Parallelism and Parallel Structure

PARALLEL STRUCTURE

Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
Words and Phrases
With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle.ORMary likes to hike, swim, and ride a bicycle.
(Note: You can use "to" before all the verbs in a sentence or only before the first one.)
Do not mix forms.Example 1
Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle. Example 2
Not Parallel: The production manager was asked to write his report quickly, accurate ly, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. Example 3
Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low.
Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.
(The above article was taken from "Owl Materials at The Owl at Purdue")

Audience: 8th grade gymnastic students who desperately want to be rock stars

1. I will engage the students by playing explaining that we are going to play a game using parallel structure. I will, at the same time, explore the features of the game by explaining how it is played.

2. I will then explain what parallel structure is.

3. The students and I will commence to playing the game.

4. The students will be given an extremely short quiz in order to assess what they have learned.

5. The students will further their learning experience by visiting: owl.english.purdue.edu/handouts/grammar/g_parallel.html.

In-Class, Jan. 30: AAE practice texts

Since Wednesday, Jan. 28th, is a SNOW DAY with classes canceled, we will do the in-class activities planned for that day on Friday, Jan. 30th. This doesn't change the due dates of your homework. This means, the blog responses due for Wednesday, Jan. 28th, are still due on Wednesday; as well as your paragraphs about how you would teach the Asian ESL learner.


P.S. If you can't make it to class on Friday, Jan. 30th, due to the snow, take one of your 3 allowed sick days for it, and do the in-class assignment by choosing one of the text samples below that we did in group work, find the typical mistakes of AAE speakers according to what you have read so far (since you won't have the handout distributed in class), and email me what you think/can prove are typical AAE mistakes in Standard English. This way, you'll get the participation points the others got when they did the group work.


Schedule today, Friday:

1) mini lesson (parallel structure)
2) AAE error hunt game
___________________________________________

In-Class Prompt for Friday, Jan. 30th:

In 10 minutes, find the typical mistakes in your text sample from AAE speakers writing Standard English (SE). They must be characteristic mistakes, mentioned in your "rules sheet" of AAE which I distributed in class. (Not the kind of mistakes every writer can make. You need to prove to your peers that it is actually a "rule" -- best by mentioning the page number on your "rules sheet" where you found the rule.) Find out to which "category" of typical AAE mistakes those errors belong, and present your findings to the class (2-3 min.). You can write on the board, or type an overview, email it to yourself, open it on the Smartboard PC, and show it on the Smartboard.

Here are the practice texts for our group work. They are drawn from AAE-speaking, first year college students' essays, written for an introductory expository writing course. Careful: there are not only "mistakes" in SE, but also characteristic stylistic features of AAE!!! Further, there are mistakes that are not typical "AAE mistakes." Don't mark those!!!


AAE ERROR HUNT Game

Group I:

When entering a university or college, most students parents put a word or two into their child ear. If the student listen, its on him or her. But the advice your parents usually give you is right. Most students are introduce to drugs and alcohle and is put with the delima should they use it. Then start to think back at what they parent told them. They let it float in one ear and out the other.


Group II:

Big Blow Out Sale! Final Sale! Save 50% of entire store! Shop at Priceline.com for the lowest prices. Today that is pretty much all you see on television. Every channel was some advertisement about either shopping online or going to your local mall for a big blow out sale. To many people the mall is a disaster area that should never been seen. To other the mall is a haven, a chance to meet new people and get hands on sales associate. With the invention of computer and the internet been so powerful, online shopping has become the norm for many customer. These two shopping techniques can have their advantages and disadvantages.



Group III:

As the showed end for that week my friends and I were preparing to leave, but stop to socialize like everyoneelse was doing. For some strange reason we were singled out. "Gentlemen, cross the street", yelled the officer. We kept talking because we didn't know if he was referring to us. "Get off the property and cross the street", yelled the officer. So, I turned around and gestured to my friends lets leave and as we were crossing the street me friend Theron (Chocolate) got snatched up by an officer for no reason. The officer grabbed Choc threw him up against a car and twisted his arm behind his back for no reason. Choc ask what did he do and he said, "Shut up, your getting arrested tonight", and handcuffed him. Naturally, as friends we tried to help; in all the comotion my friend Chris got hancuffed also. So, they took Choc and Chris back inside the building.



Group IV:

Finally, If a child is not in the home or school, the community must serve as a rearing force. "It take a village, to rage a child" (African proverb), is correct. It also take a village to stop violence in community. These two thoughts will make the community a safe place to live. Neighbors should pay attention to the behavior of children in the community. If they see children misbehaving, don't be afraid to tell the child's parents. That same child could be the future drug dealer that destroys the community even more. Communities should also ban together to stop crimes. Programs such as neighborhood watch has reduce crimes by 30% in the Crenshaw Blv. Area (Compton, CA). Awareness is the key to reduce violence. Along with watching children, neighbors should also watch property. Keep an eye out for crime decreases the chance of it happening.


Group V:

We will never be free to be until we achieve the kind of freedom that does not make it easier to criticize than it is to contribute. We will never be free to be until we achieve the kind of freedom that does not make the rich even richer while the poor become poorer. We will never be free to be until we achieve the kind of freedom that encourages children to dream big things that may be difficult (but not impossible) to attain instead of small endeavors that pose no challenge. We will never be free to be until we achieve the kind of freedom that allows us to celebrate our history while looking to a better future. We will never be free to be until we achieve the kind of freedom that urges us to support one another in a united cause as opposed to everyone "doing their own thing." Only then will we be truly free to dream, free to make our dreams a reality, and simply free to be.

How AAE Speakers Become Effective SWE Writers

Hi, I'm Ashley McGillis and my blog post is going to be about turning AAE speakers into effective SWE writers.
According to the article, SWE stands for Standard Written English. SWE has been hard to learn by AAE speakers. AAE speakers need to work harder to accomplish SWE because they need to read carefully, write frequently, study different models of writing and collaborate with peers and teachers. Within the article, 5 contrasting approaches to teaching AAE speakers SWE are given. There is the Traditional Approach, the Second Dialect Approach, the Dialect Awareness Approach, the Culturally Appropriate Approach and the Bridge Approach.

The Traditional Approach:
The Traditional Approach uses explicit instruction and immediate feedback. It is said that AAE students benefit from practice and complete immersion in the language. The article notes that it is important that teachers do not point out every grammatical error while the AAE student is writing or speaking. The student is more like to do bad on reading comprehension tests. While the teacher is preoccupied with SWE errors, they often find themselves doing too much correcting and drilling.
The Second Dialect Approach
ESD is known as English as a Second Dialect. Using the ESD approach helps AAE speakers develop the metalinguistic awareness they need to decifer between the use of AAE and SWE. Teachers are encouraged to use error analysis, code-switching practice and contrastive analysis. By using these, teachers are able to give each student the instruction he/she needs based on their specific needs. Although the ESD approach is very useful and beneficial, it can be viewed as time consuming and may send negative messages about AAE and SWE.
The Dialect Awareness Approach
The Dialect Awareness Approach is able to help all students create positive attitudes about all languages. It teaches them positive ideas about diversity, and different cultures. This is a good approach in the sense that it does not focus directly on AAE or SWE. This approach invites all languages and encourages the students' to truly know their language so they can view other languages. This process needs more research to prove if a student's dialect awareness has any influence on them successfully achieving SWE.
The Culturally Appropriate Approach
CAT (Culturally Appropriate Approach) is able to help AAE students to write in SWE. This is done by positioning the students in the African American tradition of literacy. Some of these are known as " Afrocentric" or "African-Centered". The students were able to read African American texts, and also write about them. The teachers are able to infuse the curriculum with an Afrocentric content. The students are centered inside history, culture, science so they don't feel like outsiders in subjects.
The Bridge Approach
The Bridge Approach allows the students to focus on SWE at the end of their composing process. By doing this, the students are able to focus more on the task at hand, rather than if their Standard Writing English is perfected. The student is allowed to compose the paper, and then go back to find SWE mistakes. Teachers often use workshops to help students find errors they missed. If a student is constantly focused on SWE, they will end up not focusing on other important issues such as the formulating a thesis, synthesizing information etc.

The 5 approaches described here offer writing teachers different choices of teaching SWE to AAE writers. From the Traditional Approach replacing AAE with SWE to the Bridge Approach adopts AAE to learn SWE. The Traditional and Second Dialect Approaches rely heavily on grammar drills, and the Dialect Awareness and Bridge Approaches do not. Research suggests there is no "one-size-fits-all" pedagogy for teaching SWE, and teachers should be careful in their choice of methods. "Different strokes will work for different folks". It is important to find the right method for the right student.

What is AAE?

AAE is currently the term among linguists for African American English. It is believed to be spoken by eighty to ninety percent of African Americans, not to mention small populaces of other ethnicities, and yet most people do not consider it a language of its own.

AAE has a negative connotation surrounding it. Most think of the term as slang, or broken and lazy English. This stemming from the rules of Standard Written English inciting that AAE misuses verbs, has poor sentence structure, and verbs and subjects disagree. Refuting this, linguist John Rockford states that AAE does follow rules, just not the rules that regulate Standard English. I think he makes a great point when he says, “AAE is no more lazy English than Italian is lazy Latin.”

Determining if AAE is its own language is debatable, but calling it slang doesn't seem to correctly define it. Slang consists of informal words used by a limited group of a particular region or class, whereas AAE retains words over decades of existence. To call AAE slang in African American communities where it is widely used and accepted can be seen as disrespectful to the people using it.

Separate languages can be derived from one another. English itself has taken many words from European influences. Although they are known to be different languages, Portuguese and Spanish have heavy common grounds, and though individuals speaking these languages might not fully understand all the nuances of the language not their own, there is still enough shared dialect that people can travel from Columbia to Brazil and still understand one another.

So the million dollar question lies within the politics and connotations of AAE. If AAE was considered its own language, would there be negative terms to badmouth it? If someone moved from Boston to the Los Angeles, would he or she ask why everyone is speaking west coast slang? Individuals from different regions are not going to speak the exact same way, so if people use AAE and understand one another, it should be considered a dialect.

In-class, Jan. 26: Lesson Plan for Asian ESL Student

Today, we are constructing another mini lesson; this time for an Asian student who has English as a second language (ESL).

In order to deal with diversity in our students, we need to understand the background of their native languages. We do this by reading research, by observing our students, and by simply asking them. The grammar of their native language might be completely different from the English grammar.


Task 1: Proofread the sample text below. It is an original text written by an SIU TESOL student in 2007. Then, take a piece of paper, and repair as many mistakes as you can find. Rewrite the sentences correctly, with regard to good grammar AND style.


The Beijing is a modern city and there are a lot of places to visit. First, there are many new building was build. One of the new buildings, it looks like a bird’s nest. Then, it have a big history. You can visit a lot of old buildings to know the history, just like “the summer Palace”. Finally, many people come from different country, there are kinds of restaurant. You can eat which you want to taste. Beijing is a nice place.


Task 2: In class, we will discuss a list of specific errors that occurred, and we will group these errors into categories. We'll fill in a category table on the board.

Here is an example for a category: modifiers

In Chinese, modifiers always precede the noun, whereas in English they can follow the noun, especially for attributive clauses. Therefore, Chinese students often have problems constructing an attributive clause. For example:

· Their owners may want to come to the store knows the pets better.
· These are all good strategies should be used.
· There are some people want to live in the countryside.
· The Plan provides lots of good statistic numbers which very helpful.
· My grandfather is the only person who influenced by his actions.

Another category: pronouns

One salient error is the leaving out of the relative pronouns, because they don’t exist in Chinese. For instance, the first sentence, if written in Chinese, would be like: “Their owners may want to come to knows the pets better the store.”

To find more categories, take a look at the homework reading which was due today: ERIC document (look only on pp. 47-62 for specific error types of Asian ESL students.)


Task 3: Pick one of your categories, or one category mentioned on pp. 47-62, and write a short passage how you as a teacher/tutor/editor would explain to the Asian writer above WHY this can’t be said in English. Use her sentences as samples, and give her some other examples, too. Please write with quotation marks (how you would actually say it to the student). Give plausible examples of right/wrong sentences, and explain to the ESL student how to use the grammatical form you picked correctly. (Don't just explain, "we do it this way in English.")

Email this assignment to me. If you can't finish in class, this will be homework for Wednesday, January 28th.

Here is an example of how a teacher explained article use to an ESL student:

In a case study, a Costa Rican boy used the “the” too often, for example, “the nature has a lot of secrets.” The teacher replies: “Let me ask you, if you are walking in the woods, where is nature?” – “It’s in the trees. It’s kind of … everywhere,” the student replies. “Right. It’s everywhere. So nature is a very general noun. We talk about nature but we are not talking about a specific place or specific trees…” (Celce-Murcia & Larsen-Freeman 1983, 9-10).


Task 4:
Post a short comment to this blog about your own experience with Asian students, if you are observing/student teaching and have made any experiences so far. You can also write about what you observed outside of class with regard to Asian ESL persons. Or, post your personal thoughts about teaching children of diverse cultures. What would you do to make it easier for them? Any accommodations? Or would you treat them like the rest of your students? If you had an Asian student in your class who wrote great essays but placed the articles wrongly each time, would you take points off or give her the good grade her content deserves? If you give her the good grade, would it be fair to your American students who get points off for mechanics??? Let your conscience speak.

Courtney's Mini-Lesson: Comma splices aren't fun neither are run-on sentences.

1. Engage: Bring students eyes to the comedic example of a comma splice.

2. Explore: Why is this sentence a comma splice?

What do we typically think of when we think of a run-on sentence?

Examples of run-on sentences:

Seth ate a hamburger he had no bread or ketchup.

I can't get rid of my hiccups I think I'm going to scream.

You smell really bad take a bath.

3. Explain: I will define and discuss how to correct these types of sentence boo-boos.

4. Explore: Students will write one comma splice and one run-on sentence each and correct them.

5. Evaluate: Students will correct the sentences with me on the board.

6. E-Search: Internet Game, that really isn't much of a game at all. It's more like a quiz.

and

Avoiding Comma Splices

A Contrastive Guide to Teach English to Chinese Student by Nancy Duke S. Lay

Due date for responses: Monday, Jan. 26th, by class time.
___________________________________________



Chinese students have a much harder time than I had ever imagined. This article states the difficulties they face in learning the English language and writing styles. The article gives four student's profiles and tells their problems. They are all shy in speaking English because they can't do it correctly and hardly ever practice it. They usually communicate with people from their culture and speak the native language, which doesn't give them much practice with English. While in school the students feel an overwhelming amount of pressure to do well and not to let their families down. It cost their families a lot to send them to an American school and they want to focus on their studies, but in America they have to get a general education and most have problems with English classes or Economics. They also have different tones, sounds, and written characterstics to learn going from Chinese to English. Not to mention reading a foreign language is difficult.
If any of you have taken a foreign language i'm sure you can relate to the difficulty in not only speaking it but writing it. I have taken Spanish, so I feel for the Chinese students.
The Chinese read from right to left and top to bottom, where as in English we go left to right. So we can see why reading is such a challenge. Not only are they learning a new language they are learning a new direction to read. Chinese students tend to leave out verbs or misuse them. V's sometimes turn to B's, S's turn to Z's, they write what they hear. In English we have silent letters, possessive nouns, conjunctions, prepositions, articles, word forms, etc... The rules of English are extensive and hard to master. I am an English major and can't remember them all. So I can only imagine what being a foreigner trying to learn English later on in life is like.

As a teacher try to get the Chinese student to keep a positive attitude about learning English, encourage reading words in groups and not stopping after every word, and be sure to take time to work with them on their speech. As the student learns better English he/she will want to be apart of oral lessons, raise his/her hand to answer questions, and have a better shot at making friends and gaining self confidence.

Sharpening- By: Ken Marcrorie

Ken Marcrorie's article Sharpening, provides the knowledge and importance of the revisioning of words. He takes us through steps and ways in which we can tighten our sentences. Words are one of the worlds most profound ways of getting a point across. What Marcrorie discusses within this article plays off some of the ideas of ENGFISH. We learned from Engfish that excessive writing within a sentence has no value. In this piece Marcrorie gives us tips or lessons on how to sharpen our sentences, thus leading to better writing.



One of the main points he makes is the issue of using unnecessary words and the over usage of the word is. Many times in writing the verb is, is used to describe something that exist. However, the word "is "has no definite value and if used, needs to be properly ordered within the sentence.



For example: The teachers task is to make sure students understand. Oppose to: It is the teachers task to make sure students understand.



With the correct order of words our sentences will create more power.



Another point Marcrorie mentioned was that of using active verbs rather than passive verbs. When using active verbs the subject performs an action, and when using passive verbs the subject receives an action.



For Example: Active- The dog bit the boy. Passive- The boy was bitten by the dog.



While both sentences completely make sense, the second sentence creates and provides more certainty.







For Discussion: What are your thoughts on the article? Are you a big user of the word "is"? After reading, have you thought of ways in which you could "Sharpen" your writing?

Mini Lesson: Clauses and Phrases

1. E (Engage): Students will be asked what is wrong with a sentence on the powerpoint to introduce the topic.

2. E (Explore): Students will be asked questions about sentences in the powerpoint to establish what they already know about the topic.

3. E (Explain): I will explain to the students about clauses and phrases.

4. E (Expand): Students will create sentences on their own and point out to their neighbors the clauses and phrases in the sentence they made.

5. E (Evaluate): Hear a few examples from the class.

6. E (E-Search): For "homework" the students will surf the internet to find quotes in sentence form from a song, book, poem, movie, skit...etc (that are school appropriate), and they will print out the quote in document form, and establish and clauses and/or phrases they found in their chosen text. They'll bring it in to share the next day in class.

Model of Mini Lesson and LC

Model for Mini Lesson:

The day before you hold your mini lesson, make sure you publish a SHORT OVERVIEW as a “new post” on this blog, indicating what you are going to do for the 6 E’s. This will help students who have missed the class to keep up to date with what we’ve been doing, and everybody to learn for the grammar parts of the midterm/final exams. Also, put the URL’s you will use for the 6^th E (e-search) on this blog, so people can practice your grammar topic.

If your overview is missing, 30 points will be deducted from your mini lesson overall points (200). If for any reason you experience blogging issues, you must email your outline with the URL’s to all peers before your presentation starts; in this case, you can paste your overview onto the blog later when you’ve solved your issue. A non-posted or non-emailed overview before the start of the presentation cannot be made up.

First of all, choose an appropriate heading for your blog post about your mini lesson in the subject line, and also label it accordingly (there is a field at the lower right hand corner for “label”). The label enables your peers to use the search function and find your topic.

Then, define your self-selected age group of your audience. Your age-appropriate teaching style will be graded accordingly. That means, for younger grades you would have to choose more colors, a more child-friendly style, more break-ups, images, easier language, etc....

Your 6 E’s should generally be in chronological order, but if it fits you can combine two E’s (such as “explore” and “e-search,” if both actions take place in one step). Your “engage” is your attention-catcher, something to keep your students' motivation up; it can be a picture, a sound file, hands-on material, a joke/anecdote, a game, a wrong sentence where students have to find the mistake, etc…. be creative!

Your “visuals” can be writing on the board, handouts, graphic organizers, manipulatives (= hands-on material), etc.

Note that if you assign homework, your peers are not actually going to do it; but it will be graded as a good component (e.g., as “evaluate”). Just tell your peers what you “would” assign.

This is an example for an overview of my

Mini Lesson: WHO or WHOM???

Audience = 9th grade students

1. E (engage): The attention-catcher is a picture (comic). Can be integrated in a ppt presentation.

2. E (explore): The students will get a few sentences where “who”/”whom” is either wrong or right, and they’ll have to state without knowing the rules yet what they “feel” is the right form.

3. E (explain): The teacher will explain the simple rules of how to distinguish the cases of subject and object, to find out whether the use of “who” or “whom” is appropriate. (Indicate the sources where you got your information from. Those can be grammar books, websites, etc.)

4. E (expand): The students will make up an analoguous list of sample sentences to find out rules why “whoever” or “whomever” is correct, making inferences from what they’ve learned before when dealing with “who” and “whom.”

5. E (evaluate): For assessment, the students will take a short online grammar quiz about the difference between WHO and WHOM, and one more difficult quiz where they have to choose between multiple pronouns, such as WHO, WHOM, WHOEVER, WHOMEVER, WHO’S, WHOSE.

6. E (e-search): (this is a student-centered research activity)

For homework, the students will

1) go to the Grammar Girl’s site (text file, audio file) and read / listen to an example of how she explains the difference between “who” and “whom” to a listener of her radio show.

2) After that, the students will pretend to be Grammar Girl, and answer a self-selected grammar question about “who,” “whom,” “whoever,” “whomever,” etc. in the same style as she did – funny, but informative. They will google the topic to find questions and answers (research part).

3) The 9th grade students will record their "radio show" on tape and bring it to class to be played for a class of 6th graders whom they are supposed to teach about this topic.

Learning Cycle - Homework for Jan. 16th

Homework for Friday, January 16th:

First task: We are going to learn about the basics for our mini lessons which will be held according to the Learning Cycle (LC) model. Read the following explanation of the Learning Cycle: LC


According to this model, a Learning Cycle consists of 5 E's:
Engage (you catch your students' attention to the topic)
Explore (the kids find things out by themselves)
Explain (students try to analyze the problem; you explain the rules to them)
Expand (kids get a different task to apply what they've found out)
Evaluate (you assess their comprehension)

HOWEVER, some people even suggest that a LC does not only have 5 E's, but 6! The mysterious number six is "E-search." Read the following article: http://science.nsta.org/enewsletter/2005-05/sc0411_47.pdf

When you're done with this, here's your second task:

Post a short comment of ~ 100-200 words on this blog what you think about the Learning Cycle model. Suggestions for answers: Originally, it was conceived for math or science classes. Do you think it is useful for English (or any language, or ESL) classes? Would you use it? Were you taught this way? What about the 6th E? Do you think it is a good idea, or is it unnecessary (especially when teaching English and/or grammar)??? Your personal opinion...

ENGFISH - homework for Wed., Jan. 14

Let's jump in at the deep end right away: here's your first prompt, which will be homework for Wednesday, January 14th: go to the following link

http://www.kristisiegel.com/engfish2.htm

Read the excerpt "The Poison Fish" from Ken Marcrorie's book Telling Writing.
It talks about ENGFISH, a common form of student writings (AND textbook writings!!) that you might encounter in your career - especially those of you who become teachers.

Your task: write a short blog comment about your personal experience with ENGFISH - are you maybe student teaching already, and have seen it in your kids' writing? Did they serve you ENGFISH in their final exams when they wrote: "When I came into this class I knew nothing, but this semester I've learned so much; I owe it all to you, and you are a great teacher"?! Or did you produce ENGFISH texts yourself in certain situations? What do you think about the term? Does it work for you, or do you think it is inadequate? Better suggestions? Or do you perhaps have a funny example of ENGFISH you want to share? How can its use be avoided?

Welcome!!!

Welcome to Dr. V's grammar course 300-2!

This is going to be a fun course.


As prerequisites, you need three things:

1) your new email address, which is firstname.lastname@grammar300.com, and which you will receive on the first day of class if you were enrolled in this course. Example: mike.fisher@grammar300.com

Your password for the log-in is firstnamelastname. Example: mikefisher

You can change your passwords, if you like. Note that if you don't, your peers and teacher will be able to read your emails -- but, who would...

If you join this course AFTER the first day of class, and were not on the class list before, talk to me in order to receive your email address!!!

This is the ONLY email address with which we will correspond. I have a corresponding email address with my name, Christina Voss. This system will facilitate the correspondence among peers, because if you have a name list, you will be able to email anybody from our class, which is important for our peer-editing session and other exchanges. It also enables me to send out mass emails to all of you, such as your exams or homework. It further saves me the trouble of finding out who is behind dancingqueen@aol.com ;-)


2) an invitation to join this blog. It should be in your grammar300.com email inbox. If it is not there for some reason, talk to me!!! If you got it, click on it to accept it. Your homework for coming Wednesday, January 14th, will be a first blog post, so you all need to be signed up.


3) access to the livetext account I set up for this course. There, you will see our syllabus and schedule. Also, the pdf files of our course readings are attached to the separate classes. Here, you can see what we are going to do each day. I will also post your due dates for presentations there, for example for the mini lessons each of you is going to hold.

You do NOT need to have a livetext account on your own to join our profile (it costs about $90). You simply log into mine with the password I give you on the first day of class. You do NOT need to type anything into livetext; it is for reading purpose only.