Held Thursday, August 26, 1999
- Technical details (Lab):
- Getting online in the MathLAN
- Using the Web
- Discussion of paper topic
- Rebecca will miss the next few classes because her son just had
- Welcome Izabella Staicut to our class. Izabella was unable to make
the first meeting.
- I hope registration went well for everyone.
- Now that you know what courses you have, you need to sign up for a
weekly fifteen minute slot to meet with me. I'll have a signup sheet
- While doing signup, we'll also eat some Pop Tarts (TM) and pair
off for writing exercises.
- Give one copy of your paper to your partner and one to me.
- Pairs: Ellen and Marti; Adam and Matt, Kevin and Jake; Izabella
and Yasir; John and Sean.
- After this introductory stuff, the first hour or so of today's class
will be held in the MathLAN, Science 2417.
- Today at 11:00 is Scholars Convocation. This week, President
Osgood will speak about the Master Plan. I encourage you
to attend Scholars Convocation every week, particularly this year
as you're thinking about the various disciplines.
- When we do computing in this class (primarily building documents for
the World-Wide Web), we'll need to work with the Unix-based computers
in the department's MathLAN.
- Today, we'll get started in the MathLAN by doing
a few simple exercises
to get you used to a somewhat different computing system.
- I have account information for everybody. Your MathLAN account
is not the same as your Webmail/NT account.
- On Tuesday, we'll work in the MathLAN to start learning HTML, the
language you use to create pages for the World-Wide Web.
- We'll use a three-part discussion style ...
- We'll lay out some basic ideas we've found in the readings.
- We'll tell each other about our essays.
- We'll try to begin a more in-depth conversation.
- I'm hoping that all three parts will help you as you try to refine
your essays over the next week or so.
- We may also use your advisee meetings this afternoon to talk about
- For the first few minutes, we'll raise some basic points that we
saw in the various readings. Think about the following as you
raise basic points:
- What were the most important points from the readings?
- What new did you learn from the readings? Was any of that
- What questions do you have about the readings?
- Here are a few to get you started.
- Murray tells us that that the Talmud consists of ``biblical
text surrounded by commentaries by multiple rabbis''. Is she
- Who was Vannevar Bush?
- Why doesn't Bush's article use the term ``hypertext''?
- How much of Bush's article is really about hypertext?
- This part of our discussion lets us get some basic information
on the table.
- We'll continue by considering your drafts.
- In the first section of today's class, you were asked to identify
the thesis statement of your paper and your partner's paper.
- Spend about five to ten more minutes identifying the topic of
each paragraph. (In a good paper, each paragraph reflects on
a single topic. That topic may not be expressed as a particular
sentence in the paragraph.)
- Spend a few minutes comparing your perceptions of your thesis and
topics from those your partner identified for your paper (and vice
- You may also want to talk about the structure of the paper. I'd
like to see
- A logical progression of ideas from paragraph to paragraph.
- An introductory paragraph that makes a claim and that suggests
a line of argument.
- A concluding paragraph that ties everything together (and, possibly,
suggests future directions).
- After the small group discussions, I'll ask you to read your
thesis statements aloud. Feel free to update your thesis statements
before reading them to the class.
- This part of the discussion helps us understand some perspectives on
- It should also help us as writers - what we think of as the topic of
a paragraph may not be what our readers perceive.
- We'll conclude by attempting a coherent (or at least continuous)
discussion of the assignment and readings.
- When you speak, you must link your statement to the previous
person's statement. Here are some links:
- You can provide further evidence or examples to support a claim.
- You can raise an objection to the claim.
- This could be a possible flaw in the claim.
- This could be a possible counter-claim.
- You can suggest a possible refinement or correction to the claim.
- You can distinguish between parts of a claim, often in conjunction
with other links. For example, you might say something like
``Jack has claimed that
X, which can really be considered a combination of Y and Z. While Jack
is certainly correct in claiming Y, Jane has already disproven Z''.
- You can summarize the discussion up to the present point.
- You can relate two or more earlier statements.
- You can request that someone clarify an earlier statement.
- You can comment on structure or procedure of the
discussion. For example, ``Joe's last comment seems to be bringing
us further away from Jane's and Jack's earlier points''.
- Make those links explicit, either by a phrase that suggests the
connection or simply by saying a key term (e.g., ``evidence'').
- If I note that some of you are not speaking, I may ask you to speak
(and may even assign the type of link you must make).
- This is the core part of our discussion. We use our earlier
notes and the linking technique to construct a more continuous
and more in-depth consideration of the issues.
Monday, 22 March 1999
- Created as a blank outline. (Can you tell what I was doing during
Tuesday, 24 August 1999
Wednesday, 25 August 1999
- Filled in notes on the structure of papers.
- Fixed a few details.
Monday, 13 September 1999
- Corrected some incorrect dates.