Week 1

• Monday, June 28
  
• (9:30-11:00): All students meet in LC 16.
  
Individual Writing Program (IWP) – identify two aspects of your writing or writing process that you feel you do well, and two you want to work on this summer. (On this sheet please write your name, telephone extension, and room number as well.)
Writing sample - please write a brief essay in which you provide some explanation of the things listed in your IWP. Your task is to describe yourself as a writer. Provide a little more description of the two things you do well as a writer and an example of a writing situation in which you demonstrated each. Then provide a little more description of the two things you would like to improve and explain why these aspects of your writing are particularly important to you. How do you think strenthening them will improve your writing and writing processes overall?

Topic #1: Language and literacy: Introduction to and discussion of literacy narratives, literacy profiles, interviews, and the assignment for the rest of today.  As a group we will generate interview questions that you can use to help you write a literacy profile of a fellow student--or of yourself. 
• (1:30-3:30):  All students meet in LC 16.
Begin interviewing the person you are assigned to interview (if we assign someone you already know, please tell us!)  You may need to complete this interview as homework, and you will write up the narrative and present it to the class on Tuesday, June 29.
Generating ideas: Personal literacy narrative:  Discussion of strategies you may find useful as you write a literacy narrative of yourself (a Personal Literacy Narrative), which you will do as homework tonight. 
You can read descriptions of these papers by following these links:
* Peer literacy profile
* Personal literacy narrative (This is paper #1.)

• (3:45-5:00): All students meet in LC 16 for computer instruction?

homework: 
• Perfect and practice reading your peer literacy profile ready to present it to the class tomorrow morning.  (You will hand in the notes you took in class, and any rough drafts in addition to the final version. Repeat: you will hand in all notes and drafts--do NOT throw anything away!!)
• Continue working on your personal literacy narrative (Paper #1) ready to hand in in class tomorrow (keep all notes, drafts, rejected papers, and so on we will use these to help you develop the most effective writing strategies).

• Tuesday, June 29
  
• (9:30-12:00):  All students meet in LC 16.   Bring the notes you took for your peer literacy profile, all your drafts, and your final profile.  Also, bring all notes and draft(s) of your personal literacy narrative and your final paper (Paper #1). (Papers can be handwritten or typed, but either way they should be double spaced, with your name and the page number in the top right hand corner). BRING YOUR COMPUTER TO CLASS. Bring What Smart Students Know, as well.
Oral presentation: Student presentation of peer literacy profiles. 
• (1:00-3:30):  All students meet in LC 16.  BRING your computer and What Smart Students Know.
  
Brief  introduction of the "Brain Teaser."
Topic #2: The media and knowledge:  Introduction of the media we will use in this course (New York Times on-line, "Now" and "Wide Angle"). 
Television Watch: Generating expert questions (based on those in Smart Students).
Screening of "Wided Angle" episode "To Have and to Have Not." (Learn more at the "Wide Angle" website, which contians more information about the topic of the show.)  Application of the expert questions and discussion of the show and how one might find out the answers to some of the questions generated.
Write a brief response to any of the issues raised in this show (this will be Paper #2). When "Wide Angle" producer Micah Fink (who will come to Drew later in the summer)  talks about creating documentaries like this he says the key is to find the "story" around which the show was developed. We will talk about this in class. When you write about this show, begin by identifying the story and then summarizing key elements that went into it.  Describe the aspect you want to discuss then respond to it. Finally, imagine yourself being able to ask questions of the producer, or of an expert on China. What would you ask?
At the end of class we will tell you which section you'll be in this summer.

• (3:45-5:00): All students meet in LC 16 for computer instruction.
  
homework:
• Work on revising your first response paper written in class today (this will be Paper #2).  Pay particular attention to the title("Wide Angle" is not good enough, nor is "A response to 'To Have and To Have Not'"! Try to be as informative as possible); the introduction(which should state the theme of the overall broadcast and of the segment to which you are responding, then state your overall response); overall organization(summarize the segment, then describe the main points, then respond to one or all); transitionsbetween ideas, paragraphs, and sentences; and detail (make sure you use examples to support your point). This is a draft. DO NOT WORRY ABOUT EDITING, FOCUS ON CONTENT AND ORGANIZATION. Make changes to the draft you wrote in class, then TYPE the paper (double line spaced, with one inch margins justified on the left side only--don't panic if you don't know how to do this: ask!)
Tuesday's brain teaser (a.k.a. "mental workout"):
• What is the responsibility of the media?
  
Take me on the journey as you explore the question, think about an answer, and then explain why you believe it. If this doesn't make your brain hurt, you're not thinking hard enough!!  (email your thoughts to your instructor midnight on Wednesday)

• 
  
• Wednesday, June 30
  
• (9:30-12:00): All students to LC 16
Bring a printed copy of the draft you wrote last night (double spaced).

Introduction to the Assignment Logs, Vocabulary Logs and the New York Times response assignment.  Introduction to reading The New York Times.
Summary Writing: Class discussion and collaborative summary and response to one article.

• (1:30-4:00):  Section 002 in LC 16 (section 001 in EMB 205

Bring a printed copy of the draft you wrote last night (double spaced).
Revisions Skills #1: Discussion of Macro-level revision and the process students followed last night. Discussion of each feature (title, introduction, organization, transitions, and details).
Revision Skills #2: Discussion of Micro-level editing.
Practice: Edit and perfect Paper #2. Due at 7:00 pm today (drop it off during Prof. Ghosh's office hours.

Paper #2 is due at 7:00 (with drafts, notes, and assignment log--these were discussed and handed out in class)


• (7:00-9:15-115 S.W. Bowne Hall):
  
Professor Ghosh's office hours.  Sign up to talk about your writing and your IWP
homework:
• Finish the summary you began writing in class.  Now find another news article on the same topic from a newspaper other than the New York Times. (This website might be usefulif you want to search by newspaper--a more efficient way than a simple "Google" search.) Write a summary of this article as well.
• You thought that was all?? Now write a response to either the topic, the difference between the two articles, or something in one of the articles that catches your attention (whatever you want to respond to).  These three pieces should be typed and sent  to your professor as email messages or attachments to email messages by 11 pm tonight.  (Our email addresses are aghosh@drew.edu and sjamieso@drew.edu)  

• Thursday, July 1
  
• (9:30-12:00): 001 to EMB 205; 002 to LC 16
  
Revision skills 3: How to be concise. Apply these strategies to the summaries and responses you wrote last night. Due in class at 1:30.
Citation of Sources: How to cite on-line newspaper sources.
Synthesis writing: Discussion of the art of synthesis-writing. Work on synthesis in class. Class will  summarize two more articles selected from the newspaper by the professor, and then collaboratively write a synthesis of them such that if a reader knew nothing about the topic he or she would be well informed after reading the synthesis (i.e.: the purpose here is to present information, not state an opinion.)

• (1:30-4:00): 001 to EMB 205; 002 to LC 16
  
• Synthesis writing: Discussion of the art of synthesis-writing based on the in-class writing, then students begin their own synthesis using the summaries they wrot on June 30. This will be Paper #3 (a draft is due in class Friday).

homework:
• Work on your draft for paper #3. Finish synthesizing your summaries of the two articles you have already found, then find another one on the same topic, write a summary of it, and incorporate this into the synthesis. Remember, this is a draft.  It doesn't have to be perfect, but the skeleton of the paper needs to be in place.  A draft is the result of a lot of thinking.  It is the place where you are "talking to yourself" about an idea and reminding yourself of your conclusions and understandings and how you got there--like a map of your thought process.) In this case you now know a lot about a topic and your task is to educate your readers.
  
• Smart students might continue reading What Smart Students Know . . .
  
• Thursday television watch:Watch episode #3:1 of "Wide Angle," "Suicide Bombers," on Public Television (Channel 13) at 9 p.m. tonight.  [Review the website for this episode.]
  
Thursday's brain teaser (a.k.a. "mental workout"):
• Can we think before we can understand language, or do we need language in order to think?
  
Take me on the journey as you explore the question, think about an answer, and then explain why you believe it.   (email your thoughts to your instructor by 5 pm Monday)

• Friday, July 2
• (9:30-12:00): All students in LC 16
• Paper #3 draft is due at 9:30 (with drafts, notes, and assignment log). 
• Television Watch: Discussion of  episode #1 of "Wide Angle," "Suicide Bombers."   [Review the website for this episode.] Discussion of expert questions. Discussion of issues raised in the show. 
• (1:00-3:30): All students in LC 16 
• Collaborative summary of the show. Collaborative synthesis of the reasons given for wanting to be a suicide bomber.  [Alternative brain teaser: Is anything worth killing  yourself to achieve?] View video from New York Times, Sunday, June 20, 2004 article on The Children's Project. Discussion of cynicism versus activism.  Introduction to paper #4: An argument about cynicism or activism. Brainstorm at the end of class and consider writing a draft this weekend. We will work on this next week.
  

• Monday, July 5: 
• (9:30-12:00) 001 in EMB 205; 002 in UC 104:
  
Revision Skills 4:  Revising drafts to sharpen thesis. Peer review of synthesis paper. (Paper #3.)  Combine responses from peer and professor and perfect the draft. Final draft due in class at 6:00 today.

• (1:00-2:00) All students in LC 16:  Screening of "Now."
  
• (1:00-4:00) All students in LC 16:
  Discussion of "Now" and the issue of personal responsibility and action. What is your sense of this show? Is it an "activist" show (i.e. does it seem to have an agenda)?  Connect back to issues raised in class on Friday and to paper #4.  Review material from June 18th edition of "Now" (interview with Michael Eric Dyson on the Hip Hop Politics Conference ), and video from New York Times, Sunday, June 20, 2004 article on Geoffrey Canada and The Harlem Children's Project. Continued discussion of cynicism versus activism.  Discussion of strategies for writing an argument paper.  [Students in section 002 may take this paper  to the Writing Center tonight--remember to try to ask specific questions about how you might strengthen the paper.]

homework:
• Complete Paper #3, and fill out the assignment log
  
• Work on Paper #4.  (Draft due in class Tuesday; final paper due on Wednesday 7th at 9:30).
• Smart students finish up reading What Smart Students Know . . . 
6:00-8:00--Prof. Jamieson's office hours.  Sign up to discuss your papers!!
7:00-9:00--Section 002--Don't forget to go to the Writing Center!  (Work on Paper #4)

• Tuesday, July 6:
• (9:30-12:00) 001 in EMB 205; 002 in UC 104:
  Revision skills: Work on Paper #4, focus on developing a thesis and supporting claims, introductions, thesis statements, topic sentences, paragraph development, transitions and any other pressing issues!
  
• (1:30-4:00) 001 in EMB 205; 002 in UC 104:
• Generating ideas: Develop general criteria for evaluating argument papers and for differentiating between an 'A,' a 'B,' a 'C,' and a 'D' paper. We will use these criteria to grade your papers and you will use them to help you revise. [See draft grade description sheet.]
• Continue revision of papers with evaluative criteria in mind. Peer review and response from professors.
  

homework:
• Complete Paper #4, due in class at 9:30 am on Wednesday, July 7. 
Tuesday's brain teaser:
• Is globalization good or bad? Consider who it is good and bad for
--who benefits and who loses and how.  OR select a different brain teaser from the list or from ideas generated in class (e.g.: what is happiness? why do grades matter more to some students than what they learn? should colleges abolish grades?--see the BIG list!) (email your thoughts to your instructor midnight on Wednesday)

• Wednesday, July 7
  
• (9:30-12:00) All students in LC 16:
  Paper #4 (+ drafts, notes, free writing, and all other writing related to this paper) due in class with Assignment logs.
  Reading and making connections 1: report on stories in the New York Times (everyone select one story, tell us what it is about and then tell us why you selected that story.
• Comparison: introduction to Paper #5--a comparison of political candidate's websites. Step 1: find out who your representatives are by typing your zip code into this site;   Step 2: Google two of these people and see if you can find personal websites; Step 3: review and then compare two of those websites. We will compare two or three websites in class using the listing and organizing skills practiced in Papers 1-3.

• (1:30-4:00) 001 in EMB 205; 002 in UC 104:
Work generating information for  Paper #5. Students may work in pairs to generate information (with each person lisrting qualities of one candidate's website), and the pair may then consolidate that information into a comparison grid; however, EACH PERSON MUST WRITE HIS OR HER OWN PAPER. A decent draft is due in class at 1:00 on Monday, July 12 [Students in section 001 may work on this paper  in their appointments at  the Writing Center tonight--remember to try to ask specific questions about how you might develop or strengthen the paper.]
Check out the outline and the grid in the k:drive for models (you may use these if you want to do so; you are not required to make a grid or an outline--use whatever strategy works for you!)
Active reading: Brief discussion of strategies for reading textbooks. 
homework:
• Work on draft of paper #5 ready for class on Monday, July 12 (at 1:00).. 
  
• Write up a summary of the New York Times story you presented in class today, then write your response TO ONE ASPECT of the story (as you did in class, explain why the story interested you enough for you to select it). Yes, you may select a different story if you like.
  
• Read Chapter 1 of Economics textbook Microeconomics: Principles and Tools (Third Edition) by Arthur O'Sullivan and Steven M. Sheffrin  (pp. 1-21) and make notes ready to discuss this reading in class tomorrow.
  

• Thursday, July 8
  
• (9:30-12:00)  All students in LC 16:
BRING YOUR COMPUTER & NETWORK CABLE TO CLASS
Bring your economics textbook and notes from chapter 1 to class today as well
Draft of paper #5 due in class.
Reading and making connections 2: Discussion of your reading from the Economics textbook-- note-taking and textbook reading strategies, and "expert questions" one might ask in preparation for and response to reading this text.

• 1:30-4:00) All students in LC 16:
Topic #4: Media interactions: The EOS Summer newspaper. Editorial meeting and discussion of paper.

homework: 
• Reread the economics textbook ready for your economics class on Monday (read chapter 1 AND the appendix for chapter 1). Make notes and think about questions you would like to ask your economics professor.
  
• Editors plan what will be in the newspaper next week. Artists work on logo, etc. Others, read the New York Times and other newspapers and research stories that might be included. Email suggestions to the editors or bring them to class on Monday. 
• Work on Paper #5, a draft of which is due in class at 1:00 on Monday.
Thursday's brain teaser:
• Should newspapers and television news shows really include  “All the news that is fit to print” and how should we define that?


Thursday television watch:
• Watch episode #3:2 of "Wide Angle," "The Russian Newspaper Murders," on Public Television (Channel 13) at 9 p.m. tonight.  [Review the website for this episode.]  Review What Smart Students Know on the subject of listening in lectures and apply this to your television viewing if you feel bored! Think about the questions you might ask. Write notes and lots of questions as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.
  

• Monday, July 12
• (1:00-4:00): both classes meet in LC 16
  
Draft of paper #5 due in class today
1:00-1:30--Television Watch: Discussion of  "Wide Angle" viewed on PBS on Thursday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
 1:30-3:00--Showing of "Now" from Friday, July 9 and discussion. [The "Now" website is updated each week]
3:00-4:00--Newsroom 1: Work on The Weekly Snipe, edition #1. 
homework: 
• Writers, continue to work on stories (good drafts due in class Tuesday). 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)
6:00-9:00--Prof. Jamieson's office hours.  Sign up to talk about your papers!
7:00-9:00--Section 002--Don't forget to go to the Writing Center!  (Work on Paper #5)

• Tuesday, July 13
• (1:30-4:00): both classes meet in LC 16
  
Newsroom 2:  Each group will work on research and writing:
Teachers and peer counselors will act as advisors as needed during the writing process.
Writers and editors will each produce an annotated bibliography of sources consulted. 
homework: 
• General Editors, review the drafts of the two stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• Article Writers: work on homework for your other classes, revisions for your final portfolio, or your article.
• Perfect Paper #5. Read relevant editing sections in Longman Writer's Reference as needed 
• Read relevant editing sections in Longman Writer's Reference as needed.

Tuesday's brain teaser:
• Is your personality the result of nature or nurture?   (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 14
• (1:30-4:00): Section 001 in EMB 205; Section 002 in LC 16 
  
Paper #5 (+ drafts, notes, free writing, and all other writing related to this paper) due in class with Assignment logs.
Work on Paper #5

homework:
• Work on Paper #6. Read relevant editing sections in Longman Writer's Reference as needed 
• Finish articles for E.O.S. Newspaper.
  
• 7:00-8:30--Section 001, don't forget to go to the Writing Center  (work on revising paper #6)

• Thursday, July 15
• (1:30-4:00): both classes meet in Embury LC 16
  
Newsroom 3:  Final editing and production of the newspaper. 
At the end of this session, write a brief evaluation of the process.  What did you like?  What should we do differently next week?  What should we not do next week?  What did you learn through this process? 
homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . .
Thursday's brain teaser:
• Are people basically "good" or basically "bad"?   (email your thoughts to your instructor by 5 pm Monday)
Thursday television watch:
• Watch episode #3:3 of "Wide Angle," "Aids Warriors" on Public Television (Channel 13) at 9 p.m. tonight. [Review the website for this episode.]  Write notes and questions as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday, July 19. 
  

• Monday, July 19
• (1:00-4:00): both classes meet in LC 16
  
Television Watch: Discussion of  "Wide Angle" viewed on PBS on Thursday evening.  (Hand in your notes, summary, and response at the end of this discussion.) Showing of "Now" from Friday July 16 and discussion. [The "Now" website is updated each week]
Newsroom 1: Work on The Weekly Snipe, edition #2.
Teachers and peer counselors will act as advisors as needed during the writing process.
Writers and editors will each produce an annotated bibliography of sources consulted.

homework: 
• Writers, continue to work on stories (good drafts dueto editors Wednesday). 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)

• Tuesday, July 20
• (1:30-4:00): 001 in Embury 205; 002 in LC 16
  
Work on Paper #6
Discussion of human rights and begin group work on collaborative arguments on one of the three topics below:
Topic 1:
Children have different needs than adults and should therefore have specific rights/protections different from those of adults, such as those in the Convention of the Rights of the Child;
Topic 2:
Children are human beings and as such should be granted the rights and protections articulated in the Declaration on Human Rights, but should nt have additional spoecific rights;
Topic 3:
As human beings, children should have all of the rights of all human beings regardless of age; however, they need additional protections and the Declaration on Human Rights should be revised to include age-related rights.

homework: 
• General Editors, review the drafts of the two stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• Article Writers: work on homework for your other classes, revisions for your final portfolio, or your article.
Tuesday's brain teaser:
• To what extent do we have a responsibility to help others? (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 21
• (1:30-4:00): 001 in EMB 205; 002 in LC 16
  
Debate, and then use feedback to revise the debate paper into a full collaborative paper,  Paper #6
homework: 
• Work on Paper #6. Collaborate paper, due in class Thursday.
  
• 6:00-9:00--Section 001: Don't forget to go to the Writing Center  (work on revising a paper)

• Thursday, July 22
• 1:30-4:00): both classes meet in LC 16
• Paper #6 due in class today. Fill out evaluation form
  
Newsroom 3:  Final editing and production of the newspaper, The Weekly Snipe 2.
Writers  will each produce an annotated bibliography of sources consulted. 

homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . .
Thursday's brain teaser:
• Is nationalism beneficial or restrictive? (email your thoughts to your instructor by 5 pm Monday)
Thursday television watch:
• Watch episode #3:4 of "Wide Angle," "Ladies First" on Public Television (Channel 13) at 9 p.m. tonight. [Review the website for this episode.]  Write notes and questions as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday, July 26. 
  

• Monday, July 26
• (1:00-4:00): both classes meet inLC 16
• Revised paper 6 due in class today (collaborative or individual)
  
Television Watch: Discussion of  "Wide Angle" viewed on PBS on Thursday evening.  (Hand in your notes, summary, and response at the end of this discussion.) Showing of "Now" from Friday July 23 and discussion. [The "Now" website is updated each week]
Newsroom 1: Work on The Weekly Snipe, edition #3. 
homework: 
• Writers, continue to work on stories (good drafts due in class Tuesday). 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)

• Tuesday, July 27
• (1:30-4:00): 001 meet in EMB 205; 002 meet in LC 16
Revising papers for the final portfolio
BRING ALL OF THE PAPERS YOU HAVE HAD RETURNED THIS SUMMER.
We will spend this class period working on revision strategies based on what you have learned so far this summer. You will start revising a paper for the final portfolio.

homework: 
• General Editors, review the drafts of the two stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• Article Writers: work on homework for your other classes, revisions for your final portfolio, or your article.
Tuesday's brain teaser:
• Who determines what constitutes "news"? (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 28
  
• (1:00-4:00): 001 meet in EMB 205; 002 in LC 16
  
Revising papers for the final portfolio
BRING ALL OF THE PAPERS YOU HAVE HAD RETURNED THIS SUMMER.
We will spend this class period working on revision strategies based on what you have learned so far this summer. You will start revising a paper for the final portfolio.

homework: 
• Work on revising your papers for the final portfolio and/or catching up with the various things you owe me.
• 6:00-9:00--Section 001--Don't forget to go to the Writing Center  (you should work on revising a paper for the final portfolio or on a paper for one of your other classes if you prefer)

• Thursday, July 29
  
• 1:30-4:00): Both asections in LC 16;
  

homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . .
Thursday's brain teaser:
• "One man's bias is another man's truth" (emailyour thoughts to your instructor by 5 pm Monday)
  
Thursday television watch:
• Watch episode #3:5 of "Wide Angle," "Dying to Leave" on Public Television (Channel 13) at 9 p.m. tonight. [Review the website for this episode.]  Write notes and questions as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday, August 2. 
  

• Monday, August 2
  
• (1:30-4:00):  both classes meet in Embury 205
• Television Watch:Discussion of  "Wide Angle" viewed on PBS on Thursday evening.  (Hand in your notes, summary, and response at the end of this discussion.) Showing of "Now" from Friday, July 30 and brief discussion. [The "Now" websiteis updated each week]
• Bring all of your summaries and responses for "Now" and "Wuide Angle." In class write an introduction to them and think about expert questions you would like to ask the producers. What topics do you think should be covered in furture shows?
  

• Tuesday, August 3
  
• (1:30-4:00): 001 in EMB 205; 002 in LC 16
  

BRING ALL OF THE PAPERS YOU HAVE HAD RETURNED THIS SUMMER.
We will spend this class period working on revision strategies based on what you have learned so far this summer.

homework: 
• Work on your final portfolio. Due at 500 tomorrow. . .
  
Tuesday's brain teaser:
• "You can't teach an old dog new tricks" (email your thoughts to your instructor  by 5 pm Thursday)
• 6:00-9:00--Don't forget to go to the Writing Center appointment--in the resident hall if you meet with Crystal or Von.

• Wednesday, August 4
  
• (1:30-4:00): HS 52:  
• Work on your "Perfect Product Portfolio," which is due in EMB 205 or LC 16 at 5:00 on Thursday along with the "Extreme Effort Portfolio." We will analyze the papers you did not revise and use the "12 Steps for Revision" for those you do.

homework: 
• Work on whatever needs to be done.

• Thursday, August 5
  
• 1:15-3:30: EMB 205
• Work on the preface to your portfolio and final revisions in class.  You will need to make an index, and you might want to give your portfolio(s) a name.  The final, beautiful, "Perfect Product Portfolio" is due at 5:00 along with the "Extreme Effort Portfolio." You may print in EMB 205 or LC 16 after 4:00, but save to the "Please Print me" folder on the K:/drive for your section.
• Class evaluations. Your turn to grade us: what did we do right? what could we have done better? what should we do next year? (We don't get these back until way after we have handed in grades--and we can't change them once they are in, so please be honest!)
  
homework: 
•  Chill a little!  Pack. Sleep. Watch a little television . . good luck on the Econ final tomorrow
Thursday television watch (just one more...unless you want to watch next week's show ["The Suburbs of Islam"] produced by Micah Fink, and send us an email telling us what you thought...):
• Watch episode #3:6 of "Wide Angle," "Sahara Marathon" on Public Television (Channel 13) at 9 p.m. tonight. [Review the website for this episode.]  Write notes and questions as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed). You can impress us by handing this in on Friday or emailing it to us tonight.  

• Friday, August 6
  
• (?): SW Bowne  118:
  
15-20 minute meeting to discuss our evaluations of your writing skills, your grades for the summer, and your writing placement for the Fall semester.
• 1:00: End of summer lunch.  Not Commons food!

• Dates t.b.a.

• (1:30-4:00):  EMB 205  President Kean will come to class today to talk about his work with the "9/11 Commission" (officially called  The National Commission on Terrorist Attacks Upon the United States) . Look at the Commission'sinterim report published on July 9, 2003, and think of question you would like to ask about President Kean's work on this Commission, or, if you like, about the way government works in general.
  

• (7:30-8:30):  LC 30 (The room under the library)
  
• Mr. Micah Fink, MA, Associate Producer of  "Wide Angle" will come to Drew to talk with students about the process of imagining, researching, developing, and editing a News show.  Come prepared to impress him with your insightful questions and thoughtful observations.  It would make us happy if everyone would say something!  Mr. Fink was a co-producer of the show on AIDS in Angola ("AIDS Warriors") and has worked on many other shows in this series and the previous series. He has also worked on a number of other television news and documentary programs including "Frontline" and "20/20," and "the series "Frontier House." 
  
• Take the "Wide Angle Challenge"
• Visit the page.
  
• Read a brief bio.

homework: bye, it's over (the squirrel is waving...) Sleep;  have some fun (not too much!!); get ready for the fall . . .  (Yes, the rumor is true, the squirrels do decide the final grades--but they are quite fair...).