Bulletin Board for Face-to-Face Section

BULLETIN BOARDS FOR

Fall 2004 Afternoon Class:

http://groups.msn.com/ihcc1108a

BULLETIN BOARDS FOR

Fall 2004 Evening Class:

http://groups.msn.com/ihcc1108b

Read the "Directions" for how to do your bulletin-board class and print them out. I have tried to print them in each week for the first three weeks. After that, you can print out the weekly directions from the course Web site's "BB Classes" or "BB classes" pages.

The left-hand column of the BB can take you where you want to go. Just click on the links in this left-hand column as you need them each week. You may feel a little lost or confused in the first week or two as you get used to following the directions for the bulletin board. However, most people get used to the directions in a few weeks. By the second month, they are comfortable with the repeating pattern of the bulletin board classes. The contents of what you write will change each week. However, the pattern of how you do the bulletin board class will keep repeating.

Start each week simply by going to the left-hand column of this bulletin board and clicking on the week number (e.g., "Week 1") Then refer to the printed directions for that type of day, or bring up the directions on a separate computer window (i.e., open two "Explorer" or "Netscape" windows at the same time).

In your BB classes, I would like you to reflect on a question concerning the humanities. In some weeks, this reflection simply will be about the museum, play, or architectural site we attended as a group in a previous week (or one that you attended on your own, if you miss the group visit). In other weeks, I will ask a specific question for you to discuss. Each time, you should write 200+ words.

Then, the next week, you'll look at what people said and choose one or more people to whom you want to respond. You'll write your responses to others for 200+ words. Your combined responses to your readings and to each other should take you about an hour per class for this part of your BB classes.

These responses to readings and responses to each other will have a simple, repeating pattern. Once you have worked on the BB classes for several weeks, you will begin to be accustomed to the pattern. Until then, please read and follow all directions carefully, and email or call me if you are confused: Richard@Jewell.net, (612) 870-7024.

When you write on the bulletin board, you do not need to take a great deal of time to think about what you will say, as long as you are following the directions. Neither do you need to worry about mechanics--about grammar, spelling, or punctuation. You may consider these messages rough drafts--written quickly without a lot of planning ahead of time. However, do read over what you have written before you send it: try to be clear, kind, and respectful in what you say to your classmates.

Usually, in general, each BB class will have three parts: (1) your comments on the question(s) for the present week, (2) your responses to other people's comments, and (3) your reading of the results. Normally, you would need to go online to our BB class two or three times in a week to accomplish this. However, there is a way we can schedule this so that you only have to go online once a week. It requires that you go into three different bulletin boards--three different weeks--per week. It goes something like this, in order of the oldest week to the most recent:

You may do all three steps in just one visit, or you may break up the steps and do them in two or three visits. You may do the visit(s) anytime from Sunday a.m. through Saturday noon. However, your steps must be done by Saturday noon for you to get credit for BB class attendance. More specific directions are in the colored box below.

First Time: Click on the starting message on the bulletin board for the first week that we do this type of BB class. Do just "Step 3" (no "Step 1" and "Step 2," yet).

Second Time: Click on the starting message on the bulletin board for the second week we do this type of BB class. Do just "Step 2" and "Step 3" (no "Step 1," yet).

Third Time and Beyond: Starting with the third BB class, follow these specific directions:

Step 1: (10-30 min.; due Sat. noon of current week.) Go back in BB classes two times ago on the bulletin board (skip over any "No BB" days) and read the second set of messages in that older class, especially people’s responses to your own comments.

Step 2: (20-40 min.; due Sat. noon of current week.) Go back in BB classes one time ago on the bulletin board (skip over any "No BB" days). (a) Once you're in the right week and day, go to the upper-right corner; there, in "View," click on "Discussions & Replies." (b) Then click on and read people’s first set of answers in that one-week-old class. (c) Then respond to one or more people. Start a response by clicking on “Reply.” Begin your message by writing “Response to ___ [name of person(s) to whom you are responding].” Then write 200+ words of response. You may respond to more than one person to reach your 200+ w. total. You may expand on what others say; give new reasons; disagree (politely); compare, contrast, or exemplify (politely) points they make with those made by others; bring together or highlight points made by several people; etc. However, do not just blindly agree, praise, and/or summarize: add different thoughts, experiences, etc. of your own. When you are done writing, click underneath your message on the send-message button; then look for your message on the bulletin board before exiting.

Step 3: (10-30 min.; due Sat. noon of current week.) In the present week in BB class, write a 200+ word message answering the question(s) of the week (see below). (Skip any "No BB" days.) Start this step by checking what is the question for the week (below). Then click on the correct week and day on the bulletin board. Look at the weekly bulletin board that comes up. If there are no messages, you are first: click on “New Discussion,” use the week's name/day (e.g., "Start Week 4 here") for a title, and then simply write your message.

If you're not first, then (a) click on the starting message; (b) click on “Reply”; and (c) simply write, using the directions for the week. As you write, develop your answers to the question(s). You may offer opinion, fact, or any mix of it, as long as you support what you argue. When you are done writing, click underneath your message on the send-message button; then look for your message on the bulletin board before exiting.

Each week, please do "Steps 1," "2," and "3." When you do "Step 3," you should go, below, to the week number and answer the question for that week. As you answer the question(s), you may offer opinion, fact, or any mix of it, as long as you explain what you say. And later, when you reply to others' comments, be sure to be caring, thoughtful, and polite--even more so than in a physical classroom because it is easier to misunderstand the written word than someone's face and verbal intonations. The first three weekly class assignments are described below in "First Three Times" in much more detail, and in each individual week's bulletin board.

“What are your writing history and hopes?” In other words, what kinds of writing have you done in school and out, what kinds do you like and/or dislike, what kinds of writing would you like to be able to do in the future, and why/how?

(Education-Track Option: “How did you learn to write at different stages of your education, and how will you need to know writing in the future?”) (The Education-Track Option is open to anyone interested in teaching students of any age in the future. If you wish to answer it, just simply do so instead of, or in addition to, the normal question above when you get to “Step 3.” No one is required to answer the Education-Track Option.)

“What are your best and worst writing experiences?” (You need only share those best and worst experiences that you are comfortable showing to others.)

(Education-Track Option: “What are your best and worst writing experiences concerning teachers?”)

“What are your questions about the process we are using--of writing several drafts of different different papers, draft by draft? Does not having a grade but rather a check mark help you? Do you feel more or less confident now than before the class started? Why? What points about doing the papers are muddy to you? What kind of schedule or habits have you developed for doing these papers, and what ones do you still need to develop? How will you develop them? Please write your questions and comments about the papers and, if you want, about the course, about our group of people in the class (be polite!), about writing in general, etc." (For this one, I am going to let you answer each other’s questions as much as possible, though I may occasionally chime in with my own responses. 200+ w., 10-30 min.)

(Education-Track Option: "What are your questions or comments about how to teach or learn writing?”)

(Education-Track Option: “…and how could you explain these stages/layers to students?”)

Directions for Step 3: Read all of these directions before you start. Then describe an overall activity symbol for five or more of your stages, steps, or layers of writing for developing a successful major paper. Start your entire “Step 1” with an introductory paragraph describing your active symbol: e.g., “To me, writing is like building a house” or “Writing is like giving a dinner party” (but now that I’ve mentioned these, you can’t use them J). Then number the steps “1.,” “2.,” etc. Start each step with its number and a sentence that visually describes the sub-activity of that particular step; then describe what it means (e.g., “1. First, I dig a hole for the basement. This means I __________”).

Do not choose stages that you think you are supposed to use or that you have been taught are correct, but rather steps that you actually do use. Be creative. Introduce the overall visual symbol, then describe a visual stage for each of your five or more stages or layers, and finally offer enough description of what each visual image and stage means to you that you have 200+ words when you are done. You may choose any activity symbol used in class or any new one.

Please try to write this “Step 1” without looking at other people’s versions of it this week. However, if we have not done this exercise in groups in class, or we did do it, but you were absent, then you may “cheat” and look at some other people’s “Step 1” to help you get started with your own ideas.

There are stages, steps, or layers of writing that are obvious and ones that are not. Here are some writing focuses you might want to consider, if you wish: different drafts, purpose (need for paper), audience (your readers), tone (mood or feeling), place (where you write), times (when you write), thinking, organizing, editing, revising, organizing, thinking, sleep, food, drink, help from others, research, memory, and reference to writing manuals.

(Education-Track Option: “What is a visual map of writing you could show your future students?”)

Directions for Step 3: Read all of these directions before you start. Then describe a visual image or map—a picture symbol—that contains many of the elements of writing. Choose or imagine some kind of map, geographical location, building, place, town, playing field, animal, or other visual object or visual space that you can use to represent visually all the things you know, partly or completely, about writing: for example, you could use a farm, city block, solar system, or bird. Be creative. Use something new: you may not use something your group developed in class (unless the group drawing was your own idea in the first place).

(3) Then describe what the different parts of—or places in—your image are: e.g., the farmhouse, the barn, the silo, etc. Describe what each part represents. Be sure to write a total of 200+ words describing your map/image and its parts/elements. Here are some elements of writing to consider:

“What good things and what bad things tend to happen to you when you have a major graded paper due and you are getting near the due date? How has the system for paper assignments that we are using in this class made you feel differently than you would about three or four major graded paper assignments? How can you improve the way you are using this non-graded paper system? What do you do well, and what poorly, using this system? How or why? How can you increase what you do well and decrease what you do poorly? What do you need to do to make these changes?"

(Education-Track Option: "What do you need to do to better learn how to teach writing?”)

Week 9: “How is class going? (1) What is working for you? (2) What is not? (3) What would you like to change, start, or stop?” If you need more word count, you may also compare and contrast the learning and teaching methods in this class to past writing classes, to present classes, and/or to any other classes you have had or now have.

(Education-Track Option: “How is class going in relation to how you could teach your future students to write differently and/or the same?”)

(Education-Track Option: “…and how can you help students to better focus on writing?”)

Step 3 Directions: Answer in four parts. In the first three parts, describe something (not writing) you remember learning. In the fourth part, relate this to your current experience with learning to write at the college level. Start with the non-writing activity you learned:

(1) How did you go from being unfocused—from being unknowing, slow, & awkward—to gradually making your activity automatic?

(2) What steps did you have to use in your mind to focus fully and make the activity more automatic?

(3) How/when/why do you now focus to make adjustments whenever you do this activity—how do you keep track of whether you are doing it as best you can and making small adjustments to keep improving what you do.

(4) How does focusing on learning college writing compare and/or contrast to how you learned to focus on this other activity?

(1) when I first started learning how to swim, I wasn’t sure what to focus on other than avoiding drowning. I was so little that I had to hang onto the edge of the pool to keep my head above water. Each lesson I focused primarily on not drowning and secondarily on trying to do at least enough of what the swimming instructor was saying that I wouldn’t get in trouble.

(2) My focus on the actual lessons improved once I learned how to control my breathing and discovered I could bounce up and down in the water so that I could breath at the top of each bounce. My breathing became the central focus of being in the water. As I learned more swimming techniques, the breathing became automatic, and I was finally able to focus primarily on the actual strokes of swimming instead.

(3) Now I swim basic strokes easily (if not perfectly). I focus now on adjusting my strokes so everything is working fairly well, and then I go into my head and think about other things. Occasionally I have to focus on readjusting my swimming: e.g., when other swimmers create waves nearby or someone calls to me and I must talk.

(4) My college writing was something on which I had a loose focus when I first started: I just tried to write about everything I thought the teacher might find interesting, without much organization. I soon learned that most teachers wanted a clear organization, and the type of organization varied, sometimes widely, from teacher to teacher. I focused increasingly on learning new organizational patterns, and I still am this way in my writing. Also, now, as I write, my mind has a constant “tape” going in the background that asks about grammar, tone, word choice, clarity, etc., and makes suggestions. Sometimes the “tape” makes so many suggestions that I freeze and stop writing; at other times, the “tape” isn’t there very much, and I write freely, almost automatically—which can be good sometimes, but other times it means I need to revise more.

(Education-Track Option: “...and how would you teach your future students in specific ways you have not yet discussed on the BB?”)

Directions: Describe how you would teach writing to schoolchildren, high school students, college students, or people in your workplace. Either describe what you would do or create lesson plan. Show the steps or stages you would use: e.g., “Step 1,” “Step 2,” etc.

(Education-Track Option: “What might be a good general way to teach your future students how to develop their own ideas of stages/layers of writing, especially at different times in their growth as writers?”)

Directions for Step 3: Describe, once again, an overall activity symbol for five or more of your stages, steps, or layers of writing for developing a successful major paper. This is the second time you have done this exercise. This time, you may choose a new activity symbol or use the old one. Start your entire “Step 1” with an introductory paragraph describing your active symbol: e.g., “To me, writing is like building a house” or “Writing is like giving a dinner party” (but now that I’ve mentioned these, you can’t use them). Then number the steps “1.,” “2.,” etc. Start each step with its number and a sentence that visually describes the sub-activity of that particular step; then describe what it means (e.g., “1. First, I dig a hole for the basement. This means I __________”).

Last time I asked you to choose real stages that you really use, and not to choose stages or steps that you think you are supposed to use. This time, I’d like you to consider what you’ve learned so far in this course, both from your own writing and from what others seem to be doing. Then I’d like you to describe the stages or steps that you think will best work for you in the future—on the final graded paper and in future courses and/or professional work assignments. Be creative. Introduce the overall visual symbol, then describe a visual stage for each of your five or more stages or layers, and finally offer enough description of what each visual image and stage means to you that you have 200+ words when you are done. You may choose any activity symbol used in regular or virtual class by you or anyone else, or develop a new one. You may look at any of the stages or steps—and symbols for them—that people used in the previous virtual class on this subject, even use theirs, if you wish. However, you must explain each stage or layer in your own way, in your own words, and with your own experience from this class (and other classes and/or life) backing up your statements.

Remember that there are stages, steps, or layers of writing that are obvious and ones that are not. Here are some writing focuses you might want to consider, if you wish: different drafts, purpose (need for paper), audience (your readers), tone (mood or feeling), place (where you write), times (when you write), thinking, organizing, editing, revising, organizing, thinking, sleep, food, drink, help from others, research, memory, and reference to writing manuals.

(Education-Track Option: “What might be a good general way to teach your future students how to develop their own maps of writing, especially at different stages in their own growth as writers?”)

Directions for Step 3: Describe, as you did in an earlier week, a visual image or map—a picture symbol—that contains many of the elements of writing. This time, however, develop your map according to what you want to be able to know and do as a writer from now on, or in the future. You may use the same picture symbol as before, one developed by someone else, or an entirely new one. Choose or imagine some kind of map, geographical location, building, place, town, playing field, animal, or other visual object or visual space that you can use to represent visually all the things you can know, partly or completely, now or in the future, about writing: for example, you could use a farm, city block, solar system, or bird. Describe your picture symbol and the different parts of—or places in—your image: e.g., if your overall symbol is a farm, then describe such places as the farmhouse, the barn, the silo, etc. Describe what each part represents.

(b) Then describe and discuss how your map has changed, why you have made changes, and what you hope these changes mean, part by part, for your writing future. Be sure to write a total of 200+ words describing your map/image, its parts/elements, and the changes. Here are some elements of writing to consider:

REVIEW OF GENERAL INSTRUCTIONS: Please print out the directions for all the weeks from the Web, if you have not already done so. You may complete the required virtual classes simply by going on line as little as once per week (or two-three times, if you prefer)—each week before Sat. noon —and by then following the directions starting with the current week. In each week’s three steps, normally you will be prompted to go back to—and complete—two earlier weeks’ assignments, and then to complete the current week’s assignment. For a more complete set of these instructions, please click on “General Directions” in the left-hand column of the bulletin board.

Please be sure that you have read the “General Instructions” first. Then go ahead and read the directions below and respond as they request. At the end of “Step 3” below, you may choose the first question, or you may use the "Education-Track Option" if you are interested in becoming a teacher someday. (In this and future weeks, you may always choose either the regular question or the "Education Option" one.)

Good luck!

Step 3: Due this week no earlier than Sun. and no later than Sat. noon. Length: 200+ words. Time: 10-30 min. Start this step by clicking, in the left-hand column of the bulletin board, on the correct week/day/activity. Look at the weekly bulletin board that comes up. Simply (a) click on the starting message; (b) click on “Reply,” above on the bulletin board; and (c) write, answering the question(s) of the week. When you write, develop your answer to the main question below (or the sub-questions, if any, that belong with it). You may offer opinion, fact, or any mix of it, as long as you support what you state. When you are done writing, click underneath your message on the send-message button; then look for your message on the bulletin board before exiting.

Question: “What is your writing history, and what are your hopes about your writing?” In other words, what kinds of writing have you done in school and out, what kinds do you like and/or dislike, what kinds of writing would you like to be able to do in the future, and why/how? (200+ w., 10-30 min.)

Step 2: Due this week by Sat. noon. Go back to the most recent Friday VC lesson the class did on the bulletin board (the one in which you have only had the chance to answer the initial question—in this case, “Week 1”). (Skip over any “No VC” weeks). Once you're in the week, go to the upper-right corner; there, in "View," click on "Discussions & Replies." First, read people’s messages answering that week’s question. Next, choose one message and start a response by clicking on “Reply.” Start by writing “Response to ___ [name of person(s) to whom you are responding].” Then write 200+ words of response. You may respond to more than one person to reach your 200+ w. total (20-40 min.). You may expand on what others say; give new reasons; disagree (politely); compare, contrast, or exemplify (politely) points they make with those made by others; bring together or highlight points made by several people; etc. However, do not just blindly agree and summarize: add different thoughts of your own. When you are done writing, click underneath your message on the send-message button; then look for your message on the bulletin board before exiting. (200+ w., 20-40 min.)

When you are done with “Step 2,” be sure to return to the current week (“Week 2”) and complete “Step 3,” below.

Question: “What are your best and worst writing experiences?” (You need only share those best and worst experiences that you are comfortable showing to others.) (200+ w., 10-30 min.)

(Education-Track Option: “What are your best and worst writing experiences concerning teachers?”) (The Education-Track Option is open to anyone interested in teaching students of any age in the future. If you wish to answer it, just simply do so instead of, or in addition to, the normal question above when you get to “Step 3.” No one is required to answer the Education-Track Option.)

REVIEW OF GENERAL INSTRUCTIONS: You may complete the required virtual classes simply by going on line as little as once per week (or two-three times, if you prefer)—each week before Sat. noon —and by then following the directions starting with the current week. In each week’s three steps, normally you will be prompted to go back to—and complete—two earlier weeks’ assignments, and then to complete the current week’s assignment. For a more complete set of these “General Instructions,” please go back to “Week 1.”

Step 1: Due this week by Sat. noon. Go back two virtual-class lessons ago on the bulletin board (not to the most recent past week; in other words, this time you should go now to “Week 1”). Once you're in the week, go to the upper-right corner; there, in "View," click on "Discussions & Replies." Read the second set of messages for that week, especially people’s replies to your own comments (10-30 min.). Call me or email me if you have any unanswered questions, new or old, that you would like to ask. (The responses are the second group of messages. Usually I will write a message with my name on it, at the end of the first round, such that this message from me will be between the first set of messages, which is your comments on the questions, and the second set of messages, which is your responses to each other.)

When you are done with “Step 1,” be sure to return to the current week (“Week 3”) to go to "Step 2" of these instructions, below.

Step 2: Due this week by Sat. noon. Go back to the most recent BB lesson the class did on the bulletin board (the one in which you have only had the chance to answer the initial question—in this case, “Week 2”). Once you're in the week, go to the upper-right corner; there, in "View," click on "Discussions & Replies." First, read people’s comments answering that week’s question. Next, choose one message and start a response by clicking on “Reply.” Start by writing “Response to ___ [name of person(s) to whom you are responding].” Then write 200+ words of response. You may praise people, describe something similar, ask for clarification, disagree (politely and respectfully), or write on other things about which their postings make you think that are related to writing. However, do not just blindly agree and summarize: add different thoughts of your own. When you are done writing, click underneath your message on the send-message button; then look for your message on the bulletin board before exiting. (200+ w., 20-40 min.)

When you are done with “Step 2,” be sure you return to the present week to go to "Step 3" of these instructions, below.

Question: “What are your questions about the process we are using--of writing several drafts of different different papers, draft by draft? Does not having a grade but rather a check mark help you? Do you feel more or less confident now than before the class started? Why? What points about doing the papers are muddy to you? What kind of schedule or habits have you developed for doing these papers, and what ones do you still need to develop? How will you develop them? Please write your questions and comments about the papers and, if you want, about the course, about our group of people in the class (be polite!), about writing in general, etc." (For this one, I am going to let you answer each other’s questions as much as possible, though I may occasionally chime in with my own responses. 200+ w., 10-30 min.)

(Education-Track Option: "What are your questions or comments about how to teach or learn writing?”) (The Education-Track Option is open to anyone interested in teaching students of any age in the future. If you wish to answer it, just simply do so instead of, or in addition to, the normal question above when you get to “Step 3.” No one is required to answer the Education-Track Option.)

From now on, at the beginning of each new week, please develop a discussion as a class by using the directions on the course Web site. This week, to start, simply click on this message (as you did in the previous weeks) and then on "Reply," and offer your comments.

However, to get your directions, use our course Web site. Go to it, and then go to the "BB Weekly Assignments" page. On that page, check the question of the week (in "Week-by-Week Questions").

You may also want to review--on that same page--the three steps for doing an assignment (in "Summary of General Directions").

At first, you may need to print out the directions. Doing the bulletin boards is relatively easy for most people, sooner or later, but many of you may need, at first, to patiently print the directions and follow the steps, step by step, each week. If you have difficulties or don't understand something, please contact me: Richard@Jewell.net or (612) 870-7024.

Starting in Week 5, you'll find no beginning message at all. This means that the first one on the BB will have to start the discussion. To do so, simply (1) click on Week 5, (2) click on "New Discussion," (3) Type in, for a title, the week number--e.g., "Week 5," and (4) write your comments. Everyone after that should not start a new discussion--that is just for the first person to do. Instead, everyone else should simply click on "Reply" to the first message, as you have been doing for the first several weeks.

SERVICE-LEARNING ALTERNATIVE: This semester, if you are interested in working in a volunteer job related to this course--and writing about your work experiences--you may choose that as a replacement for Friday bulletin-board classes. However, to take this "service-learning" option, you must contact the service learning program immediately at the beginning of the term and make arrangements for a job. To see more about this alternative to Friday bulletin-board classes, click here: "Service Learning Option."

Question: “How have people been helpful to you in this course, and how not? How can learning writing (or learning in general) with others work well, what are some of the ways to encourage this, and what are some ways in which it is better to work as an individual independently? How would you make groups work better for learning or working in your future classes and/or jobs?”
(Education-Track Option: “…in the classroom?”)

Question: “What are your problems when/with writing?”
(Education-Track Option: “What are problems your future students may encounter in or with writing?”)
Directions for Step 3: Describe one or several major and/or minor problems you have in trying to write. The problems can be during writing, right before and/or after. You may simply describe them, make a list, or do both: whatever you need to do to reach your 200+ words.

Question: “What are your questions about Graded Paper #1, about class, and/or about writing? What tends to happen to you when you have a relatively short graded paper like this one due—a non-research paper—and you are getting near the due date? Is this way of handling it good or bad? How will you incorporate or avoid this in doing this paper? What can/could you do right now—in the next day or two—to make these changes? Please write three substantial questions about the course, our class, writing in general, etc." (For this one, I am going to let you answer each other’s questions as much as possible, though I may occasionally chime in with my own comments. Please also add more discussion as asked above; 200+ w., 15-20 min.)

Question: "How did your first/second graded paper go?"
“What are your questions about Graded Paper #2, about class, and/or about writing? What tends to happen to you when you have a major graded paper due and you are getting near the due date? Is this good or bad? How will you incorporate or avoid this in doing this paper? What can/could you do right now—in the next day or two—to make these changes?”
(Education-Track Option: “…and/or about how to teach or learn writing?”)

Question: “What are your questions about Graded Paper #3, about class, and/or about writing? What tends to happen to you when you have a major graded research paper due, one that counts a great deal for your final grade, and you are getting near the due date? Is this response of yours good or bad? How will you incorporate or avoid this type of response in doing this paper? What can/could you do right now—in the next few days—to make these changes?”
(Education-Track Option: “…and/or about how to teach or learn writing?”)

The views and opinions expressed in this page are strictly those of the page author.The contents of this page have not been reviewed or approved by the University of Minnesota.

The views and opinions expressed in this page are strictly those of the page author.
The contents of this page have not been reviewed or approved by the University of Minnesota.