Annotated bibliography Assignment:

• Go to net.tutor's Smart Research Strategies & Smart Search Techniques-- Begin an internet search with ask.com & google.com.
• Berkeley's tips for evaluating web sites; completethe evaluation checklist for the web site.
  • Additional searching help from Ohio State's resources: Searching 101, Using Web Search Tools, & Berkeley's Finding Information on the Internet Tutorial
  • (Style Sheets for citing electronic sources)
• Galileo Tutorial Searching Databases and reading citations Research Exercise Interlibrary Loan Request Form
• For Each source, complete an annotation in APA, MLA, or a style of your choice. Refer to the annotation guide for style models.

Final Project Presentation Format:

George Orwell's "Politics and the English Language" http://www.resort.com/~prime8/Orwell/patee.html -- WL #7 -- quiz questions &

Stephen's Guide to Logical Fallacies http://www.datanation.com/fallacies/index.htm -- WL #8 -- quiz questions

Writing Log # 1: From the Regents' scoring site, http://www.gsu.edu/~wwwrtp/essaygrd.htm

1. define the Regents' holistic grading scale: what do you have to do to get a 3, a 2, or a 1?
2. Explain, if you took the Regents' today, what score you think you would get and why.
3. From the sample 2/1 essay on the Regents' grading site, explain what's wrong with the borderline essay.

This log is designed as practice for your actual Regents' writing situation. To begin your brainstorming and outlining process, take 5 - 10 minutes to THINK about the question you are are responding to:

1. Step 1: Define your gut response to question
2. Step 2: Brainstorm
3. Step 3: Categorize
4. Step 4: Order
5. Step 5: Write Thesis

1. Gut response: Yes
2. Brainstorm: responsibility, save money, social life, skills, prepares you for college, -- figure out what you want to do with your life, -- don't want to spend life in dead end, low paying job, get connections/ reference, can go on dates when you want/ become independent with own money
3. Categorize:
• social skills, connections/references,
• save money, responsibility
• independence, figure out what to do with life, prepares for college
4. Order: -- after seeing how your brainstorm points group into categories, think about how you are going to order your points -- what will you say first, second, and third?  At this point, you need to begin thinking about each category as making up a paragraph or part of a paragraph, and you need to begin thinking about the transitions between points that you will make.  You may also end up re-categorizing your points, moving certain points around and re-grouping them.  The transitions are important: these show the relationships you are making between points.  So that, for this prompt, I might re-order in this way:
• 1 --responsibility, skills, connnections/ references
• 2 -- save money, independence, social aspects
• 3 -- figure out what s/he wants to do/career/, take college more seriously/ don't want to work atMc' d's the rest of my life

5. Thesis:
• Reword the question to use key words for your thesis
• Map the points you'll make in the order in which you'll make them.
• Example: It is very beneficial for high school graduates to work full time for a year before entering college.  Working allows young people to learn responsibility, save money, and figure out what they want to do with their lives.

We have finished registering students for the Regents' Exam.  The only students who are not registered are those students who made a SAT - Verbal score of a 590 or above or an ACT-English score of 26 or above. These students will not be registered until after mid-terms.   The Registrar's Office is pulling another report to make sure the first report did catch all of the students who are required to take the exam. If there are any, I will begin registering them tomorrow.

You or other professors may direct students to me if they feel they should be registered but they are not or registered for the wrong part. Thanks for all your help.

Theresa Beebe Novotny, M. Ed, MBA
Testing Services
PO Box 8132
Statesboro, GA 30460
Phone: (912) 681-5415
Fax: (912) 681-5988
Web: http://academics.georgiasouthern.edu/testing

Writing Log #10:

1. Briefly (in 2 - 3 paragraphs) sum up the point of the conversation in the bar that Nordstrom relates in chapter 2. Help for this question: NGO = Non-governmental Organization (see http://docs.lib.duke.edu/igo/guides/ngo/); "rocks of opportunity" = diamond smuggling.
2. Discuss the following points from chapter 3:
   • What does Nordstrom mean when she says that "official" accounts of war erase the truth of war, make the reality of war invisible (provide at least 2 examples that she gives to illustrate this point).
   • What does Nordstrom say is the "real core people's experiences of violence"? (p. 28) -- explain her example.
   • Nordstrom says that most people who talk about war speak "from a position of privilege and passion," NOT KNOWLEDGE. (p. 30/31). Explain what she means by this.
   • Nordstrom tells us that, when she first began to speak the truth of what she saw, first-hand, in war zones, people were offended and did not want to hear her. How does she explain this?
   • List three things that Nordstrom says we are "not supposed to know" about war (p. 33).
   • Explain what Nordstrom means by denial (for both individuals and cultures) p. 37.

Writing Log #12-- From Chapter 5, "Violence":

1. Explain how Nordstrom argues that the dynamic of war has changed;
2. Nordstrom says that violence feels "like existential crisis, like hoeplessness, like the loss of the future." Explain this;
3. Explain what Nordstrom means when she says that "Violence reconfigures its victims and the social milieu that hosts them" (p 59).
4. Nordstrom says that modern war forces us to re-think concepts of "winner" and "loser" -- explain her point.
5. Explain Nordstrom's analysis of violence as killing culture and what that means for our humanit (p 60).
6. What does Nordstrom understand from her encounter with the man who was tortured?
7. What is the effect of torture on a human being, her family, culture, and a sense of future?
8. How, according to Nordstrom, do dirty war strategies hope violence will effect people? (hint: symbolic nature of violence -- see pp 61 - 63)
9. How, according to Nordstrom, do dirty war theorists mis-understand and mis-calculate the effects of violence? (hint: see p. 68 - 69)
10. Where, according to Nordstrom, must we begin in order to really *resolve* violence?

Writing Log #13

1. Why does Nordstrom think that the Sri Lankan military officer tells her about the military's human rights violations against the Tamil?
2. What is the classic definition of power that Nordstrom says most people accept? (p. 72) -- also see p. 75, first full paragraph
3. What is an "institution" of power?
4. What is a "manifestation" of power?
5. Nordstrom says that "the entire fabric of military leadership is rooted in the belief in top-down governing power structures" (80). Explain this and how, according to this idea, "power" works
6. Nordstrom also says that the idea of top-down governing power structures is a myth. To point out how this myth mis-understands power, Nordstrom discusses:
   • the roles of power elites (presidents, elected officials)
   • the roles of military commanders
   • the roles of the ground soldiers
   • She goes on to say that "this young sodier who pulls the trigger -- who enacts violence -- makes a war a reality" (75), and that "if you take the bullet from the gun and the soldier from the front, the power elite loses their means of control and power becomes and empty exercise" (79).
   • Explain each of these roles and what Nordstrom means by "power elite" losing the Means of control.
7. To understand more clearly how power actually works, Nordstrom asks: Where does the power of war actually lie? "On the larger level, military commanders act according to national tactical and ideological paradigms, and according to the transnational politic-military and economic alliances supporting them. Battlegrounds are international, and notions of power are transported along manifold lines of alliance and aggresstion. National need, necessity, history, and mythology join with internationally forged deogmas in the creation of any given military's ideology for action: (75). Explain what Nordstrom is getting to here.
8. About how many child soldiers does the UN estimate are currently fighting?
9. Nordstrom argues that, on the ground, power is constantly "negotiated." As examples of this, she cites: "by interrelationships among soldiers, political officials, civilians, rogue troops, paramilitary, international associates, profiteers, family, friends, and personal foes. Military force, sadism, charity, greed, bribery, clan loyalties, family ties, friendships, sexual liaisons, business transactions, illegal trade, envy, love, anger, comassion, confusions -- therse are the forces that define the realites of war, the ebb and flow of cofict and surfvival, of barter and contro, of terror and negotiation, of peace, possibility, and power" (79).

Writing Log #14

1. Pick out the ten most important quotes from Shadows of War (these may come from any chapter you wish, though you may choose to heavily weight chapters 13, "Peace," and 17, "Epilogue," since we have done so many writing logs about the previous chapters).
2. Write down quote and page number.
3. Group these quotes into categories -- what are the major themes these quotes address?
4. For each category, write a paragraph explaining the point that all the quotes are making. (This is very similar to the exercise you did to work up the summary paper -- in this case, you are thinking about what matters to YOU, what you take away from the book.)
5. For each of your categories, Re-read the paragraph that summarizes your quotes. Remember, each of you could have chosen the exact same quotes but end up writing a different paragraph explaining what these quotes, taken together, mean. The way that you sythesize the quotes and explain what they mean tells you something about yourself-- this is your interpretation.

Wrigint Log #15

1. I want you to self consciously reflect on your interpretation of your categories/quotes. For Writing log #14, do a free write that explains what in your own life and world you find reflected in these quotes. The qoutes you've chosen are from a study of what is invisible to most people about war, about the realities of war and peace that we do not fully recognized. For your final project, you need to move beyond Nordstrom's study, beyond her points, and think about what the ideas we have been discussing -- power and how it works, money and how it works, the global market and trans-national networks, cycles of violence -- mean to you, right here in Statesboro, Georiga. This freewrite needs to tell me how whatever those quotes mean to you has something to do with your life, your world, your experiences, the people you know.
2. This free-writing about what the ideas we have been discussing has to do with you is your Autobiographical Interface. We will use your autobiographical interface as the stepping stone to your final project.

Writing Log #16
Using your quotes, categories, and autobiographical interface, decide what specific ideas/themes you want to read and write about for your final project. We'll be doing an in-class research exercise to broaden your thinking about your theme and to develop a sketch of the web site you will make. The web site sketch needs to list the points you will discuss, a brief explanation of what you need to say about each, and the links you will make between points. See Final Project Description for models.

_______________________

Hi, folks.  I'm excited to say that I've done some searching online for Study Abroad scholarships....  And I've found a lot of very promising stuff!  

As I said in my presentation the other day, Study Abroad is a wonderful experience in itself, but it's also an excellent thing to have on your resume.  It's EVEN BETTER if you also win a scholarship (or more than one). Click on the links below to see what some of your opportunities are:

• http://www.studyabroadfunding.org/England
• http://www.iie.org//programs/gilman/index.html
• http://www.transitionsabroad.com/publications/magazine/9805/study_abroad_with_rotary_international.shtml
• http://www.rotary.org
  
  I also found a very interesting article online about the reasons that African American students SHOULD participate in Study Abroad.  The arguments are, I think, quite convincing.  They might even help you persuade your parents and others!  I think the "top ten reasons" discussed in the article also apply to ALL students.  (And the article also contains links to scholarship websites.)
  
  http://www.transitionsabroad.com/listings/study/articles/studyjul1.shtml
  
  The link below will lead you to information about the London program:
  
  http://www.valdosta.edu/europeancouncil/students/london
  
  Just give me a holler if you want to get together to talk about the London program.  You'll find me in Newton 2224C, which is on the second floor on the end nearest Lakeside Cafe.  On Thursdays and Fridays, my schedule is pretty much wide open.  
  
  Hope to hear from you soon!
  
  Theresa
  
  P.S. If you know of any friends/family members who might be interested in going to London with the Study Abroad program, please share this information with them....
  
  Theresa M. Welford, PhD
  Dept. of Writing and Linguistics
  Box 8026
  Georgia Southern Univ.
  Statesboro, GA 30460
  U. S. A.
  Office: 912.681.0156
  Fax: 912.681.0783
  E-mail: welfordtm@georgiasouthern.edu
  
  ______________________

Research Tips and Strategies:

1. R eview Henderson Library's Research tips and strategies, paying careful attention to the complete guide to research (I would suggest doing this as a group, but you can work this out however you want. Many of you will already be familiar with research strategies, so, most importantly, you want to let your group members know if you are a good researcher and a resource or if you are new to research and will need support)
2. Review Ohio State's Guide to Searching the Internet and print 5 copies of Berkeley's Internet Source Evaluation Checklist (bring these to class w/you Wednesday; we'll be starting our web search and you'll need to complete an evaluation form for each web site you use in your annotated bibliography).

: Begin research for annotated bibliography .

• Sit with your group members. See Groupings here : Go to net.tutor's Smart Research Strategies & Smart Search Techniques -- review and, as a group, come up with search terms. Begin an internet search with google.com . Each of you will search independently, but you will keep checking in with your group to see what your group members are finding, tell them what you are finding, and to revise and refine your searching terms and techniques.
  • Keep track of the sites that seem best. By the end of the class, your group needs to have come up with a preliminary list of the websites you will include in your annotated bibliography.
  • When you have, as a group, decided on the best sites, divide the work of thoroughly reviewing and evaluating the web sties. Use Berkeley's tips for evaluating web sites ; completethe evaluation checklist for the web site.
  • Additional searching help from Ohio State's resources: Searching 101 , Using Web Search Tools , & Berkeley's Finding Information on the Internet Tutorial

New York Times
October 16, 2006 
Op-Ed Columnist 
Why Aren't We Shocked?
By BOB HERBERT 

"Who needs a brain when you have these?" — message on an Abercrombie &  Fitch T-shirt for young women.  In the recent shootings at an Amish schoolhouse in rural Pennsylvania  and a large public high school in Colorado, the killers went out of  their way to separate the girls from the boys, and then deliberately  attacked only the girls. 

Ten girls were shot and five killed at the Amish school. One girl was  killed and a number of others were molested in the Colorado attack.  In the widespread coverage that followed these crimes, very little was  made of the fact that only girls were targeted. Imagine if a gunman had  gone into a school, separated the kids up on the basis of race or  religion, and then shot only the black kids. Or only the white kids. Or  only the Jews.  There would have been thunderous outrage. The country would have first  recoiled in horror, and then mobilized in an effort to eradicate that  kind of murderous bigotry. There would have been calls for action and  reflection. And the attack would have been seen for what it really was:  a hate crime. 

None of that occurred because these were just girls, and we have become  so accustomed to living in a society saturated with misogyny that  violence against females is more or less to be expected. Stories about  the rape, murder and mutilation of women and girls are staples of the  news, as familiar to us as weather forecasts. The startling aspect of  the Pennsylvania attack was that this terrible thing happened at a  school in Amish country, not that it happened to girls.  The disrespectful, degrading, contemptuous treatment of women is so  pervasive and so mainstream that it has just about lost its ability to  shock. Guys at sporting events and other public venues have shown no  qualms about raising an insistent chant to nearby women to show their  breasts. An ad for a major long-distance telephone carrier shows three  apparently naked women holding a billing statement from a competitor.  The text asks, "When was the last time you got screwed?"  An ad for Clinique moisturizing lotion shows a woman's face with the  lotion spattered across it to simulate the climactic shot of a porn  video. 

We have a problem. Staggering amounts of violence are unleashed on  women every day, and there is no escaping the fact that in the most  sensational stories, large segments of the population are titillated by  that violence. We've been watching the sexualized image of the murdered  6-year-old JonBenet Ramsey for 10 years. JonBenet is dead. Her mother  is dead. And we're still watching the video of this poor child prancing  in lipstick and high heels. 

What have we learned since then? That there's big money to be made from  thongs, spandex tops and sexy makeovers for little girls. In a  misogynistic culture, it's never too early to drill into the minds of  girls that what really matters is their appearance and their ability to  please men sexually.  A girl or woman is sexually assaulted every couple of minutes or so in  the U.S. The number of seriously battered wives and girlfriends is far  beyond the ability of any agency to count. We're all implicated in this  carnage because the relentless violence against women and girls is  linked at its core to the wider society's casual willingness to  dehumanize women and girls, to see them first and foremost as sexual  vessels — objects — and never, ever as the equals of men. 

"Once you dehumanize somebody, everything is possible," said Taina  Bien-Aimé, executive director of the women's advocacy group Equality  Now. 
That was never clearer than in some of the extreme forms of pornography  that have spread like nuclear waste across mainstream America. Forget 
the embarrassed, inhibited raincoat crowd of the old days. Now Mr.  Solid Citizen can come home, log on to this $7 billion mega-industry  and get his kicks watching real women being beaten and sexually  assaulted on Web sites with names like "Ravished Bride" and "Rough Sex  — Where Whores Get Owned." 
Then, of course, there's gangsta rap, and the video games where the  players themselves get to maul and molest women, the rise of pimp  culture (the Academy Award-winning song this year was "It's Hard Out  Here for a Pimp"), and on and on. 

You're deluded if you think this is all about fun and games. It's all  part of a devastating continuum of misogyny that at its farthest  extreme touches down in places like the one-room Amish schoolhouse in  normally quiet Nickel Mines, PA.

Writing Log # -- Quiz Questions: Fallacies

1. What is a fallacy of Distraction?
2. Name and define 4 fallacies of distraction.
3. What is an appeal to motive in place of support?
4. Name and define 5 appeals to motive in place of support.
5. Name and define 4 ways of changing the subject.
6. What are Inductive Fallacies?
7. Name and Define 5 inductive fallacies.
8. What are Causal fallacies?
9. Name and Define 5 causal fallacies.
10. Explain 3 ways that you can miss the point.
11. What are fallacies of ambiguity?
12. Name and define three fallacies of ambiguity.
13. What is a category error?
14. What is a Non Sequitur?
15. What are syllogistic errors?
16. What's the difference between a fallacy of explanation and a fallacy of definition?

• How can reading "Politics and the English Language" and understanding logical fallacies help you interpret your text for paper #3?

• CATEGORIZE: Re-read your notes from your film and categorize them.  To categorize, think about each of the points in your notes and how these points show a main topic or theme.  For example, do your points show us something about gender, about race, or about class?  Do you have notes about how men interact with each other, about how women interact with men, or about the kinds of stereotypes that the film uses?  If the film relies upon stereotypes, what are they?  To a certain extent, the categories you develop will depend upon how you interpreted the film and what you found important.  Compare your categories to the categories of others in your group.  Did you define different categories?  If so, why?
• FOCUS: Once you have categorized your points, decide which of the categories you have defined you actually want to write about.  This is a short-ish paper  -- 3 - 5 pages, typed, double spaced -- so you cannot write about each of the points or categories that you've noted.
• ASSESS:  Think about why you are most interested in the particular categories that you have defined.  E-mail me with the categories you have defined, explain the categories you are interested in writing about, and why.  At the end of your E-mail, after you have explained what you are interested in writing about and why, formulate a tentative THESIS that sums up your main points.
• TIPS FOR WRITING:
• Re-read the Film Review Assignment.
• Choose several scenes (3 - 5) that are most important to the points about which you are writing and watch these scenes again.  Be sure that you have careful, detailed notes for each relevant scene.E-MAIL PRE-WRITING/ FREE WRITING: I will review and respond to the E-mail explaining your categories and what you are interested in writing about.  We'll use our E-mail exchange to think through how you can develop your papers.  You should plan on getting your first E-mail to me by this Friday, and I'll respond to you by Saturday.  You should plan on answering my E-mail by our next class session

Writing Log #9

Writing Log #10

Final Exam Options:

• Written Exam:
• Reflect on what you have accomplished as a write this semester.
• Be specific and use supporting detail. What kinds of writing issues have you addressed? Do you see yourself writing any differently now than before? What kinds of writing issues do you still need to address?
• While I am grading this for the formal elements of "good writing"-- I want a well organized, thoughtful, and carefully edited piece of writing to reflect your progress as a writer-- I also consider this piece less formal and more conversational than your other writing assignments. Feel free to write as though you are in a focused, directed conversation with me.
• Final Exam Pre