Tuesday, September 30, 2008
POST: Week 6, Day 1, Monday, September 28, 2008
Today we spent most of the period working to finish our reference lists. We'll work on the book on Wednesday and I'll return the second in-class writing.
Friday, September 26, 2008
POST: Week 5, Day 3, Friday, September 26, 2008
Today we had our second in-class writing. Then we started working on the project that will be due on Monday. The purpose of this blog is to inform you of what will be due on Monday:
1. You and your partner will turn in to me -- by the end of class on Monday -- a reference page with references of all the sources you have chosen to use. I will NOT accept this by email or by GOOGLE. I want you to hand me a sheet of paper. Please check the assignment sheet and be sure that:
a. You have at least five references.
b. You have selected from at least three of the source categories listed on the assignment sheet.
2. Be sure that you have formatted each reference in APA style. Your final list should look like the list in the model document in the handbook. Pay attention to the details of punctuation and organization If you have questions, you should have your almost-perfect version ready at the beginning of class for me to look at so that I can help you and you will have it ready to print by the end of class.
3. You will also submit a GOOGLE document in which you have pasted each of the sources that you used -- in the order they appear in the reference list. The GOOGLE document should be shared by the two members of your group AND you should ALSO share it with me. The TITLE of the GOOGLE document should be: MP SOURCES YOUR LAST NAMES (e.g. MPSOURCESWONG/LEE). You should send that document to me before 5 p.m. on Monday.
1. You and your partner will turn in to me -- by the end of class on Monday -- a reference page with references of all the sources you have chosen to use. I will NOT accept this by email or by GOOGLE. I want you to hand me a sheet of paper. Please check the assignment sheet and be sure that:
a. You have at least five references.
b. You have selected from at least three of the source categories listed on the assignment sheet.
2. Be sure that you have formatted each reference in APA style. Your final list should look like the list in the model document in the handbook. Pay attention to the details of punctuation and organization If you have questions, you should have your almost-perfect version ready at the beginning of class for me to look at so that I can help you and you will have it ready to print by the end of class.
3. You will also submit a GOOGLE document in which you have pasted each of the sources that you used -- in the order they appear in the reference list. The GOOGLE document should be shared by the two members of your group AND you should ALSO share it with me. The TITLE of the GOOGLE document should be: MP SOURCES YOUR LAST NAMES (e.g. MPSOURCESWONG/LEE). You should send that document to me before 5 p.m. on Monday.
Wednesday, September 24, 2008
POST: Week 5, Day 2, Wednesday, September 24
We looked at these three in preparation for our paper on Friday.
Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner. (THIS WOULD GET A "0" IF I WERE GIVING IT A GRADE. THE ESSENTIAL INFORMATION IS MISSING: LUNENBERG IS NOT A FISHERMAN OR A SCHOONER. IT'S A PLACE IN NOVA SCOTIA. IT IS FAMOUS FOR A FEW THINGS: ONE, IT CONTINUED TO USE WIND-POWERED BOATS, LONG AFTER OTHER OPTIONS WERE AVAILABLE; TWO, IT IS WELL KNOWN FOR A PARTICULAR CURE OF FISH; THREE, IT HAS BEEN A WINNER IN A SCHOONER COMPETITION. NONE OF THIS IS IN THIS ENTRY.)
Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod. (THIS IS VERY GOOD AND WOULD GET A 2 OR MAYBE A 3. IT'S TOO LONG AND THERE IS TOO MUCH INFORMATION ABOUT GILLNETING. IT NEEDS TO BE SUMMARIZED. NOTICE HOW MUCH EASIER IT IS TO READ WITH THESE CHANGES: Ghost nets are gillnets that were once attached to buoys to keep them a float. Sometimes the nets detach and then they become death traps called "ghost nets." Even after becoming a ghost net, they still continue to catch fish. Advances in gill net technology, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine. Thanks to these advances it can go on for a full five years, killing thousands of marine animals including cod.
Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds. (THIS IS ALSO A VERY GOOD ONE -- BETWEEN A 2 AND A 3. I'D LIKE TO SEE IT MADE CLEAR THAT THESE FISHERMEN ARE PART OF THE CREW OF A LARGER SHIP AND THAT, THROUGHOUT THE YEARS, THEY HAVE USED VARIOUS TYPES OF FISHING TECHNIQUES AS THOSE TECHNIQUES HAVE BEEN DEVELOPED.)
We also looked at how to get books from WSUlibraries (www.wsulibs.wsu.edu >> click on "search online catalog") and how to find books in Google (using the BOOKS feature).
REMEMBER: THERE IS A TEST ON FRIDAY. GET HERE EARLY!
Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner. (THIS WOULD GET A "0" IF I WERE GIVING IT A GRADE. THE ESSENTIAL INFORMATION IS MISSING: LUNENBERG IS NOT A FISHERMAN OR A SCHOONER. IT'S A PLACE IN NOVA SCOTIA. IT IS FAMOUS FOR A FEW THINGS: ONE, IT CONTINUED TO USE WIND-POWERED BOATS, LONG AFTER OTHER OPTIONS WERE AVAILABLE; TWO, IT IS WELL KNOWN FOR A PARTICULAR CURE OF FISH; THREE, IT HAS BEEN A WINNER IN A SCHOONER COMPETITION. NONE OF THIS IS IN THIS ENTRY.)
Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod. (THIS IS VERY GOOD AND WOULD GET A 2 OR MAYBE A 3. IT'S TOO LONG AND THERE IS TOO MUCH INFORMATION ABOUT GILLNETING. IT NEEDS TO BE SUMMARIZED. NOTICE HOW MUCH EASIER IT IS TO READ WITH THESE CHANGES: Ghost nets are gillnets that were once attached to buoys to keep them a float. Sometimes the nets detach and then they become death traps called "ghost nets." Even after becoming a ghost net, they still continue to catch fish. Advances in gill net technology, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine. Thanks to these advances it can go on for a full five years, killing thousands of marine animals including cod.
Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds. (THIS IS ALSO A VERY GOOD ONE -- BETWEEN A 2 AND A 3. I'D LIKE TO SEE IT MADE CLEAR THAT THESE FISHERMEN ARE PART OF THE CREW OF A LARGER SHIP AND THAT, THROUGHOUT THE YEARS, THEY HAVE USED VARIOUS TYPES OF FISHING TECHNIQUES AS THOSE TECHNIQUES HAVE BEEN DEVELOPED.)
We also looked at how to get books from WSUlibraries (www.wsulibs.wsu.edu >> click on "search online catalog") and how to find books in Google (using the BOOKS feature).
REMEMBER: THERE IS A TEST ON FRIDAY. GET HERE EARLY!
PRE: Week 5, Day 2, Wednesday, September 24, 2008
Here are several different identifications taken from the writing of students in the class. Work with your group members to decide how to improve these. What information needs to be clarified? What information could be cut? What should be added?
Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner.
Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod.
Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds.
Gorton's is the name of a seafood company located in Gloucester, Massachusetts. The Gorton's sponsored U.S. schooners which was used in schooner races against the Canadian schooner. The seafood company sponsored several other schooners throughout until the last schooner which was built in 1905.
Factory Ship is a large ship with deck space for handing fish; for commercial purposes. Joncas’s is the first person to ask Canadian government for help to acquire a competitive fishing boat such as factory boat. The factory boat radically change cod fishing because now the factory boat can bring back the fish to shore faster then schooners or it can be make as frozen food on the factory boa to keep the fish longer.
Dory is a little fishing boat, only having room for 1 or 2 fishermen and used commonly from 1600s to the 1930s for cod and groundfishing. Dories were mentioned as dangerous fishing boats because they are too small to be overloaded by fish and sink down the water. The dories also appeared as useful boats for longlining fishing technique, which was used so massively that caused the fish starting disappear. Longlining was banned in the late 1940s.
Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner.
Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod.
Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds.
Gorton's is the name of a seafood company located in Gloucester, Massachusetts. The Gorton's sponsored U.S. schooners which was used in schooner races against the Canadian schooner. The seafood company sponsored several other schooners throughout until the last schooner which was built in 1905.
Factory Ship is a large ship with deck space for handing fish; for commercial purposes. Joncas’s is the first person to ask Canadian government for help to acquire a competitive fishing boat such as factory boat. The factory boat radically change cod fishing because now the factory boat can bring back the fish to shore faster then schooners or it can be make as frozen food on the factory boa to keep the fish longer.
Dory is a little fishing boat, only having room for 1 or 2 fishermen and used commonly from 1600s to the 1930s for cod and groundfishing. Dories were mentioned as dangerous fishing boats because they are too small to be overloaded by fish and sink down the water. The dories also appeared as useful boats for longlining fishing technique, which was used so massively that caused the fish starting disappear. Longlining was banned in the late 1940s.
Monday, September 22, 2008
POST: Week 5, Day 1, Monday, September 22, 2008
Today we spent extensive time with APA style references.
A couple of important points to remember from our discussion:
1. We never use people's first names in APA -- just their initials.
2. Dates are not abbreviated. We don't say "Sept." we say "September."
3. Titles of articles are NOT capitalized except for:
a. The first word
b. The first word after a colon (:)
c. Any proper adjective or noun
4. Titles of newspapers are italicized.
5. Page numbers are abbreviated as "p." for one page and "pp." for multiple pages.
6. If you got the article from an electronic database, you need to look at the examples on p. 26.
Use a retrieval statement.
HW: For MONDAY of Week 6. You and your partner should have found your five (or more!) good sources to use. Put them in an APA-style reference list similar to the one on p. 280 of the handbook.
We also talked about GOOGLE document issues. Remember: it is NOT enough to set up a collaborator. You MUST click SHARE and then "send email to collaborators." On the message screen, click "CC to me" to send a copy to yourself -- for our records. Then click "Send."
Finally, we have HOMEWORK FOR TOMORROW AT 9 A.M.
Choose one term from the list for Chapter 7 and one from the list for Chapter 8 (see previous blog). Send me your very best short answer/identification of the term in a GOOGLE document by tomorrow at 9 a.m. Title your document "Practice 2."
I will respond to this tomorrow and THEN I will also post the three best and the three worst (with commentaries) on a PRE-BLOG before class on Wednesday.
A couple of important points to remember from our discussion:
1. We never use people's first names in APA -- just their initials.
2. Dates are not abbreviated. We don't say "Sept." we say "September."
3. Titles of articles are NOT capitalized except for:
a. The first word
b. The first word after a colon (:)
c. Any proper adjective or noun
4. Titles of newspapers are italicized.
5. Page numbers are abbreviated as "p." for one page and "pp." for multiple pages.
6. If you got the article from an electronic database, you need to look at the examples on p. 26.
Use a retrieval statement.
HW: For MONDAY of Week 6. You and your partner should have found your five (or more!) good sources to use. Put them in an APA-style reference list similar to the one on p. 280 of the handbook.
We also talked about GOOGLE document issues. Remember: it is NOT enough to set up a collaborator. You MUST click SHARE and then "send email to collaborators." On the message screen, click "CC to me" to send a copy to yourself -- for our records. Then click "Send."
Finally, we have HOMEWORK FOR TOMORROW AT 9 A.M.
Choose one term from the list for Chapter 7 and one from the list for Chapter 8 (see previous blog). Send me your very best short answer/identification of the term in a GOOGLE document by tomorrow at 9 a.m. Title your document "Practice 2."
I will respond to this tomorrow and THEN I will also post the three best and the three worst (with commentaries) on a PRE-BLOG before class on Wednesday.
Friday, September 19, 2008
POST: Week 4, Day 3, Friday, September 19, 2008
Today we worked on a few more things:
1. I asked you to send me your rewrites of the "worst" question in your in-class writing by 5 p.m. today. Only a few of you did!
2. I asked you to send me your two lists of words for the next quiz by 5 p.m. today. I have not received anything so far! I am, therefore, providing you with this list:
(Chapter 5: West India, the slave trade, the Gloucester schooner, the French and Indian War, St. Pierre and Miquelon)
(Chapter 6: The American Revolution, the Molasses Act, John Adams, the treaty of Ghent, the Gaspe cure, the codfish aristocracy )
(Chapter 7: dory, dorymen, clipper schooner, longlining, Thomas Henry Huxley, gillnetting, ghost net, factory ship)
(Chapter 8: Lunenberg, bottom dragger the otter trawl, wet wells, Clarence Birdseye, Gorton's, fish sticks, pair fishing)
(Chapter 9: Iceland, stockfish, trawler, cod-liver oil)
3. We worked on a few different types of resources, including how to access ProQuest and how to select a good website (instead of a bad one).
HW: Read the following sections of the handbook this weekend: section 10h (140-142) and section 14b starting on p. 254. Bring the handbook with you to class on Monday. Continue reading your book.
1. I asked you to send me your rewrites of the "worst" question in your in-class writing by 5 p.m. today. Only a few of you did!
2. I asked you to send me your two lists of words for the next quiz by 5 p.m. today. I have not received anything so far! I am, therefore, providing you with this list:
(Chapter 5: West India, the slave trade, the Gloucester schooner, the French and Indian War, St. Pierre and Miquelon)
(Chapter 6: The American Revolution, the Molasses Act, John Adams, the treaty of Ghent, the Gaspe cure, the codfish aristocracy )
(Chapter 7: dory, dorymen, clipper schooner, longlining, Thomas Henry Huxley, gillnetting, ghost net, factory ship)
(Chapter 8: Lunenberg, bottom dragger the otter trawl, wet wells, Clarence Birdseye, Gorton's, fish sticks, pair fishing)
(Chapter 9: Iceland, stockfish, trawler, cod-liver oil)
3. We worked on a few different types of resources, including how to access ProQuest and how to select a good website (instead of a bad one).
HW: Read the following sections of the handbook this weekend: section 10h (140-142) and section 14b starting on p. 254. Bring the handbook with you to class on Monday. Continue reading your book.
Wednesday, September 17, 2008
POST: Week 4, Day 2, Wednesday, September 17, 2008
I. Today I handed back your first in-class essays.
The important statistics for this essay include:
The highest number of points earned was 11/15.
The average was 6/15.
You can improve your score!
Choose the LOWEST one that you wrote. Open a Google Document. Make me a collaborator (elizabethsiler@gmail.com). Click on "Untitled" and name your document "Rewrite."
At the top of the page, carefully type the lowest answer exactly as it appeared in your paper (with all grammar errors, spelling errors, fact errors). At the end, indicate the number of points you earned (ex: 2 points).
Then, below that rewrite it. Be as careful as possible. Pay attention to details and facts. Check your grammar and spelling. When you're happy with it, send it to me.
You can get as many as 3 more points for this. The upper limit for this paper will still be 11. The person who got the 11 points will be given points to carry forward for the NEXT paper (in case he/she does not do so well on the next paper).
Example: if you got 9 points, and your lowest was a 1, and you rewrite it and get 3 points on it, your score will be 11 for this exam (because you got 2 more points on it).
If you got 11 points on this exam and your lowest was a 1, and you rewrite it and get 3 points on it, your score will still be 11 for this exam, but you'll get 2 points to carry forward to help you on the next exam (in case you need them!).
Deadline: You need to have this to me by 5 p.m. on Friday. It is not required that you do this.
II. We also formed groups to prepare for the next in-class writing -- which will be on Friday of Week 5.
Between now and class on Friday, you should create a GOOGLE document with your study group members. Start drawing up a list of the most important terms, ideas, actions, names, etc. from the next part of the book. Hopefully, we will finalize this on Friday. Even if you haven't read it all yet, you should skim ahead and try to identify the really important stuff!
Have your GOOGLE document ready to work on on Friday!
III. We also looked at the awesome Encyclopedia Britannica. We discussed why Wikipedia is not a good choice. I do not want anyone using Wikipedia in this class. This is how you access Britannica:
Go to: www.wsulibs.wsu.edu
Click on: find journal articles
Click on: Databases A-Z
Click on: The Letter "E"
Click on: Encyclopedia Britannica.
Don't forget to also check out the "For Further Research" links we looked at! This is a great resource!
The important statistics for this essay include:
The highest number of points earned was 11/15.
The average was 6/15.
You can improve your score!
Choose the LOWEST one that you wrote. Open a Google Document. Make me a collaborator (elizabethsiler@gmail.com). Click on "Untitled" and name your document "Rewrite."
At the top of the page, carefully type the lowest answer exactly as it appeared in your paper (with all grammar errors, spelling errors, fact errors). At the end, indicate the number of points you earned (ex: 2 points).
Then, below that rewrite it. Be as careful as possible. Pay attention to details and facts. Check your grammar and spelling. When you're happy with it, send it to me.
You can get as many as 3 more points for this. The upper limit for this paper will still be 11. The person who got the 11 points will be given points to carry forward for the NEXT paper (in case he/she does not do so well on the next paper).
Example: if you got 9 points, and your lowest was a 1, and you rewrite it and get 3 points on it, your score will be 11 for this exam (because you got 2 more points on it).
If you got 11 points on this exam and your lowest was a 1, and you rewrite it and get 3 points on it, your score will still be 11 for this exam, but you'll get 2 points to carry forward to help you on the next exam (in case you need them!).
Deadline: You need to have this to me by 5 p.m. on Friday. It is not required that you do this.
II. We also formed groups to prepare for the next in-class writing -- which will be on Friday of Week 5.
Between now and class on Friday, you should create a GOOGLE document with your study group members. Start drawing up a list of the most important terms, ideas, actions, names, etc. from the next part of the book. Hopefully, we will finalize this on Friday. Even if you haven't read it all yet, you should skim ahead and try to identify the really important stuff!
Have your GOOGLE document ready to work on on Friday!
III. We also looked at the awesome Encyclopedia Britannica. We discussed why Wikipedia is not a good choice. I do not want anyone using Wikipedia in this class. This is how you access Britannica:
Go to: www.wsulibs.wsu.edu
Click on: find journal articles
Click on: Databases A-Z
Click on: The Letter "E"
Click on: Encyclopedia Britannica.
Don't forget to also check out the "For Further Research" links we looked at! This is a great resource!
Tuesday, September 16, 2008
POST: Week 4, Day 1, Monday, September 15, 2008
REMINDER: There is an attendance policy and I take attendance regularly.
Today we started by talking about grammar problems. Here are a couple to look out for:
1. Overuse of "they" -- when it is not clear who "they" refers to.
Example: The Canadian government closed the Grand Banks. They were concerned about cod.
BETTER: The Canadian government closed the Grand Banks. Officials, scientists, and fishermen were concerned about cod.
2. Incorrect plurals: cod and fish. We looked these up in the LDOCE.com
The plural of "cod" is "cod" NOT "cods."
Example: The cod in the North Atlantic eat everything they can find.
The plural of "fish" is usually (and preferably) "fish" not "fishes."
Example: The fish are not returning as expected.
3. Adverbs and time markers.
We reviewed the use of the past tense to show that something is over and finished (e.g. The medieval church did not allow people to eat meat on Fridays.). Do not make statements in the present tense about information presented in the past tense.
Thus it would be wrong to say: The Catholic Church does not allow people to eat meat on Fridays.
Then we got into groups for the major paper assignment. So far, here are the groups:
Andy and Saad (The African Elephant)
Yedesdes and Asami (The Right Whale)
Irene, Yu Jeong and Shuxin (The Shark)
Dang Ta and Thanawoth Washburn (The American Bison)
Mohammed and Mino (The Sperm Whale)
Satoshi and Mi Lin (The Blue Fin Tuna)
Khang Dong, Kuan Hao Chen, and Tsik (The Sea Horse)
Finally, we started looking at Lexis Nexis online. This is accessible via:
www.wsulibs.wsu.edu
Go to: Find Journal Articles
Go to: Databases A-Z
Go to: The Letter "L"
Go to: Lexis Nexis Academic
Go to: Yes, I accept
Remember to search for articles --- but save a tree! Don't print until you're sure. If you think an article looks good -- email it to yourself.
ON Wednesday, I'll return the first in class writing, we'll work on some more library resources, and we'll brainstorm for items for the next inclass writing.
Today we started by talking about grammar problems. Here are a couple to look out for:
1. Overuse of "they" -- when it is not clear who "they" refers to.
Example: The Canadian government closed the Grand Banks. They were concerned about cod.
BETTER: The Canadian government closed the Grand Banks. Officials, scientists, and fishermen were concerned about cod.
2. Incorrect plurals: cod and fish. We looked these up in the LDOCE.com
The plural of "cod" is "cod" NOT "cods."
Example: The cod in the North Atlantic eat everything they can find.
The plural of "fish" is usually (and preferably) "fish" not "fishes."
Example: The fish are not returning as expected.
3. Adverbs and time markers.
We reviewed the use of the past tense to show that something is over and finished (e.g. The medieval church did not allow people to eat meat on Fridays.). Do not make statements in the present tense about information presented in the past tense.
Thus it would be wrong to say: The Catholic Church does not allow people to eat meat on Fridays.
Then we got into groups for the major paper assignment. So far, here are the groups:
Andy and Saad (The African Elephant)
Yedesdes and Asami (The Right Whale)
Irene, Yu Jeong and Shuxin (The Shark)
Dang Ta and Thanawoth Washburn (The American Bison)
Mohammed and Mino (The Sperm Whale)
Satoshi and Mi Lin (The Blue Fin Tuna)
Khang Dong, Kuan Hao Chen, and Tsik (The Sea Horse)
Finally, we started looking at Lexis Nexis online. This is accessible via:
www.wsulibs.wsu.edu
Go to: Find Journal Articles
Go to: Databases A-Z
Go to: The Letter "L"
Go to: Lexis Nexis Academic
Go to: Yes, I accept
Remember to search for articles --- but save a tree! Don't print until you're sure. If you think an article looks good -- email it to yourself.
ON Wednesday, I'll return the first in class writing, we'll work on some more library resources, and we'll brainstorm for items for the next inclass writing.
Friday, September 12, 2008
POST: Week 3, Day 3, Friday , September 12, 2008
Today we took our first in class writing -- which I will get back to you on Wednesday of next week.
For the weekend, I would like you to review the link entitled "Major Paper" which is linked up under "Grades and Assignment" on the syllabus. Look at information about the various animals and try to decide on 2-3 that might be interesting to research.
Also -- KEEP READING YOUR BOOK. Our next in class is on Friday of Week 5! You need to have read another 78 pages.
Have a good weekend.
Liz Siler
For the weekend, I would like you to review the link entitled "Major Paper" which is linked up under "Grades and Assignment" on the syllabus. Look at information about the various animals and try to decide on 2-3 that might be interesting to research.
Also -- KEEP READING YOUR BOOK. Our next in class is on Friday of Week 5! You need to have read another 78 pages.
Have a good weekend.
Liz Siler
Wednesday, September 10, 2008
POST: Week 3, Day 2, Wednesday , September 10, 2008
Here is the list we agreed on today:
From the Prologue: Petty Harbor; Sentinel Fishery; the moratorium; handlining; groundfishing; cod
From Chapter 1: The Basques; to cure cod; the Vikings; Catholicism; Croft and Jay; Christopher Columbus; John Cabot; salt.
From Chapter 2: Gadus morhua; Atlantic cod; Iceland; saltfish; morue; the Grand Banks; the Georges Banks.
From Chapter 3: Gaspar Corte Real; La Rochelle; the English; the salt tax (gabelle); Cape Cod; the Pilgrims
From Chapter 4: Juan Martinez; El Dorado; Captain John Smith; New England; Naumkeag; Adam Smith.
Reminders for our first in-class writing: Get to class early. You may use the online dictionary at www.ldoce.com. No other dictionary is permitted.
If you are going to write this, bring a blue book (clean/new). If you are going to type it, you need to set up a Word document as soon as you get to class.
No looking at the Internet (except the dictionary) in ANY way during this class.
I'll choose ten of these terms. You will select five and provide a short identification of each -- no more than 5 sentences per identification. You'll have 25 minutes total.
NO COPYING. You need to paraphrase! If you aren't sure what that is -- see the handbook and pay LOTS of attention to p. 158! Look at the examples carefully.
From the Prologue: Petty Harbor; Sentinel Fishery; the moratorium; handlining; groundfishing; cod
From Chapter 1: The Basques; to cure cod; the Vikings; Catholicism; Croft and Jay; Christopher Columbus; John Cabot; salt.
From Chapter 2: Gadus morhua; Atlantic cod; Iceland; saltfish; morue; the Grand Banks; the Georges Banks.
From Chapter 3: Gaspar Corte Real; La Rochelle; the English; the salt tax (gabelle); Cape Cod; the Pilgrims
From Chapter 4: Juan Martinez; El Dorado; Captain John Smith; New England; Naumkeag; Adam Smith.
Reminders for our first in-class writing: Get to class early. You may use the online dictionary at www.ldoce.com. No other dictionary is permitted.
If you are going to write this, bring a blue book (clean/new). If you are going to type it, you need to set up a Word document as soon as you get to class.
No looking at the Internet (except the dictionary) in ANY way during this class.
I'll choose ten of these terms. You will select five and provide a short identification of each -- no more than 5 sentences per identification. You'll have 25 minutes total.
NO COPYING. You need to paraphrase! If you aren't sure what that is -- see the handbook and pay LOTS of attention to p. 158! Look at the examples carefully.
Monday, September 8, 2008
POST: Week 3, Day 1, Monday , September 8, 2008
Today we talked extensively about the following topics:
1. When rewriting in GOOGLE documents, do NOT send the original with my comments. Erase that and send me your new version (in the same document).
2. Organizing and selecting information for short identifications.
We are going to have our first in-class writing on Friday. You should have read through Chapter 4 (about p. 78) in the book. For Wednesday, select 5-7 terms that you think are important for each chapter. Work in a small group to create a master list of 20-28 words for the first four chapters. We will work with those on Wednesday.
Please also go to your my.wsu.edu space. On the right hand side of the screen, you will see a link that leads you to sign up for emergency notification. This is VERY important. Please DO THAT TODAY. Give the system your current email and your cell phone numbers.
1. When rewriting in GOOGLE documents, do NOT send the original with my comments. Erase that and send me your new version (in the same document).
2. Organizing and selecting information for short identifications.
We are going to have our first in-class writing on Friday. You should have read through Chapter 4 (about p. 78) in the book. For Wednesday, select 5-7 terms that you think are important for each chapter. Work in a small group to create a master list of 20-28 words for the first four chapters. We will work with those on Wednesday.
Please also go to your my.wsu.edu space. On the right hand side of the screen, you will see a link that leads you to sign up for emergency notification. This is VERY important. Please DO THAT TODAY. Give the system your current email and your cell phone numbers.
Sunday, September 7, 2008
PRE: Week 3, Day 1, Monday, September 8, 2008
This is a pre-blog. To help you focus your list of terms, I'd like you to look at this list of important terms that I developed from the prologue. You need to add to this list with important ideas/terms you develop from the remaining pages in the first 78 pages.
Places
Petty Harbor
Activities/Organizations
Sentinel Fishery
the moratorium
handlining
Things
Cod
the otolith
Places
Petty Harbor
Activities/Organizations
Sentinel Fishery
the moratorium
handlining
Things
Cod
the otolith
Friday, September 5, 2008
POST: Week 2, Day 2, Friday, September 5, 2008
Today we worked on writing short identification of the term Petty Harbor. We also set up our GOOGLE accounts.
By I want you to have read pp. 166-178 in the handbook -- carefully. Pay particular attention to the information about paraphrase. Many of you looked like you were just copying phrases out of the book! I don't want to see any copying!
When you have finished your identification of Petty Harbor (5 sentences MAXIMUM) send it to me in GOOGLE. Do that by going to SHARE and then clicking on "email to collaborators." Then type me a short message: I am finished. Please comment. Click SEND. This will tell me you are finished and I should look at your paper. Please do this by 5 p.m. on Sunday.
HOMEWORK: For Monday, KEEP READING! Develop a list of at least twenty terms that you think are important in the reading so far. Focus on names of important people, places, activities and things. Bring your book and your handbook with you to class on Monday. Also, please go to the syllabus and be sure you have read the major paper assignment for this class. We will discuss that on Monday as well.
By I want you to have read pp. 166-178 in the handbook -- carefully. Pay particular attention to the information about paraphrase. Many of you looked like you were just copying phrases out of the book! I don't want to see any copying!
When you have finished your identification of Petty Harbor (5 sentences MAXIMUM) send it to me in GOOGLE. Do that by going to SHARE and then clicking on "email to collaborators." Then type me a short message: I am finished. Please comment. Click SEND. This will tell me you are finished and I should look at your paper. Please do this by 5 p.m. on Sunday.
HOMEWORK: For Monday, KEEP READING! Develop a list of at least twenty terms that you think are important in the reading so far. Focus on names of important people, places, activities and things. Bring your book and your handbook with you to class on Monday. Also, please go to the syllabus and be sure you have read the major paper assignment for this class. We will discuss that on Monday as well.
Thursday, September 4, 2008
POST: Week 2, Day 1, Wednesday, September 3, 2008
Today we began serious study of the book. I remind you: you should have read and digested 78 pages of the book by Friday of next week (Week 3). You should have the book with you EVERY day from this point on.
We talked about how to write short answer/identification questions. We did a practice with the word Basques (X).
The first questions that you need to think about are:
Who/what is/are X?
Then you need to think about questions such as when/where did X occur? What did X do and why did X do it?
Finally, and most important, you need to connect X to the subject of the book: Cod: A biography of a fish that changed the world. So you need to think about questions such as:
What was the relationship of X to cod?
How was X connected to cod?
Then you need to write your answer out in a short paragraph of about five sentences.
Example: The Basques are a group of people from southern France and Northern Spain. In the Middle Ages, they developed cod fishing and whaling in the far reaches of the North Atlantic. Using salt cure, they successfully sold their fish to Catholic Europeans who were prohibited from eating meat, but who were allowed to eat fish, on half the days of the year.
We talked about how to write short answer/identification questions. We did a practice with the word Basques (X).
The first questions that you need to think about are:
Who/what is/are X?
Then you need to think about questions such as when/where did X occur? What did X do and why did X do it?
Finally, and most important, you need to connect X to the subject of the book: Cod: A biography of a fish that changed the world. So you need to think about questions such as:
What was the relationship of X to cod?
How was X connected to cod?
Then you need to write your answer out in a short paragraph of about five sentences.
Example: The Basques are a group of people from southern France and Northern Spain. In the Middle Ages, they developed cod fishing and whaling in the far reaches of the North Atlantic. Using salt cure, they successfully sold their fish to Catholic Europeans who were prohibited from eating meat, but who were allowed to eat fish, on half the days of the year.
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