-
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or teacher? Why or why not?
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That ones pretty self explanatory, just
give me your ending thoughts on this
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particular book.
-
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To go back for number 6, if your topic
is not in The American Promise,
-
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like for some reason you can't find it in
there, then tell me why you think that it?
-
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Why do you think one historian decided to
write a whole book on it,
-
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while The American Promise decided to
omit it?
-
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What does that say about this particular
history, just give me your thoughts on that.
-
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Don't just say it's not in there.
-
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Give me your thoughts, what does that
mean?
-
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But most of the topics are, so I did very
few, and I know what topics those are.
-
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So you'll come across those, but most of
all, the other topics are addressed in
-
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The American Promise.
-
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Very few of them are not.
-
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All right, so are there any thoughts so
far? Questions?
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Okay.
-
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All right, so with that you are going to
turn in the essay.
-
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So I am going to go back briefly to the
Blackboard so I can click on where you're
-
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going to be able to turn in the essay so
you can see the process of doing that.
-
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So you know where to click and everything
like that so just give me a moment.
-
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I want to share this so you can kind of
see where to click on, just a moment.
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Okay, so you will then obviously click on
Turn in Analytical Essay.
-
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Click on that, then you will click on
Analytical Essay.
-
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And when it pops up, you go in to the
Browse my computer, and you can upload it.
-
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But as we talked about earlier you could
actually, I think, somewhere in here you
-
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can write your submission, if you click
on this you could cut and paste it in
-
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there, which is as a last resort, you
could do that under the right submission.
-
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But browse My Computer, you click on that,
you'll just upload either a Word doc
-
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or PDF into that area, and then you just
click on submit down here in the right
-
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corner, just like that.
-
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Bring it back up.
-
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All right, so that's how you turn it in,
very simple process by just clicking on
-
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the Turn in Analytical Essay.
-
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Pretty self-explanatory, but I just want
to make sure everybody can see where
-
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that was.
-
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Let's see anything else I can think of?
-
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All right, instructions, turn in, okay.
-
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And of course in the instructions talk
about a paper copy, don't worry about that.
-
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Obviously you're not going to be able
to do the paper copy under these
-
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circumstances, so as long as you upload
into an electronic format, that'll be good.
-
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I'm not going to worry about the
paper copies.
-
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If I need to print them, I will.
-
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I'm hoping to not have to print them,
cause that's going to be a lot of paper
-
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to print up, but I'm not used to grading
on Blackboard so we're going to see how
-
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this goes.
-
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All my grading is going to be a lot
slower, I know I'm a little faster in
-
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getting stuff out there, but I will be
taking care of that,
-
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just bear with me when it comes to the
grading, it's going to take a little
-
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longer, but I will get through everything.
-
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And I did just see a question about
retaking the map test.
-
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I am working on all the retakings,
particularly the map test, I'm struggling
-
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on exactly how to do that, so just bear
with me.
-
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I'll be sending out instructions to
students who do need to retake the
-
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map test, or had not taken it yet at all,
cause there are some that have not taken it.
-
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I will send those instructions to those
students specifically on what we're going
-
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to do, but I'm still working on that,
brainstorming.
-
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So if you have a good idea or thoughts on
it, feel free to shoot me something.
-
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I'm willing to take different ideas.
-
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That is in my thoughts so don't worry
about that.
-
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All right, any other thought?
-
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Can we use the textbook as one of the
sources?
-
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Are you talking about sources for what
in particular?
-
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The analytical essay.
-
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It will, yeah, and you do not have to
write it as a source.
-
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I know for the analytical essay you're
going to be using the textbook to compare
-
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and contrast, so you don't have to cite it
or anything,
-
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I already know you're using it.
-
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If that's what you're wondering about,
you don't have to use it.
-
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And don't use it as one of the research
for courses.
-
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But you will be comparing it.
-
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There should not be a works cited unless
you go off of the textbook.
-
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[Interpreter] I don't know what happened,
we're switching interpreters. Am I here?
-
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[Professor] Yeah she says she can see it
yeah.
-
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Okay, [chuckles] all right, are there any
other questions, thoughts?
-
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Okay, the last thing I'm going to talk
about is kind of,
-
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I always get the question of the writing
styles that I grade for or how much I pay
-
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attention to grammar and things like that.
-
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So I do want to address that so you can
have an idea of what I'm going to be
-
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looking for.
-
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One of the things you can do, there is the
out on Blackboard, under the course
-
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documents, if you're still on Blackboard
at the same time as you're watching the
-
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screen you can go look there is a Power
Point slide that says
-
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Writing skills for ACC.
-
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If you download that Power Point, you'll
see some information about passive voice.
-
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So let me, I'm going to display this
slideshow real quick, and you can see it's
-
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going to be just a list of passive voice
verbs.
-
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So when we're talking about passive voice
just take a look at these verbs.
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Let me share it very quickly so you can
see what I'm talking about with passive
-
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verbs.
-
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So right here, is just a list of the
passive voice verbs.
-
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So just look at it so you understand what
those passive voice verbs are.
-
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I'll stop sharing that for a minute.
-
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So what I'm talking about with the passive
voice verbs, you can see the list there,
-
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is just reduce your use of those.
-
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So those are words like is, was, were,
you can see those common passive voice
-
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verbs on the screen, all right?
-
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So just avoid using those, because what it
should do, when you do your writing.
-
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It should be basically subject, verb,
object.
-
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Subject verb object.
-
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Yeah I just had a question here, are you
going to be screen sharing so we can
-
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see the PowerPoint slides in future
lectures?
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Yes, I plan on using the PowerPoints as
much as possible, so yeah I will be going
-
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back and forth from Power Points.
-
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So I will have, when we talk about the
learning objectives, I am going to have
-
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the PowerPoints on there to be seen.
-
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Just so to answer that question.
-
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All right so with the passive voice, what
I'm referring to, for instance,
-
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let me give you an example of an easy
sentence,
-
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The fly was eaten by the frog.
-
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We say it like that, the fly was eaten by
the frog, the frog is the actual subject.
-
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So you want to change that and move the
frog to the front of the sentence.
-
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So instead, you say, The frog ate the fly.
-
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It's a lot easier, it's a lot more simpler,
it's a quick, easy sentence.
-
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Instead of saying the long version and
saying the fly was eaten by the frog.
-
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You can say the frog ate the fly.
Boom [chuckles]
-
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It's just much more simpler to write out
sentences that way.
-
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And I'm just trying to help students write
a more active.
-
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When you're writing more active, it does
make it easier on the readers.
-
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So not reading all those wases and isis
and ares, and things like that.
-
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So keep that in mind when you're writing.
-
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Okay, I'm going to kind of give you,
there's two examples out on that
-
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Power Point slide.
-
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Let me jump back to the Power Point slide
just very briefly and you're going to see
-
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two examples of passive voices, one
passive and then one corrected.
-
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So I'm going to show you how you can
correct it.
-
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Okay, well this is the first sentence, so just kind of read it.
-
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And you see the passive portion is where it says were explicitly described.
-
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So you want to change that, you do not want to say were explicitly
described.
-
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So instead you take Hammurabi's code and you move it to the front.
-
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And I'll show you that, here's an example.
-
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Here's the corrected, this is the corrected.
-
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So you can see now, it says Hammurabi's code explicitly described.
-
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You get rid of the were and just move who's doing the describing into the front of the sentence.
-
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This just reads so much better and if you practice, this will make your writing
-
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more active and easier to read.
-
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So as you move further into your academic career, this will help you, this will
-
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benefit you, if you can write less passively.
-
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I'll give you one more example.
-
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So kind of read this one, put it in your own head how you would correct this.
-
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All right so who did the establishing?
-
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It's going to be the Romans, so now the corrected version.
-
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The Romans established the tables, their oldest documentation in written form,
-
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blah blah blah blah.
-
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So that's, I'm just trying to help direct you so that you can do more active
-
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sentences.
-
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I'll take the sharing off real quick so I can explain this in a little more
-
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detail.
-
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All right so with the active voice you can see the difference, it just makes it
-
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easier to read, so I'm giving you great skills so that you can be able to become
-
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more efficient writers, right? And that's what I'm looking for, you want to
-
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become very efficient writers.
-
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All right, so that's all I'm trying to show you with this passive voice.
-
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Here's the rule of thumb, when it comes to passive voice, less than 10% of your
-
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papers should be passive. Less than 10%, you don't want more that 10% passive.
-
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You want 90% active, 10% passive's okay, cause sometimes you can't avoid it
-
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in what you're writing, but you want about 90% active, 10% passive.
-
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So that's what I'm going to be looking for, if I'm underlining a bunch of
-
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passive then I'm just going to try and show you so that you can improve it into
-
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the future. But make sure you're paying attention to that, cause it is very
-
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distracting reading with a lot of passive voice.
-
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So I'd like you to be more direct in that.
-
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Okay any questions on that?
-
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All right, then if you go to the rest of the slides, just have a list of things
-
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here if you look at the slides there's a list of things I want you to consider.
-
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So here I'll just show you what things to consider.
-
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Be specific with your answers to the questions, avoid generalization.
-
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That's what I'm focused on, just be specific.
-
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Generalization means you really don't understand the book.
-
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So be specific. Avoid generalization, cause that's, if you're gonna know how
-
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professors key in on grading, generalization is a way we can tell the students
-
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didn't really understand the book.
-
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This is pretty standard, don't overuse the same word, use a thesaurus, okay?
-
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So don't be saying the same words over and over again, kind of vary your wording.
-
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That's a better way to say it, vary your wording.
-
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All right, and no contractions, this is formal writing, so avoid the can'ts,
-
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the won'ts, avoid contractions. Also avoid sentences with there were.
-
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There's a better way to write it, it's passive in nature just think of a better
-
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way to write the sentence without saying there were. And this goes for all
-
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passive verbs, so also there is, there was, and so forth, I just put there were
-
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in there as a starting point.
-
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And then paragraphs, too long or too short, think about that.
-
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All right, so ensure your paragraphs are not too long and not too short.
-
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And then also make sure you use, do not end sentences with prepositions.
-
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Just heed proper use of prepositions.
-
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Okay, we'll go back to the screen here, are there any questions?
-
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I'm just kind of letting some time in case somebody's typing.
-
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All right, oh here's a question, What about the map test? [Chuckles]
-
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Yes the map test, again, I'm going to address that for the students that it
-
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concerns. I'm going to go through and see who still needs to do the map text
-
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and I will send them specific instructions, okay? Cause I'm still working on
-
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trying to figure out how I'm going to do that one.
-
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All right, I'm trying to think if, make sure I covered everything.
-
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So this is really gonna, this is not too bad, this is my second time, I've had an
-
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earlier class at 10:30 that I did this with, so it's my second time doing this.
-
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So this might, this is going to be kind of the way, it's not perfect, but it's at
-
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least I can continue to communicate with you in the best way that I can and be
-
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able to get you through this course. And that's really my prerogative is get you
-
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students through this course during this time, so know that emailing, feel free
-
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to email me and I'll try to answer those questions, but also, if you would like
-
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to talk through Blackboard, I can set up private sessions so if you would like
-
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to do like an office hours, and you like to ask me specific questions, send me
-
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an email and I can set those up. Cause I can't do office hours obviously, because
-
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I can't go to my office, but I can set up a virtual office and we can meet out on
-
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Blackboard and talk about anything specific that you'd like to talk about, or you
-
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can also send it through email and I'll try to answer it that way, if that's also
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easy to answer through email, just stay communicated with me and keep that
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communication open, because that's going to be the key to get through the course
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in this online setting. But I do want to keep this routine of meeting everyday
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at the normal class period time, because I think right now, setting a routine
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is very important. Because you weren't expecting to be an online course so if
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you come here, come to class, and listen to lectures, it's going to help you keep
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on that routine the best you can. And that's what I'm trying to do for you,
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is give you something, a routine to do as a way to stay on task, okay?
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So, but other than that, if anybody has any good suggestions, feel free to email
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me and I'll see what I can do, if it can fit within the course, but I'm going to
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be working on the Unit 2 exam, so I'm probably going to have that done today or
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tomorrow. And then it'll be available for those who would like to retest the
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Unit 2 to go out and take that at the end of the week, I will send out specific
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instructions on that. So then, also for anybody who'd like to just go and see the
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Unit 2 exam, even if you got above a 70, you can take a look at it, you can throw
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some answers in there just for fun so you can get a feel for what the test is
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going to look like, so when you do take the Unit 3 exam, you're going to be even
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better prepared so you know what it's going to look like and how to prepare for it.
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Just keep that in mind with the unit 2 exam for retesting and for that purpose.
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All right are there any last questions?
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I am going to record this, so it is recorded so I also, that will be posted out
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there too.
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[Interpreter] Oh yes, do you mind emailing all those 7 questions to us?
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[Professor] Oh yes the 7 questions, they are in your syllabus, if you have access
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to the syllabus you can see it there on page 4. [interpreter] Oh okay.
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Oh then I'll look for it, okay thanks.
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Okay, no problem, but if you can't find it just let me know and I can send them
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to you.
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All right any other questions, thoughts?
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Okay, like I said, I recorded this so if you ever want to go back and see what I
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said about the essay you can go back and look at it, it'll be in the recordings.
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If you go to the Blackboard Ultra, this collaborate, you hit those little 3 bars
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on the left side, it should show recordings. So if you have any questions on
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how to get to it, you can always ask me and I'll direct you to it.
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All right, other than that there's no questions or thoughts? Then I will see you
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on Wednesday at 1:30. And we'll start Unit 3 then, we'll start talking about
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Unit 3.
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All right, well take care. [Interpreter] Bye, thank you.