Powerpoint Presentation:Week 5: Class 2

Please find below the Powerpoint presentation for Week 5, Class 2.

Powerpoint 5|2

Homework: Thursday, 29 March 2007

With your language partner, read the sample essay starting on page 75 and do the following actiivities:

(i) Discuss what are some of the paint points you understand from this essay

(ii) Describe an image that appeared in your mind while you were reading the essay;

(iii) Write down a memory of your own experience that was triggered by reading this

(iv) Write down one or more of the author’s words or phrases that you admired.

As usual, volunteers will be arbitrarily chosen by me to share their musings.

Powerpoint Presentation:Week 5: Class 1

Please find below the Power point for the the Class 1, Week 5.

Powerpoint 5 | 1

Homework 2: Week 5, Class 1

Today's video in class was a 1975 recording of the late American singer Harry Chapin singing his song 'Cats in the Cradle' [a HUGE hit in the early 1970's]. A huge hit in the early 1970’s, there have been numerous version through the years, some of which have re-entered the charts. As will become clear, the theme of the song is fatherhood, and the impact a certain kind of fatherhood can have on the development of children.

As a option for this weeks homework, watch the video and then have a listen to the song with the lyrics. Write for about 10 to 15 minutes about your father or someone who has acted like a father to you.

Specifically, see if you can focus on such issues as:

(i) how much time he was able to spend with you;

(ii) the quality of the time you spent together;

(iii) the impact this has had on the ways in which you might choose to spend time with your children in the future - or children whom you might have care of.

The version in the link below, by the way, is the latest version of the song to reach the 'American Top 40'. Its sung by Ugly Kid Joe.

Cats in the Cradle:
Harry Chapin

My child arrived just the other day
He came to the world in the usual way
But there were planes to catch and bills to pay
He learned to walk while I was away
And he was talkin' 'fore I knew it, and as he grew
He'd say, I'm gonna be like you dad
you know I'm gonna be just like you

And the cat's in the cradle and the silver spoon
Little boy blue and the man on the moon
When you comin' home dad?
I don't know when, but we'll get together then son
You know we'll have a good time then

My son turned ten just the other day
He said, "Thanks for the ball", Dad, "Come on lets play",
"Can you tech me to throw". I said, "Not today,
I got a lot to do", he said, "that's OK",
and he walked away but his smile never dimmed,
And said, I'm gonna be like him"
"You know Im gonna be like him"

Well he came home from college just the other day,
So much like a man I just had to say
Son, I'm proud of you, can you sit for a while?"
He shook his head and said with a smile
"What I'd really like, Dad, is to borrow the car keys,
See you later, can I have them please"

I've long since retired, my sons moved away,
I called him up just the other day
I said, I'd like to see you if you don't mind,
He said, "I'd love to dad, if I can find the time.
You see, my new job's a hassle and kids have the flu
But's its sure nice talking to you, Dad,
Its bee sure nice talking to you.

And as I hung up the phone it occured to me,
He's grown up just like me
My boy was just like me...

Homework 1: Tuesday, 27 March 2007

The first Homework option this week [you can do one or both pieces of homework) involves reading the article “Fatherhood: The Second Time Around” starting on page 57 of the textbook.

After you have read the article, consider (with your learning partner if possible) the following:

(i) What kind of father was this man when his son was a child;

(ii) What are some of the differences in his fathering style the second time around?

(iii) How does Father’s Day with his daughters compare to Father’s Day with his son two decades ago?

(iv) Where did the author put information about his first experiences with fathering? Where did he put his experiences about the second time around?

(v) Do you think he could have mixed the two experiences together?

Song of the Week: Papa Was A Rolling Stone

The topic 'spurring' on our writing activities this week is fathers, and their changing (and in some cases, not so-changing) roles within families.

Our song of the week this week is a 1970 song by one of the greatest R 'N B groups of all time, The Temptations. Described by some as the greatest song ever record by the Temptations, Papa was a Rolling Stone'paints a less than rosy picture' of one particular father.

Watch the video on Youtube.com above, download the song though the title below or do both. Hope you enjoy!

Papa Was A Rolling Stone"
The Temptations

It was the third of September.
That day I'll always remember, yes I will.
'Cause that was the day that my daddy died.
I never got a chance to see him.
Never heard nothing but bad things about him.
Mama, I'm depending on you to tell me the truth.

And Mama just hung her head and said,
"Son, Papa was a rolling stone.
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."
"Papa was a rolling stone, my son.
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."

Well, well.

Hey Mama, is it true what they say,
that Papa never worked a day in his life?
And Mama, some bad talk going around town
saying that Papa had three outside children and another wife.
And that ain't right.
Hey, talk about Papa doing some store front preaching.
Talked about saving souls and all the time leeching.
Dealing in debt and stealing in the name of the Lord.

Mama just hung her head and said,
"Papa was a rolling stone, my son.
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."
"Hey, Papa was a rolling stone.
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."

Uh.

Hey Mama, I heard Papa called himself a jack of all trades.
Tell me is that what sent Papa to an early grave?
Folks say Papa would beg, borrow, steal to pay his bills.
Hey Mama, folks say that Papa was never much on thinking.
Spent most of his time chasing women and drinking.
Mama, I'm depending on you to tell me the truth.

And Mama looked up with a tear in her eye and said,
"Son, Papa was a rolling stone. (Well, well, well, well)
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."
"Papa was a rolling stone.
Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."

"I said, Papa was a rolling stone. Wherever he laid his hat was his home.
(And when he died) All he left us was A-LONE."


p.s. note that the "Alone" that occurs at the end of each verse can be read in two ways: (I) in the sense of not being with anyone else (I'm all alone; and (ii) in the sense of money that you borrow from someone else or more usually, as is implied in this case, a Bank, in order to buy a house.

Homework: Thursday, 22 March 2007

With your language partner, read the sample essay on page 58:

(i) Find the thesis statement and determine whether you think all the paragraphs develop this thesis statement.

(ii) Find the example in the essay and determine whether you think they help you understand the essay better.

(iii) Find the “perfect” verbs in the essay and determine why they are used in the way they are.

(iv) Determine whether you think the author has explained the topic adequately. Would you suggest any additions to this essay.

I know we did not cover "perfect" verbs in class today but I suspect based on past experience that none of you will have any problems with them. If you do have any problems do contact me and I will try and pretend I know what they are and how you can determine why they are used in the way they are in a particular piece of writing. They are, by the way, covered in this weeks chapter of the textbook.

Powerpoint Presentation:Week 4: Class 2

Please find below a link to and edited version of today's powerpoint presentation.

p.s. Brian, if you can remember it, could you let me know in the comments section what your worry was about the final point in the list of things thesis statements should do. I have change the word 'prove' to the word 'support' but I expect that will not alter your basic - and possibly justified - uneasyness.

Powerpoint Presentation 4|2

Videos: Class 1, Week 4

Thought I'd share with you the videos we saw in class about the impact - physical and psychological - parents can have on their children whether as the results of things they do or actions they take, or things they omit to do.

I'd like to say "enjoy", but I am not sure that that is exactly the 'right' word.





and a little something extra....

Homework: Tuesday, 20 March 2007

For today homework I would like you to:

1. Read the article " Blueprint for Behavior Book Says 'Parents Just Play Genetic Part in Personality'”

2. Once you have read it once, read again and write one or two sentences summarizing the main point(s) of each paragraph.

3. Continue until you have finished the article.

'Volunteers' will be randomly chosen on Thursday to 'share' their summaries.

p.s. a sample summary and layout suggestion is contained on the last page of the power presentation posted below.

Powerpoint Presentation:Week 4: Class 1

Please find below an edited version of the Powerpoint Presentation for Tuesday the 20 of March.

Powerpoint Presentation 4|1

Song of the Week: My Father

This week's song of the week is "My Father". Written and sung by the American singer Judy Collins, the song deals with parents and their dreams for their children.

My Father
Judy Collins

My father always promised us
That we would live in France
We'd go boating on the Seine
And I would learn to dance

We lived in Ohio then
He worked in the mines
On his dreams like boats
We knew we would sail in time

All my sisters soon were gone
To Denver and Cheyenne
Marrying their grownup dreams
The lilacs and the man

I stayed behind the youngest still
Only danced alone
The colors of my father's dreams
Faded without a sound

And I live in Paris now
My children dance and dream
Hearing the ways of a miner's life
In words they've never seen

I sail my memories of home
Like boats across the Seine
And watch the Paris sun
As it sets in my father's eyes again

My father always promised us
That we would live in France
We'd go boating on the Seine
And I would learn to dance

I sail my memories of home
Like boats across the Seine
And watch the Paris sun
As it sets in my father's eyes again

Judy Collins

Homework: Thursday, 15 March 2007

As indicated in class I would like you to do two pieces of work / activities before next class. These are:

(1) read the article on pages 32-34 of the textbook, putting the correct form of the verb in the given space; and,

(2) Read the 'Sample Essay' on pages 35 & 36 of the text book and fill in the chart below it.

'Volunteers' will be randomly chosen to present their answers / ideas to the class.

p.s. one of the 'classic' excuses children used to give for not doing their homework was that 'the dog had eaten it. I thought I share some cartoons on this theme with you over the next few weeks. Hope you find them funny.

Powerpoint Presentation:Week 3, Class 2

As promised I am posting an edited version of last classes' Powerpoint Presentation.

If you have any problems downloading it, please let me know.

Powerpoint: Week 3, Class 2

Cartoon of the Week:The New Yorker Cartoon Slide Show

For many years, one the the best sources for the single frame cartoon has been 'The New Yorker' magazine. Published since February 21, 1925, The New Yorker weekly publishes some of the best journalistic articles, short stories, film and restaurant reviews that can be found anywhere.

Its cartoons have been a particular feature of the magazine and can be seen each week in an online slide show - a link to which is contained below. Hope you enjoy. I'd be interested if you find any of them funny.

New Yorker Cartoon Slide Show

Web Links:Degendering Language

As promised, I am sending you some links about using degendered or inclusive language when you write. For some of you, this may seem a bit silly. You may well argue that people understand that when you say 'he', you mean 'he' and 'she' and/or that there are countless papers that can be found in journals and on the web where degendered or inclusive language cannot be found.

The problem however is that the are enough difficult people like me out there both in academia and the 'real world' who will either take offence at your use of gendered / noninclusive language and/or will [perhaps unfairly] simply dismiss what you have written because of your use of it.

Using degendered language is very simple and once you start using it when ever you write or speak, you will find that it will simply become habitual.

For some ideas about what some people have argued should be done see:

Do's and Don'ts of Inclusive Language
Inclusive Language - Grammatical Issues

Homework:Tuesday, 13 March 2007

The Homework for today's class is based on the readings from "The Right To Learn" by Linda Darling Hammond [see photo above] located from pages 27 to 28 of the Textbook. Linda, in case you are wondering, is a Professor of Education at Stanford University where she teaches education policy courses and overseas the teacher education programs.

After you have read the article, write a brief descriptions your own ideal high school, starting off with a sentence like:

"If I had my own High School, I would ....."

I will, as usual, pick random 'volunteers' to read out what they have written on Thursday.

Assignment 1: "My Learning Yearning"

The first assignment for Advanced Writing 1 is drawn from Chapter 1.

In this Chapter Patrick Chamiseau told a story about how he yearned to learn how to write. What you need to do is write and essay of about 350 words in which you tell about what you yearn to learn while here at KAIST and why. Use storytelling to show how you decided you needed to learn this thing. Use conversations whenever you want to make an important point more memorable.

If you can, see how you go following the writing steps highlighted in Chapter 1, namely:

Before you write

1. brainstorm for a topic using tools like spidergrams and pie charts (see page 4).

2. develop an essay plan (see page 15).

3. budget you time (see page 16).

After you write

1. revise your draft (see page 18).

2. put your draft up for peer review (see page 18).

4. rewrite (see page 19).

5. edit (see page 20).

For some extra reading you can have a look at the following articles:

spidergrams & mindmapping
essay planning
peer reviews

Homework:Thursday 8 March

For the home work this week I'd like you to read the Sample Essay on pages 16 & 17 in the Textbook and to answer some of the questions following it.

Volunteers will be randomly chosen to share their answers.

Song of the Week:"Short People"

Another new element I want to introduce to this blog is a 'song of the week'. Sometimes they will be related to the theme of the week, sometimes to something else.

For the first song I have chosen "Short People" by American songwriter Randy Newman. A bit controversal when first released, "Short People" was a 'tongue-in-cheek' attack on small minded people in the form of an an attack on short people.

Never really a big star, many of you may however know of the work of Randy Newman if you have watched films like 'Toy Story', 'A Bug's Life' and 'Monsters, Inc' as his were the songs on the soundtracks.

So, sit back and enjoy and, remember, the song IS meant to be satirical!!!

Short People
Randy Newman

Short people got no reason
Short people got no reason
Short people got no reason
To live

They got little hands
Little eyes
They walk around
Tellin great big lies
They got little noses
And tiny little teeth
They wear platform shoes
On their nasty little feet

Well, I dont want no short people
Dont want no short people
Dont want no short people
`round here

Short people are just the same
As you and i
(a fool such as I)
All men are brothers
Until the day they die
(its a wonderful world)

Short people got nobody
Short people got nobody
Short people got nobody
To love

They got little baby legs
That stand so low
You got to pick em up
Just to say hello
They got little cars
That go beep, beep, beep
They got little voices
Goin peep, peep, peep
They got grubby little fingers
And dirty little minds
Theyre gonna get you every time
Well, I dont want no short people
Dont want no short people
Dont want no short people
round here

Randy Newman

Location of Class Photos

If you look to the right of this post you will see a link to our learning community [I'll put my photo in their eventually!!] under the heading Class Photos. This will be the place to see the photos easily in the future.

An 'Odd' StoryMan Saws House In Two In Divorce Split

I thought I might start sharing the odd [to be understood both in the sense of being 'unusual' and 'occasional'] news story . Todays story come from Reuters. Advanced writing students may note that the author has chose to include a conversational element in the story. Do you think it works?

BERLIN - A 43-year-old German decided to settle his imminent divorce by chain sawing a family home in two and making off with his half in a forklift truck.

Police in the eastern town of Sonneberg said on Friday the trained mason measured the single-story summer house — which was some 8 meters (26 feet) long and 6 meters wide — before chain sawing through the wooden roof and walls.

"The man said he was just taking his due," said a police spokesman. "But I don't think his wife was too pleased."

After finishing the job, the man picked up his half with the forklift truck and drove to his brother's house, where he has since been staying.

Reuters. Updated: 11:55 a.m. ET March 10, 2007

The Advanced Writing Learning Community

Allagbe Atsu
Gun Woo Kim
Jae Jun Yoo
Kang Dong Seok
Kim Hyo Sub
Kim Chan Me
Kim Jung Hyon
Kim Hyu Han
Koukpode Hermann
Lee Hyun Jae
Lee Ka Yeong
Park Jin Woo
Rhim Jim Min
Seo Ho Gyu
Seo Tae Gyu
Yoo Jae Jun
Yoon Jun Hyeok
Young Cha

The Textbook

Oh yeah, and before I forget. Just in case you want to claim that you don't know what the textbook is [I've been around too long to fall for that one!!!], I've included a picture of it below.

This Weeks 'Reading for Writing' Exercise: 'School Days'

For this exercise you will have to read the story in the text book from pages 7 to 10 or download the pages at the links below [from next week I will not put up links to material contained in the textbook, so, go get it!!]

A: Once you have done that, answer the following questions either by your self or with one or more people from class:

1. Name some of the reasons why the little boy wanted to go to school. By the end of the story, what was his main reason?

2. How would you describe the little boy's family? What kinds of relationships does he have with his mother, father, and brother Jojo?

3. How would you describe Chamoiseau's style of writing? What did you like about it? What didn't you like?

B: Once you have done that, again alone or with others, make up a list of the events that lead to this change. Write the in the order they appear in the story.

-------------------------------------
A. The boy wants to do what the big Kids do
___________________________________________
B. ...........
C. ...........
D. ..........
etc. ........
-------------------------------------
?. The boy wants to learn how to write.
___________________________________________
page1
page2
page3
page4

Today's Video Transcript Exercise: Minority Science Whizzes

transcript

A: Read the transcript a couple of times, put it away, and then try to write answers from memory to the following questions:

1. Describe the group of students who take part in the program

2. How long is the program?

3. What kind of School Runs the program?

4. Name some of the subjects the young people are studying.

5. Fill in the blank: There are very few minorities with Ph.D.s in ___________________, chemistry or Physics.

6. Based on Salim's examples, what does 'perseverance' mean?

B: The young people in the video for which this is a transcript of are clearly excited to be learning. Write a paragraph explaining how we know this.

ESL Learner Dictionaries

I know that most of you know about 'ESL Learner Dictionaries' and that Most of you already have one or more of them. That said, I am including images of three of the more famous of them below.

While it is by no means compulsory, you might find it useful to bring a Dictionary to class. Certainly it will make some of the activities you will be doing in a class both easier and more productive.

Advanced Writing 1 - Week 2, Class 1

For those of you who have been unable to attend class, for any reason, I will try and post a copy of each class's agenda.

1. Introduction / This Class

2. Language Learning Strategy I: ESL Learner Dictionaries

3. Writing Strategies i: 'Brainstorming' & 'Mind-mapping'

4. Writing Strategies ii: 'Freewriting'

5. Video Transcript: Minority Science Whizzes

6: Reading For Writing: Extract from "School Days"

7: Conclusion / Next Class

This Weeks Comic Strip

Some of the best writing one can find is contained in comic strips. There's not much of it - writing that is - but what there is, is often clever, to the point and effective.

What I hope to do over the next 16 or so weeks is to introduce you to some of the best comic strips and give you information about how you can go about learning more about them.

This weeks comic strip is perhaps my favorite: well at least my favorite as of this week. Titled 'Dilbert', it is written by Scott Adams and can be found in countless newspapers throughout the world [including some in Korea].

If you want to see more of 'Dilbert' and find out more about the strip, its history and its characters, check out the following site or click on the link in the column to the right.

The strip I am including today below is one of my favorite of the recent strips that have been posted on the 'Dilbert' website.

Message from Simon

Well, the second class is over, as is our first attempt at working with the textbook. I know some of you have mixed feelings about working with the textbook but we are stuck with it and perhaps need to think positively about working with it.

Looking through it, I think you will find that a lot of the material covered will be of some use. While some of the material will appear to many of you as unnecessary and even a little bit insulting given your level of English - for example, today's treatment of ESL Learner's Dictionaries - some material will be new to most of you.

In addition, I think a lot of material that will be covered - even if you know it - is worth being revisited. For example, the value of 'mind-mapping' and 'free-writing' for good writing - both of which were dealt with in class today - can never be stressed enough [i.e. it is always worth mentioning them]. Anyway, we will see how things go.

I will start posting some of the material related today's class over the next couple of hours so, if this is the latest message you have available to you, remember to check back later to see if any more postings have appeared. Also remember to check out the 'Simon's English Room' blog [there is a link in the column to the right]. Remember also to phone or email me if you are having any trouble downloading the material. As I mentioned in class today, I am fairly new to blogging and so you should expect the odd hic-up [ie. problem]. Bare with me and, as I also mentioned today, if you have any suggestions about how the blog could be improved or have knowledge of blogging resources I am not using, please let me know.

For now, be good and happy,

catch you on Thursday,

Simon

My Weeky Timetable

My weekly timetable. There is a possibility it will change, if so, I will let you know.

For now, be good and happy,

Simon

Timetable

Monday
09:00 – 10:00 English Communication 1 - 10.106/A
10:00 - 11:00 English Communication 1 - 10.106/H
12:00 - 13:00 English Communication 1 - 10.106/I
13:00 – 15:00 English Clinic

Tuesday
11:00 - 12:30 Advanced English Writing

Wednesday
09:00 – 10:00 English Communication 1 - 10.106/A
10:00 - 11:00 English Communication 1 - 10.106/H
12:00 - 13:00 English Communication 1 - 10.106/H

Thursday
11:00 - 12:30 Advanced English Writing
13:00 – 15:00 English Clinic

Friday
09:00 - 10:00 English Communication 1 - 10.106/A
10:00 - 11:00 English Communication 1 - 10.106/H
12:00 - 13:00 English Communication 1 - 10.106/I
14:00 – 16:00 English Clinic

timetable

Welcome to Simon's Writing Room

Welcome to 'Simon's Writing Room' the Blog Page primarily created for students doing the 'Advanced Writing 1' subject at KAIST [but really, anyone is welcome to visit at anytime].

On this very rainy and snowy of days - with the 'rain pounding on our doors' [the name, by the way of the painting above], I express the hope that we will be able to use this blog to help you [whoever you are!] to improve your writing in English.

Please feel free to post a comment at anytime and I will try to respond to all comments. Also feel free to send things you think other students might like to see or read and I will try and put them up on the blog [I know some of you are currently hunting for 'life' - or at least KAIST - partners, so personal ads will be more than welcome [ as long as they are written in English]]

Well that's it for now, I really need to get back to preparing tomorrow's lesson.

Be good and happy,

Simon

p.s. please feel free visit my other block at: http://simonsenglishroom.blogspot.com/