students from universities
3 views
Skip to first unread message
chris
Nov 12, 2009, 11:55:08 AM11/12/09
to HCCS_SE_Writing_Center
just a quick question - we have a particular student from TSU who
comes into the WC almost daily. she comes unprepared and expects
tutors to basically do her work. i saw her twice yesterday, once
today, and now she is working with another tutor. do we owe her this
much time?
chris
comes into the WC almost daily. she comes unprepared and expects
tutors to basically do her work. i saw her twice yesterday, once
today, and now she is working with another tutor. do we owe her this
much time?
chris
rlunday
Nov 12, 2009, 12:05:03 PM11/12/09
to HCCS_SE_Writing_Center
[I sent this as a reply, but it didn't go to the Group]
I think it might help to explain the protocols to her: put the work
back on the student. DON'T correct her errors; selectively correct one
or two, that is, then see if she will attempt to find the error
pattern. But don't write your corrections, either: explain them, and
let the student do any writing that goes on the draft (that is a basic
protocol: other than initials when requested -- for evidence of
tutoring to show the professor -- tutors should not write on a
student's draft). Just because she expects you to do something doesn't
mean you have to do it. Go by our protocols -- they're in the online
Handbook. If the student doesn't cooperate, kindly let her know that
you've done all you can do.
As for her being from a different institution: it's an extreme case,
if she is really coming almost daily...but our policy is to see
anyone, student or not. We can change that if it's ever a serious
problem -- that is, if it interferes with helping our own students.
Wait a minute: comes almost daily!? We are supposed to have a two-
sessions-a-week limit in place. How is she getting around that? Is she
signing up through WCOnline? It should not be letting her do more than
two 1/2 hours sessions a week.
Let me know the actual facts, and I'll look at the settings.
I think it might help to explain the protocols to her: put the work
back on the student. DON'T correct her errors; selectively correct one
or two, that is, then see if she will attempt to find the error
pattern. But don't write your corrections, either: explain them, and
let the student do any writing that goes on the draft (that is a basic
protocol: other than initials when requested -- for evidence of
tutoring to show the professor -- tutors should not write on a
student's draft). Just because she expects you to do something doesn't
mean you have to do it. Go by our protocols -- they're in the online
Handbook. If the student doesn't cooperate, kindly let her know that
you've done all you can do.
As for her being from a different institution: it's an extreme case,
if she is really coming almost daily...but our policy is to see
anyone, student or not. We can change that if it's ever a serious
problem -- that is, if it interferes with helping our own students.
Wait a minute: comes almost daily!? We are supposed to have a two-
sessions-a-week limit in place. How is she getting around that? Is she
signing up through WCOnline? It should not be letting her do more than
two 1/2 hours sessions a week.
Let me know the actual facts, and I'll look at the settings.
Shannon Stoney
Nov 12, 2009, 12:26:54 PM11/12/09
to hccs_se_wri...@googlegroups.com
I tutored three people yesterday who were working on Mr. Blain's
assignment about comparing poems and songs. All three seemed confused
about whether they were supposed to create some sort of connection
between the poems and songs.
Sometimes this was very difficult, as the poems and songs did not seem
to have much to do with each other.
Are they supposed to just analyze each poem and song separately? Or are
they supposed to compare and relate them to each other somehow?
--shannon
rlunday
Nov 12, 2009, 12:43:04 PM11/12/09
to HCCS_SE_Writing_Center
Did they not have a handout? Did you check the file to see if we have
Mr. Blain's handout for that assignment?
As a guess, if it's a comparative assignment, well -- then, they need
to define shared criteria (imagery, figures of speech, voice, stanza
types, rhyme, theme, etc.) and focus on comparing/contrasting -- what
would it mean to compare them, but to analyze them separately?
You might also take a look at the textbook: there should be a section
on comparative analysis. But generally, to compare anything means to
define two categories: items and criteria. The items are simply the
things being compared (poems, in this case; or, poems and songs, but
under the broader shared category of "verse," let's say). The criteria
are the categories within which the two items, no matter how different
they might be, share something: A book is like a brick in being more
or less rectangular; by the criterion of shape, they are similar. By
the criterion of function, they are (usually) different.
So: help students define the criteria, and choose the ones of
significance to the overall purpose. Theme -- "love," perhaps, or
something more specific. Imagery; level of complexity; repetition;
anything that they share at the categorical level.
Usually (depending on the professor, really) the essay's focus should
be more toward ultimate similarity as an argument, or more toward
ultimate difference. It depends on the goal or purpose: One might want
to argue that the best song lyrics can work as stand-alone works, like
poems, or not. So, what makes some lyrics similar to some poems, which
these days we usually think of as not being sung to music?
Also, in terms of structure and organization: there are two basic
ways: organize by item, moving back and forth sentence by sentence
from one criterion to the next, then do the same for Item 2; or,
organize at the paragraph level by criteria: Item A is like this
according to the criterion of theme, whereas Item B is like that...
We have handbooks and other texts that discuss these patterns, but
it's fairly simple. C/C is a good way to teach about cohesiveness and
transitions. (Cohesiveness: how sentences work together toward a
shared purpose. It's related to paragraph unity, and coherence, which
is more about the linear, sentence-to-sentence clarity).
I'm sure Rob will clarify, when he's available.
On Nov 12, 11:26 am, Shannon Stoney <shannonsto...@frontiernet.net>
wrote:
Mr. Blain's handout for that assignment?
As a guess, if it's a comparative assignment, well -- then, they need
to define shared criteria (imagery, figures of speech, voice, stanza
types, rhyme, theme, etc.) and focus on comparing/contrasting -- what
would it mean to compare them, but to analyze them separately?
You might also take a look at the textbook: there should be a section
on comparative analysis. But generally, to compare anything means to
define two categories: items and criteria. The items are simply the
things being compared (poems, in this case; or, poems and songs, but
under the broader shared category of "verse," let's say). The criteria
are the categories within which the two items, no matter how different
they might be, share something: A book is like a brick in being more
or less rectangular; by the criterion of shape, they are similar. By
the criterion of function, they are (usually) different.
So: help students define the criteria, and choose the ones of
significance to the overall purpose. Theme -- "love," perhaps, or
something more specific. Imagery; level of complexity; repetition;
anything that they share at the categorical level.
Usually (depending on the professor, really) the essay's focus should
be more toward ultimate similarity as an argument, or more toward
ultimate difference. It depends on the goal or purpose: One might want
to argue that the best song lyrics can work as stand-alone works, like
poems, or not. So, what makes some lyrics similar to some poems, which
these days we usually think of as not being sung to music?
Also, in terms of structure and organization: there are two basic
ways: organize by item, moving back and forth sentence by sentence
from one criterion to the next, then do the same for Item 2; or,
organize at the paragraph level by criteria: Item A is like this
according to the criterion of theme, whereas Item B is like that...
We have handbooks and other texts that discuss these patterns, but
it's fairly simple. C/C is a good way to teach about cohesiveness and
transitions. (Cohesiveness: how sentences work together toward a
shared purpose. It's related to paragraph unity, and coherence, which
is more about the linear, sentence-to-sentence clarity).
I'm sure Rob will clarify, when he's available.
On Nov 12, 11:26 am, Shannon Stoney <shannonsto...@frontiernet.net>
wrote:
Shannon Stoney
Nov 12, 2009, 1:43:29 PM11/12/09
to hccs_se_wri...@googlegroups.com
I saw a handout that had a list of the poems they could choose from.
One student had that. I didn't see if there were more specific
instructions on that sheet.
The students thought it was a comparative assignment. I couldn't tell
if the point was to talk about the difference between pop songs in
general versus literary poems in general, or if you were supposed to
compare the theme of a pop song to a corresponding poem; or the
imagery, or rhythm, etc.
One problem was that the songs were not very "poetic." That is, they
weren't Dylan songs or Joni Mitchell songs. They were sort of
"bop-bop- a loo bop" songs in some cases. One Willie Nelson song was a
pretty sophisticated logical syllogism. (You can always count on old
country music songs to have that linguistic complexity.)
Another problem was that a lot of the songs were sort of dead on
paper; I'm sure they were better if you actually heard them. But the
students had not heard the songs mostly and didn't know them. There
was no choice of songs: Mr. Blain handed them out I think. I sang one
of the songs in the writing center, that awful song, "I never promised
you a rose garden." Ok, not all old country songs are great; but that
one was not really country, more of a pop crossover.
--shannon
> --
>
> You received this message because you are subscribed to the Google
> Groups "HCCS_SE_Writing_Center" group.
> To post to this group, send email to
> hccs_se_wri...@googlegroups.com.
> To unsubscribe from this group, send email to
> hccs_se_writing_c...@googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/hccs_se_writing_center?hl=.
>
>
>
http://shannonstoney-twors.blogspot.com/
http://branguslane.blogspot.com/
http://www.flickr.com/photos/shannonstoney/
http://www.eyeballkicks.blogspot.com
http://allfiber.blogspot.com
One student had that. I didn't see if there were more specific
instructions on that sheet.
The students thought it was a comparative assignment. I couldn't tell
if the point was to talk about the difference between pop songs in
general versus literary poems in general, or if you were supposed to
compare the theme of a pop song to a corresponding poem; or the
imagery, or rhythm, etc.
One problem was that the songs were not very "poetic." That is, they
weren't Dylan songs or Joni Mitchell songs. They were sort of
"bop-bop- a loo bop" songs in some cases. One Willie Nelson song was a
pretty sophisticated logical syllogism. (You can always count on old
country music songs to have that linguistic complexity.)
Another problem was that a lot of the songs were sort of dead on
paper; I'm sure they were better if you actually heard them. But the
students had not heard the songs mostly and didn't know them. There
was no choice of songs: Mr. Blain handed them out I think. I sang one
of the songs in the writing center, that awful song, "I never promised
you a rose garden." Ok, not all old country songs are great; but that
one was not really country, more of a pop crossover.
--shannon
>
> You received this message because you are subscribed to the Google
> Groups "HCCS_SE_Writing_Center" group.
> To post to this group, send email to
> hccs_se_wri...@googlegroups.com.
> To unsubscribe from this group, send email to
> hccs_se_writing_c...@googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/hccs_se_writing_center?hl=.
>
>
>
http://shannonstoney-twors.blogspot.com/
http://branguslane.blogspot.com/
http://www.flickr.com/photos/shannonstoney/
http://www.eyeballkicks.blogspot.com
http://allfiber.blogspot.com
Ronald Foster
Nov 12, 2009, 2:15:45 PM11/12/09
to hccs_se_wri...@googlegroups.com
So sorry I missed the performance, Shannon. Will you be singing again? My preference would probably be Bob Dylan, but Willie would be good too.
Ron Foster C. 281-748-1994
Ron Foster C. 281-748-1994
Hotmail: Trusted email with Microsoft's powerful SPAM protection. Sign up now.
rob.blain
Nov 12, 2009, 2:21:35 PM11/12/09
to hccs_se_wri...@googlegroups.com
Yes, they had instructions, and yes, they had hear every song to which they had the lyrics.
Rob Blain, Professor of English
Houston Community College, Southeast
6815 Rustic Street
Houston, TX 77087
(713) 718-7165
rob....@hccs.edu <mailto:rob....@hccs.edu>
________________________________
From: Shannon Stoney [mailto:shanno...@frontiernet.net]
Sent: Thu 11/12/2009 12:43 PM
To: hccs_se_wri...@googlegroups.com
Subject: Re: poems and songs
http://www.eyeballkicks.blogspot.com <http://www.eyeballkicks.blogspot.com/>
http://allfiber.blogspot.com <http://allfiber.blogspot.com/>
Rob Blain, Professor of English
Houston Community College, Southeast
6815 Rustic Street
Houston, TX 77087
(713) 718-7165
rob....@hccs.edu <mailto:rob....@hccs.edu>
________________________________
From: Shannon Stoney [mailto:shanno...@frontiernet.net]
Sent: Thu 11/12/2009 12:43 PM
To: hccs_se_wri...@googlegroups.com
Subject: Re: poems and songs
http://allfiber.blogspot.com <http://allfiber.blogspot.com/>
Shannon Stoney
Nov 12, 2009, 3:44:22 PM11/12/09
to hccs_se_wri...@googlegroups.com
I sang a dylan song to demonstrate "the ballad form," but I couldn't
remember all the words and the student didn't know any dylan songs so
it wasn't very effective.
"Where have you been, my blue eyed son?/ And where have you been, my
darlin young one?" But I couldn't remember where he'd been.
--shannon
PS The Willie Nelson song was a really smart one, but I had never heard
it before. shocking. I can tell three Willie Nelson jokes from his joke
book though. They are all inappropriate for the writing center. Maybe
I could tell them in the parking lot sometime though.
remember all the words and the student didn't know any dylan songs so
it wasn't very effective.
"Where have you been, my blue eyed son?/ And where have you been, my
darlin young one?" But I couldn't remember where he'd been.
--shannon
PS The Willie Nelson song was a really smart one, but I had never heard
it before. shocking. I can tell three Willie Nelson jokes from his joke
book though. They are all inappropriate for the writing center. Maybe
I could tell them in the parking lot sometime though.
> Hotmail: Trusted email with Microsoft's powerful SPAM protection. Sign
> up now.
> up now.
Shannon Stoney
Nov 12, 2009, 3:48:51 PM11/12/09
to hccs_se_wri...@googlegroups.com
How did they hear them (other than me singing them)?
What were the instructions?
--shannon
http://allfiber.blogspot.com
What were the instructions?
--shannon
rob.blain
Nov 13, 2009, 12:30:09 PM11/13/09
to hccs_se_wri...@googlegroups.com
I either carry a bevy of CD's to class and play the songs, from Chuck Berry, to Bo Diddly, to Little Richard, Willie Nelson, Everly Brothers, Gary (U.S.) Bonds, The Platters, Bob Dylan-actually it is sometimes me and sometimes students who introduce him, Billie Holliday, Woodie Guthrie, The Birds, Sam Cooke, Willie Dixon (Blues), The Drifters, The Beatles and others---and a boom box and play them loudly (!) (yes, I teach them how to rock if they have never learned) or we play them through YouTube on the computer and overhead projector and speaker. (Usually it can't be as loud through YouTube because the sound quality is sometimes not as good as a digital CD.)
I present some fun and rockin' music WITH LYRICS for all to see and keep, because it is, after all, a poetry class, and we do analysis of the poetry having heard the song.
In class, the students each are assigned a day when they bring their own songs, poems, original poetry they have written or something they want to present, so the poems and song you see they are writing about are definitely part mine and part their own presentations. They distribute lyrics which we talk about for meaning, analysis and appreciation, too. Some of their bands and artists, of course, I have never heard of, some I am at least peripherally familiar with. My only requirement is that they not bring anything that is offensive or denigrates, for example, women or other groups or uses offensive language. (They, of course, find it is possible to live and work with respectful language even if exposed to the repulsive and abusive.)
The assignment was to show how poems and songs from the past, both past centuries and more recent past, 1900's (Langston Hughes, Billie Holiday and many others) and current, popular lyrics, song and poetry express the continuing, ongoing experience of the human heart and condition: The same needs humans had in the past are what we experience today, and what we write about and sing about, upbeat, happy, rocking, exuberant, rhythm and blues, or depressed and forlorn, humans are the same now as in centuries and decades past.
They make connections in those to the humanity and divinity expressed in poem and song, appreciating the humanity we share timelessly.
--Didn't mean to make this so long, but it came out.
Enjoy the marvelous weekend and coming Finish of the Semester!
> http://allfiber.blogspot.com <http://allfiber.blogspot.com/> <http://allfiber.blogspot.com/>
I present some fun and rockin' music WITH LYRICS for all to see and keep, because it is, after all, a poetry class, and we do analysis of the poetry having heard the song.
In class, the students each are assigned a day when they bring their own songs, poems, original poetry they have written or something they want to present, so the poems and song you see they are writing about are definitely part mine and part their own presentations. They distribute lyrics which we talk about for meaning, analysis and appreciation, too. Some of their bands and artists, of course, I have never heard of, some I am at least peripherally familiar with. My only requirement is that they not bring anything that is offensive or denigrates, for example, women or other groups or uses offensive language. (They, of course, find it is possible to live and work with respectful language even if exposed to the repulsive and abusive.)
The assignment was to show how poems and songs from the past, both past centuries and more recent past, 1900's (Langston Hughes, Billie Holiday and many others) and current, popular lyrics, song and poetry express the continuing, ongoing experience of the human heart and condition: The same needs humans had in the past are what we experience today, and what we write about and sing about, upbeat, happy, rocking, exuberant, rhythm and blues, or depressed and forlorn, humans are the same now as in centuries and decades past.
They make connections in those to the humanity and divinity expressed in poem and song, appreciating the humanity we share timelessly.
--Didn't mean to make this so long, but it came out.
Enjoy the marvelous weekend and coming Finish of the Semester!
rlunday
Nov 13, 2009, 12:39:48 PM11/13/09
to HCCS_SE_Writing_Center
This is useful information: things that might have been said in class,
but don't fit on a handout. I wish other faculty would provide some
deeper input on their assignments. Students wouldn't need us, I guess,
if they actually knew how to listen in class and process that
information. They hear the lecture/discussion, and it's in one ear...
no, wait -- it's not necessarily even IN the one ear! They never hear
about 80% of what is said in class (and that might be an optimistic
assessment).
RL
On Nov 13, 11:30 am, "rob.blain" <rob.bl...@hccs.edu> wrote:
> I either carry a bevy of CD's to class and play the songs, from Chuck Berry, to Bo Diddly, to Little Richard, Willie Nelson, Everly Brothers, Gary (U.S.) Bonds, The Platters, Bob Dylan-actually it is sometimes me and sometimes students who introduce him, Billie Holliday, Woodie Guthrie, The Birds, Sam Cooke, Willie Dixon (Blues), The Drifters, The Beatles and others---and a boom box and play them loudly (!) (yes, I teach them how to rock if they have never learned) or we play them through YouTube on the computer and overhead projector and speaker. (Usually it can't be as loud through YouTube because the sound quality is sometimes not as good as a digital CD.)
>
> I present some fun and rockin' music WITH LYRICS for all to see and keep, because it is, after all, a poetry class, and we do analysis of the poetry having heard the song.
>
> In class, the students each are assigned a day when they bring their own songs, poems, original poetry they have written or something they want to present, so the poems and song you see they are writing about are definitely part mine and part their own presentations. They distribute lyrics which we talk about for meaning, analysis and appreciation, too. Some of their bands and artists, of course, I have never heard of, some I am at least peripherally familiar with. My only requirement is that they not bring anything that is offensive or denigrates, for example, women or other groups or uses offensive language. (They, of course, find it is possible to live and work with respectful language even if exposed to the repulsive and abusive.)
>
> The assignment was to show how poems and songs from the past, both past centuries and more recent past, 1900's (Langston Hughes, Billie Holiday and many others) and current, popular lyrics, song and poetry express the continuing, ongoing experience of the human heart and condition: The same needs humans had in the past are what we experience today, and what we write about and sing about, upbeat, happy, rocking, exuberant, rhythm and blues, or depressed and forlorn, humans are the same now as in centuries and decades past.
>
> They make connections in those to the humanity and divinity expressed in poem and song, appreciating the humanity we share timelessly.
>
> --Didn't mean to make this so long, but it came out.
>
> Enjoy the marvelous weekend and coming Finish of the Semester!
>
> Rob Blain, Professor of English
> Houston Community College, Southeast
> 6815 Rustic Street
> Houston, TX 77087
> (713) 718-7165
> rob.bl...@hccs.edu <mailto:rob.bl...@hccs.edu>
>
> ________________________________
>
> > ________________________________
> http://shannonstoney-twors.blogspot.com/http://branguslane.blogspot.com/http://www.flickr.com/photos/shannonstoney/http://www.eyeballkicks.blogspot.com<http://www.eyeballkicks.blogspot.com/>http://allfiber.blogspot.com<http://allfiber.blogspot.com/>
>
> --
>
> You received this message ...
>
> read more »- Hide quoted text -
>
> - Show quoted text -
but don't fit on a handout. I wish other faculty would provide some
deeper input on their assignments. Students wouldn't need us, I guess,
if they actually knew how to listen in class and process that
information. They hear the lecture/discussion, and it's in one ear...
no, wait -- it's not necessarily even IN the one ear! They never hear
about 80% of what is said in class (and that might be an optimistic
assessment).
RL
On Nov 13, 11:30 am, "rob.blain" <rob.bl...@hccs.edu> wrote:
> I either carry a bevy of CD's to class and play the songs, from Chuck Berry, to Bo Diddly, to Little Richard, Willie Nelson, Everly Brothers, Gary (U.S.) Bonds, The Platters, Bob Dylan-actually it is sometimes me and sometimes students who introduce him, Billie Holliday, Woodie Guthrie, The Birds, Sam Cooke, Willie Dixon (Blues), The Drifters, The Beatles and others---and a boom box and play them loudly (!) (yes, I teach them how to rock if they have never learned) or we play them through YouTube on the computer and overhead projector and speaker. (Usually it can't be as loud through YouTube because the sound quality is sometimes not as good as a digital CD.)
>
> I present some fun and rockin' music WITH LYRICS for all to see and keep, because it is, after all, a poetry class, and we do analysis of the poetry having heard the song.
>
> In class, the students each are assigned a day when they bring their own songs, poems, original poetry they have written or something they want to present, so the poems and song you see they are writing about are definitely part mine and part their own presentations. They distribute lyrics which we talk about for meaning, analysis and appreciation, too. Some of their bands and artists, of course, I have never heard of, some I am at least peripherally familiar with. My only requirement is that they not bring anything that is offensive or denigrates, for example, women or other groups or uses offensive language. (They, of course, find it is possible to live and work with respectful language even if exposed to the repulsive and abusive.)
>
> The assignment was to show how poems and songs from the past, both past centuries and more recent past, 1900's (Langston Hughes, Billie Holiday and many others) and current, popular lyrics, song and poetry express the continuing, ongoing experience of the human heart and condition: The same needs humans had in the past are what we experience today, and what we write about and sing about, upbeat, happy, rocking, exuberant, rhythm and blues, or depressed and forlorn, humans are the same now as in centuries and decades past.
>
> They make connections in those to the humanity and divinity expressed in poem and song, appreciating the humanity we share timelessly.
>
> --Didn't mean to make this so long, but it came out.
>
> Enjoy the marvelous weekend and coming Finish of the Semester!
>
> Rob Blain, Professor of English
> Houston Community College, Southeast
> 6815 Rustic Street
> Houston, TX 77087
> (713) 718-7165
>
> ________________________________
>
> From: Shannon Stoney [mailto:shannonsto...@frontiernet.net]
> Sent: Thu 11/12/2009 2:48 PM
> To: hccs_se_wri...@googlegroups.com
> Subject: Re: poems and songs
>
> How did they hear them (other than me singing them)?
>
> What were the instructions?
>
> --shannon
>
> On Nov 12, 2009, at 1:21 PM, rob.blain wrote:
>
>
>
>
>
> > Yes, they had instructions, and yes, they had hear every song to which
> > they had the lyrics.
>
> > Rob Blain, Professor of English
> > Houston Community College, Southeast
> > 6815 Rustic Street
> > Houston, TX 77087
> > (713) 718-7165
> > rob.bl...@hccs.edu <mailto:rob.bl...@hccs.edu>
> From: Shannon Stoney [mailto:shannonsto...@frontiernet.net]
> Sent: Thu 11/12/2009 2:48 PM
> To: hccs_se_wri...@googlegroups.com
> Subject: Re: poems and songs
>
> How did they hear them (other than me singing them)?
>
> What were the instructions?
>
> --shannon
>
> On Nov 12, 2009, at 1:21 PM, rob.blain wrote:
>
>
>
>
>
> > Yes, they had instructions, and yes, they had hear every song to which
> > they had the lyrics.
>
> > Rob Blain, Professor of English
> > Houston Community College, Southeast
> > 6815 Rustic Street
> > Houston, TX 77087
> > (713) 718-7165
>
> > ________________________________
>
> --
>
> You received this message ...
>
> read more »- Hide quoted text -
>
> - Show quoted text -
Shannon Stoney
Nov 13, 2009, 4:23:48 PM11/13/09
to hccs_se_wri...@googlegroups.com
This class sounds really fun. I guess the students that I was tutoring
either missed the class or weren't paying attention, even when the
class rocked!
i feel a little better about how I tutored at least one guy, though,
because I did talk about the continuity thing: especially the way the
ancient Celtic/English ballad form had persisted in popular music, and
how it was adapted by people like Dylan.
Were they supposed to compare the songs formally to the poems, though,
or mainly talk about the continuities and similarities in theme in both
old poems and newer songs? Just asking in case you do this assignment
again next semester or next fall.
--shannon
>> http://shannonstoney-twors.blogspot.com/http://
either missed the class or weren't paying attention, even when the
class rocked!
i feel a little better about how I tutored at least one guy, though,
because I did talk about the continuity thing: especially the way the
ancient Celtic/English ballad form had persisted in popular music, and
how it was adapted by people like Dylan.
Were they supposed to compare the songs formally to the poems, though,
or mainly talk about the continuities and similarities in theme in both
old poems and newer songs? Just asking in case you do this assignment
again next semester or next fall.
--shannon
>> branguslane.blogspot.com/http://www.flickr.com/photos/shannonstoney/
>> http://www.eyeballkicks.blogspot.com<http://
>> www.eyeballkicks.blogspot.com/>http://allfiber.blogspot.com<http://
>> http://www.eyeballkicks.blogspot.com<http://
>> allfiber.blogspot.com/>
>>
>> --
>>
>> You received this message ...
>>
>> read more »- Hide quoted text -
>>
>> - Show quoted text -
>
>>
>> --
>>
>> You received this message ...
>>
>> read more »- Hide quoted text -
>>
>> - Show quoted text -
>
> --
>
> You received this message because you are subscribed to the Google
> Groups "HCCS_SE_Writing_Center" group.
> To post to this group, send email to
> hccs_se_wri...@googlegroups.com.
> To unsubscribe from this group, send email to
> hccs_se_writing_c...@googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/hccs_se_writing_center?hl=.
>
>
>
http://shannonstoney-twors.blogspot.com/
http://branguslane.blogspot.com/
http://www.flickr.com/photos/shannonstoney/
http://www.eyeballkicks.blogspot.com
http://allfiber.blogspot.com
>
> You received this message because you are subscribed to the Google
> Groups "HCCS_SE_Writing_Center" group.
> To post to this group, send email to
> hccs_se_wri...@googlegroups.com.
> To unsubscribe from this group, send email to
> hccs_se_writing_c...@googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/hccs_se_writing_center?hl=.
>
>
>
http://shannonstoney-twors.blogspot.com/
http://branguslane.blogspot.com/
http://www.flickr.com/photos/shannonstoney/
http://www.eyeballkicks.blogspot.com
Ronald Foster
Nov 14, 2009, 10:59:57 AM11/14/09
to hccs_se_wri...@googlegroups.com
Excellent! And not 'too long' at all. You obviously make a your class a very fun experience, Rob.
Ron Foster C. 281-748-1994
> Subject: RE: poems and songs
> Date: Fri, 13 Nov 2009 11:30:09 -0600
> From: rob....@hccs.edu
> To: hccs_se_wri...@googlegroups.com
Ron Foster C. 281-748-1994
> Subject: RE: poems and songs
> Date: Fri, 13 Nov 2009 11:30:09 -0600
> From: rob....@hccs.edu
> To: hccs_se_wri...@googlegroups.com
Hotmail: Trusted email with powerful SPAM protection. Sign up now.
laura.arzola
Nov 25, 2009, 11:55:30 AM11/25/09
to HCCS_SE_Writing_Center
I have noticed that when I am stressed, it's hard to hear what others are saying. These young people suffer from a great deal of stress: more than we realize, I suspect.
L
Prof. Laura Arzola
English: Freshman Composition and Sophomore Literature
YES Center Director
FQK (Phi Theta Kappa) Advisor for SE
Core Curriculum Committee
HCC-SE
6815 Rustic
Houston TX 77087
713-718-7037
MC #1638
________________________________
> >http://allfiber.blogspot.com <http://allfiber.blogspot.com/> <http://allfiber.blogspot.com/> <http://allfiber.blogspot.com/>
L
Prof. Laura Arzola
English: Freshman Composition and Sophomore Literature
YES Center Director
FQK (Phi Theta Kappa) Advisor for SE
Core Curriculum Committee
HCC-SE
6815 Rustic
Houston TX 77087
713-718-7037
MC #1638
________________________________
>
> > --
>
> > You received this message because you are subscribed to the Google
> > Groups "HCCS_SE_Writing_Center" group.
> > To post to this group, send email to
> > hccs_se_wri...@googlegroups.com.
> > To unsubscribe from this group, send email to
> > hccs_se_writing_c...@googlegroups.com.
> > For more options, visit this group at
> >http://groups.google.com/group/hccs_se_writing_center?hl=.
>
> > --
>
> > You received this message because you are subscribed to the Google
> > Groups "HCCS_SE_Writing_Center" group.
> > To post to this group, send email to
> > hccs_se_wri...@googlegroups.com.
> > To unsubscribe from this group, send email to
> > hccs_se_writing_c...@googlegroups.com.
> > For more options, visit this group at
> >http://groups.google.com/group/hccs_se_writing_center?hl=.
>
> http://shannonstoney-twors.blogspot.com/http://branguslane.blogspot.com/http://www.flickr.com/photos/shannonstoney/http://www.eyeballkicks.blogspot.com<http://www.eyeballkicks.blogspot.com/>http://allfiber.blogspot.com <http://allfiber.blogspot.com/> <http://allfiber.blogspot.com/>
> > --
>
> > You received this message because you are subscribed to the Google
> > Groups "HCCS_SE_Writing_Center" group.
> > To post to this group, send email to
> > hccs_se_wri...@googlegroups.com.
> > To unsubscribe from this group, send email to
> > hccs_se_writing_c...@googlegroups.com.
> > For more options, visit this group at
> >http://groups.google.com/group/hccs_se_writing_center?hl=.
>
> > --
>
> > You received this message because you are subscribed to the Google
> > Groups "HCCS_SE_Writing_Center" group.
> > To post to this group, send email to
> > hccs_se_wri...@googlegroups.com.
> > To unsubscribe from this group, send email to
> > hccs_se_writing_c...@googlegroups.com.
> > For more options, visit this group at
> >http://groups.google.com/group/hccs_se_writing_center?hl=.
>
>
> --
>
> You received this message ...
>
> read more »- Hide quoted text -
>
> - Show quoted text -
> --
>
> You received this message ...
>
> read more »- Hide quoted text -
>
> - Show quoted text -
Reply all
Reply to author
Forward
0 new messages