Annotation Blog Example (Print Source, Academic Journal, MLA)

Witherspoon, Gary. “Language and Culture and Culture and Languages.” International Journal of American Linguistics. 46.1 (1980): 1-13. Print.

In order to teach English to second language learners, one must fully understand the history of the language first. This article takes the approach of how the American culture has changed the essence of the English language and how Latin-based words and phrases have found a niche not only in American pop-culture, but politics as well. At one point Witherspoon discusses how border languages have, “changed the social context of the human conversation, and one must be open to dialogues that intermingle the culture of language in order to fully understand the conversation of impending globalization” (11).  This article supports my theory that English Only laws will only further drive a wedge between multilingual classrooms if all that is focused on is the American history of language, therefore cutting out everyone else that also has had, has, or will have a voice in the socialization of the American classroom. What needs to be further discussed at the theoretical level is how English Only laws not only affect the multilingual students, but also affect native English speaker attitudes toward these students. This is highly relevant considering problematic education legislation in Arizona and Texas that has eliminated Latino culture and language studies from the classroom and textbooks.

Class Cancellation and Changes to Friday Class

Hi all. I am sorry I had to cancel class. Because of this, I have moved Wednesday's reading and discussion to Friday. Therefore, we will workshop and turn in your Unit II work Monday in class. You must be there Monday in order to receive credit for the Unit II assignment. 

All homework for Monday still stands. We will talk more about it Friday in class. 

The Maguey

Intaglios

Stone sculptures on and in the earth symbolizing ways of life of the indigenous populations to that region. Some anthropologists believe they were built to amuse and entertain the gods. These are the Blythe Intaglios.    

They are made up of three locations. Included are a human figure at each and an animal figure at two of the locations. The largest human figure measures 171' from head to toe. Their age could be more than 2000 years, but they are at least 450 years old.

According to the Mohave and Quechan tribes of the Lower Colorado River, the human figures represent Mastamho, the creator of earth and all life. The animal figures represent Hatakulva, one of two mountain lions/persons who helped in the creation. In ancient times sacred ceromonial dances were held in the area to honor the creator of life. (hows.org.uk)

Last One: Nazca Lines in Peru

Allegory in Clay

Paste your Blog Address Here

Post your address here.

Introduction to Summer English 102

 We have 10 weeks to discover who we are, whether it be students, teachers, engineers, nurses, mothers, astronauts, or basket-weavers. During this time, I challenge you to also contemplate what you want out of your education, especially when it comes to learning through writing. During the first week of the semester I will introduce you to Plato's "Allegory of the Cave." While the history of ancient rhetoric dutifully connects to today's issues of media, television, and other technologies of communication and states of being, my intent here is to guide you on a "place-conscious" journey. What is "place?" What is place-based writing? How can narrative writing about environment sequence into a committed argument for change? We must learn about where we live -- the past and present -- before we can make an argument for the future. We do this through listening, reading, watching,  which in turn develops into investigation, interpretation, and argumentation.

A Blog?

As your instructor, my first goal of this course is based in its environment: let's go paperless. This is going to be challenging for me, as well as for you, I am sure. But let's give it a shot. Everything you will need to participate in this class will be found on Blackboard and in the one textbook for the class, Graff et al's "They Say, I Say." (Ok, so almost paperless....)
This class blog is an experiment. There are lots of blog options out there through Wordpress, Edublogs, and even Blackboard, but Blogger seems the easiest to use (in my opinion). So that we stay in sinc, we will all be using this blog server. You may try and make an argument for Wordpress; I am open to considering it if you really want to use it.  Each of you will be charged with weekly blogs related to course assignments and reading, and also evaluation and reflecting on your "place." Daily writing, as assigned, will also be created on the blog, unless otherwise instructed. Yes, these plogs are open sourced to all classmates. Therefore, a big part of the class will be based in trust, respect, and civil discourse.  More info on all of this as the weeks and Units progress.

Rhetorical Blogging

Blogging is a great way to brainstorm, freewrite, and keep photos for assignments and presentations. It can also be a handy peer review and assessment tool. Some of you may know a lot about blogging, some of you may know very little. It is all about playing around with the software, clicking buttons, uploading and linking. Take your time, as your neighbor, look at tutorials. We will talk about blogging throughout the semester, learning bits at a time about the genre. Blogging is a big part of public rhetoric and argument today, and discussing with others about what we see, how it effects others, and how it effects yourself is just the beginning of your journey "out of the cave." If you have any input on how to better utilize blog tools and content, let me know, and if you want, you can have time during class to show me and your peers what you have discovered.