Riddle: The Card Hypothesis
Review Amazon Summary Exercise
Lecture/Demo: Try to Say Something
New Task: LTE for Portfolio
I like to be called David, but “Mister Hodges” and “Professor” are popular choices. My ESL students’ charming alternative, “Mister David,” is my favorite by far.
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0. Class began with yet another brain-teaser about cards, with the hypothesis being: “Every card that has a vowel on one side has an even number on its opposite side.” The specifics of the riddle are mostly insignificant. Key lesson to be learned – in order to disprove something, it does not matter how many “true” examples we find. All we need is one “false” example to disprove a generic statement, e.g. if even a single Republican has a unique opinion, the statement that “All Republicans have the same view,” is automatically invalid.
1. An overview of what separates taking good and bad notes: brevity and clarity are key. The more that can be said in the same number of words, the better the note is. According to the Professor, “A good note distills the lesson.” Language should be specific (distinguished is much better than discussed). A good note aims to explain the mechanics of something (What? Why? How?) as detailed and concisely as possible.
2. We revisited the Amazon summaries from the previous lesson. It turns out there was no single completely fair summary, all of them have defects that make them inaccurate or completely unfair. My personal evaluation was not that far off (1st – unfair, 2nd – inaccurate, 3rd – fair). Inaccuracies involve a certain, not malicious, misrepresentation of the original author’s words. Unfairness takes inaccuracies further by using them to prove the current writer’s own point.
3. An exercise aimed at improving the clarity and brevity of our own work. Meaningful sentences are those that include as much detail as possible, such as who/what is doing which action where/when, as well as the purpose of and the manner the action is being performed in, all while at the same time avoiding wasteful vague words that probably result in tautologies.
4. The Professor reminded us about our LTE Drafts, which ought to be revised and rewritten until September 25th. Feedback will get increasingly more specific, initially focusing on the content, saving grammar and punctuation for later. The LTE’s may be improved upon until they are worthy enough (at least a C grade) to be moved into the Portfolio by the end of the semester.
We distinguished between count nouns like “the number of raindrops” and non count nouns like “the amount of rain”
Less rain ; fewer raindrops
We discussed that every sentence of your writing should be clear and concise. Each sentence should urge you to read the next sentence.
Wasteful, meaningless sentences
BAD: The author of this article has a lot to say about the nature of the current economy and how it is affected by international competition.
GOOD: Author Kennedy beloved our current weak economy and high unemployment are the direct result of increased international competition.
A rock is just as rational as a piece of colorful paper as a choice of currency.
Money represents what society deems for it to represent.
Money does not hold an inherit value and wealth is a social construct, the value is placed on by society.
We began class with the card riddle, which claims, “Every card that has a vowel on one side has an even number on its opposite side.” We as students were asked to choose any combination of cards G, 2, 3 and E to turn over in order to prove or disprove this hypothesis. I was mistaken when choosing 2 and E, an even number and a vowel, which I chose because I believed turning both over would prove the hypothesis or disprove it. However, the hypothesis’ wording tricked me and I didn’t realize that it only specifies vowel cards, not even number cards. The hypothesis claims that every card with a vowel on the front has an even number on the back, not that every card with an even number on the front has a vowel on the back. And so, the cards we must turn over are the number 3 and the letter E. Turning over the number 3 will show, based on the vowel or consonant on the back, if the hypothesis is true or not.
Moving on, we continued with count and noncount nouns. Prof. Hodges showed us how to transform a passage, which he had written up on the whiteboard, in one less word, but that actually says more and is more accurate as far as these count and noncount nouns go. Professor Hodges revisited the Amazon
Next we discussed writing vagueness as opposed to writing with clarity and specificity. When reading an article, we click away as soon as the article doesn’t give us what we need within a paragraph or two. So why should we continue to write vague, useless information that doesn’t hook our reader or give the reader what they want and need? We must make use of the first ‘hook’ sentence, which grabs the reader’s attention and compels them to read more. And then we give the reader what they not only want and need, but what they chose our writing for. By getting to the point and giving them clear, informative writing we will attract readers and become more successful authors.
We then listened to a 10-minute audio about the people of Yap, and their currency. This completely blew my mind because I never even stopped to think that most of the money in our country is just a number on a computer screen. No gold, no bills. Just a number that a bank tells you you have.
The card exercise taught us to be mindful of what one’s opponent is claiming as well as how big the scope of said claim is. The hypothesis of the card game in particular claimed that every vowel would have an even number, but it didn’t claim that every even number would have a vowel. In a real-life example, one who claims merely that Republicans are pro-life does not establish that Democrats cannot be pro-life or that a pro-lifer is a Republican. It also doesn’t specify that all Republicans have to be pro-life for this to be true.
A summary can contain a combination of fair, unfair, accurate, and inaccurate elements. They are not always restricted to just one or two of them.
The point of writing that first sentence of an essay is to get the reader to read the second one. The point of the second sentence is to get the reader to read the third one, and so on. Good writers don’t waste sentences or words; they make every sentence meaningful. Sentences should not only be on topic but not too vague (e.g “talked about” language) as well. Additionally, there are some cases where a few sentences, even a paragraph or two, that can be replaced by one sentence that conveys the whole message properly. The last activity of this class entailed taking vague and poorly written groups of sentences and shortening each to one clear and meaningful sentence.
Talked about how the human brain works in mysterious ways in order to prove a hypothesis. We discussed in greater detail the difference between count and non count nouns. i.e. the difference between “rain” and “raindrops”. Count = Number of…, Non Count = Amount of… In good writing, every sentence makes the readers want to read the following sentence. Use clarity and brevity instead of dragging out ideas and making them boring to read.
– The relevance of the card hypothesis exercise was that it shows that it is good to know when a claim draws too big of a conclusion.
– The better notes we write in class the easier we will be able to digest and understand what we happened during class in the future.
– Writing is unfair only if it misrepresents the original author’s argument. It doesn’t matter how the writer conveys the original author’s argument as long as stays true to the original claims/argument.
– The purpose of the introductory sentence(and all other sentences) is to draw readers in and keep them reading. If you find a meaningless sentence in your writing either find a way to strengthen it or get rid of it. It is better to express your ideas in less words so you can effectively fit more ideas into your writing and get a better grade in the process.
– Money has no intrinsic value. We all give it value by agreeing it has value.
Riddle (The Card Hypothesis
– 2 3 and E
– Correct answer: 3 and E
– How it relates: know when a claim draws too big of a conclusion
Class Note Example: we discussed count/noncount nouns, what nouns are which, and when to use “amount” and “number” with them, also more, less, and fewer. (example of a bad class note)
– (Example of good Class note) we distinguished between count nouns like “a number of snowflakes” or noncount nouns like “An amount of snow.” “fewer snowflakes”; “less snow.”
Review (Amazon summary exercise)
– Being mean to the author isn’t unfair, your job is to just transcribe the author’s original information accurately.
Try to say something
– Replacing vagueness with clarity
– Sentence number 1’s job is to get the reader to read sentence number 2 and so on.
– Example: “A fire will affect the temperature” (Weak); “A fire will raise the temperature” (Strong)
To begin class, we started with a card riddle. To test the hypothesis that every vowel card has an even number on the other side, I will chose to turn over two cards. The first will be the 2 card and the second will be the E card. However, I was wrong, and the correct cards to flip are card 3 and E. This is because if the backside of E is an odd number, then the hypothesis is disproved. Also, if the 3 cards backside is a vowel, then the hypothesis is disproved again. After this opener, we began talking about, “talk about language” which will not help you later on because you do not know what you wrote about, you just wrote the words down without definitions. For a better example than talk about language, we could use “We distinguished between count nouns like ‘a number of snowflakes’ or non-count nouns like ‘an amount of snow’.” The point of the lesson is to explain that fewer snowflakes and less snow is the correct grammar to use. Going back to the Amazon summaries from September 17th, there was a mistake made and not every summary was fully unfair, inaccurate, or fair. Another important point the professor said was that every sentence in a paper should make your readers want to read the next one. By the end of class, we worked to correct 10 sentences to make them more directly to the point.
-Started with a riddle that required you to understand the question in order to get it right. I got it right.
-We never use talked about language such as “we talked about…” or “we discussed…” but, instead use thesis talk for example “we distinguished between…” and make sure to include everything you learned with it as clear as possible.
-Summaries can have a blend of both Inaccuracies and fair such has in the Amazon Review.
-In “Try to Say Something”, we took out words that keep you asking questions. Instead of using the word “affected”, use a word that tells us how it is affected such as “rose”
-Money is man made and the value can change at anytime. The people of Yap use money in a different put logical way like how we do with the money being used online.
At the start of class we started off with a card riddle where we needed to chose what card or cards to flip over in order to meet the given criteria. We learned the significance of this riddle because we had to learn how to write a hypothesis that creates clear claims towards a group. We were taught how important it is to take good notes to be able to remember what class was about. We distinguished between count nouns like “a number of snowflakes” or noncount nouns like “an amount of snow” Fewer snowflakes; less snow. We took a look back at our Amazon summaries and the red and green posted notes are a great help for understanding how to distinguish between fair, inaccurate, and unfair. We learn that the point of the first sentence, and every sentence after that, is for the reader to be engaged and entertained enough to read the following sentence. The ‘Try to Say Something’ exercise was very helpful because so many sentences are written just to add more words and here we learn that every sentence should be filled with useful information. We discussed the worth of $20 bills versus $1 bills even though they are just printed paper, they are just a method of exchange. After listening to a podcast and questioning all that we think we know, it is explained that money is fiction and more of just information.
The Card Hypothesis:
– We started out with a riddle and tried to prove the hypothesis that all vowel cards have an even number on the back. Which card or cards do we turn over to answer the question?
– Card G and 2 are irreverent because there was no specific rule pinned on consonants. Cards 3 and E only matter to prove whether or not vowel cards have even numbers on their other side. This shows how it is important to understand statements in order to prove or disprove arguments.
Clarification on notes:
-The sentence given the board was not a good note because it did not distinguish the difference between count and non-count nouns. This is not helpful when reviewing notes in the future.
GOOD NOTES: We distinguished between count nouns like “a number of snowflakes” and non-count nouns like “an amount of snow.” Fewer snowflakes; less snow.
Amazon Summary Exercise:
-Positions can be called out, but if the summary is accurate, it can still be fair.
-Not all fair summaries are completely accurate and not all unfair summaries aren’t completely inaccurate. There can be a blend in each summary of accuracy.
Try to say something:
-Word counts for example can be 5,000 but should be 10,000 words worth of ideas. Many ideas are condensed into great work.
-The purpose of sentence #1 is to hook readers and make them read sentence #2, and so on for the rest of the writing.
-We distinguished between meaningless and meaningful first sentences. Meaningful sentences should state what is trying to be said and not walk around it. The word “affected” does not say anything about what a fire does to a room, but the word “raise” is able to describe how the temperature will change if this happens.
-A demonstration of the worth of money. $20 worth vs. $1. The value of money is not set and can fluctuate.
-Ten meaningless sentences were given and we had to make them more meaningful. Examples can be seen in the replies on the “Try to say something” page.
-We began class with a riddle with cards relating to not making assumptions in our writing.
-Dr. Hodges clarified that just because an argument disagrees with your points, does not mean it is unfair, however, when the summarizing author begins to distort your argument, is when the summary becomes unfair with the intention to distort or mislead.
-We moved into discussing the importance of using every word to its full potential, and not boring the reader with empty filler sentences to meet a word count. You are not really saying anything. Words have worth when you use them effectively and passionately
-We practiced eliminating flabbiness and wastefulness from various sentences from the 10 minute audio clip.
The Card exercise was to help us with our writing and figure out what class you are describing and if you get confirmation from someone in that class who has that opinion.
We then went on to analyze our note taking abilities and how to condense information down into a simple sentence but still getting the point off. Example of a good note “We distinguished between count nouns like “a number of snowflakes” or noncount nouns like “and amount of snow.” Fewer snowflakes; less snow.
While writing you can be “nasty” and say that the author is wrong while still getting both of your points across while still being fair.
When you write, you should try to make each sentence cause the reader to read the next. And if you find a hole you could either buff that one sentence or cut it out all together. You should use your amount fo words to their fullest potential and not waste a single word. In the same number of words you take to introduce the material, you can also not only introduce it but take your claim and start to give details on the matter.
It is important to understand when a conclusion is too broad such as someone stating “All Republicans mistrust the military” is easily disproved by displaying one Republican who does not distrust the government.
Writing clear and concise notes enables one to return to the notes and fully understand the topics discussed in class. It is important to use words wisely, one can use 23 words to write nothing or to summarize an entire lesson.
The feelings expressed in a summary, such as a rude tone, do not indicate fairness or accuracy. As long as a writer accurately uses the writers words and fairly represents their intentions, the writer can exhibit their own feelings on the issue. In contrast, a writer seemingly supportive of the author may still inaccurately display the author’s intentions.
Try to Say Something
Vagueness dissuades readers from continuing to read the one’s work. A good writer uses purposeful sentences such as “Author Kennedy believes our current weak economy and high unemployment are the direct result of increased international competition” in order to entice the reader to continuing reading their work.
Copy LTE Draft into LTE for portfolio to differentiate from the different iterations for the portfolio.
In the card hypothesis we discussed how card G and the card with a two on it would be the two cards we would choose to flip over because if there is an odd number on the E card than it would disprove the hypothesis. Also we need to see if there is a vowel on the opposite side of the three because that will also disprove the hypothesis. We also discussed how some notes are bad note taking because if you come back to the notes in a few weeks and have bad notes on what we discussed for the day, you may not remember what you were talking about. On the board we went through an example of count nouns like ” fewer snowflakes and non count nouns like ” less snow.”
We went through the summaries and looking back at the professors notes about what is fair and unfair throughout the summaries. we were discussing the importance of meaningless words and how you could write a better sentence expressing the message of the sentence in less words and written better. Examples are provided in the 9/19 agenda.
the card hypothesis- which cards to flip over to prove hypothesis? only card E
count vs noncount- count (snowflakes) noncount (snow)
what is dollar value? 20 dollars worth 20 singles
why do we have money? method of exchange
no intrinsic value of paper money, “money is fiction”
when money disappears, it never existed in the first place
money is not solid, it can disappear
edit sentences about money and value
-The card hypothesis, we all looked at 4 cards, Prof.Hodges asked us if we can pick the cards we have to turn over to make the hypothesis( every vowel card has an even number) after picking the cards, he explained that you don’t need to turn over the even card, you have to turn over the odd, to see if the hypothesis could be proven wrong. The consonants in the card trick didn’t matter, and had nothing to do with the hypothesis
-We then distinguished the meaning of “talks about” language which means that while writing notes, we are only focused on the topics, and not what was talked about. Give examples, add quotes, give direct advise so when you reference it in the future, you will know what to do with the information.
-We went back to the Amazon assignment with the 3 paragraphs being inaccurate, unfair, and fair. Mr. Hodges lead us to believe that there was a COMPLETELY FAIR summary, which there wasn’t, but we did discuss where in every article, their is unfair or inaccurate material.
-Mr. Hodges then explained what great writers do, they never waste words or write meaningless sentences. Use language to advance your stance and strengthen your argument. “Fit 10000 words worth of IDEAS and write it in 1000 words” Flabby sentence- does not include opinion, does not include the other point of view, does not give any background info. Meaningful sentence- includes author, includes opinion and opposite point of view.
-We discussed the value of the $20 bill, and how it’s basically imaginary, considering there’s no “real value.” Money is fiction, the billions of dollars that disappeared from the stock market never existed in the first place, the prices just lowered. Money takes on many fictional characteristics, you don’t have to have the money to own the money, just like the stone currency. The dollar bill represents the IDEA of money. You don’t have to touch or see money anymore, it is simply information.
The Card Hypothesis
– We distinguished that if every card that has a vowel on one side has an even number on its opposite side, which card or cards must we turn over in order to test it
– Ex: We discussed count/noncount nouns, what nouns are which, and when to use “amount” and “number” with them, also more, less, and fewer
– “DISCUSSED” = “Talks about”
– Use distinguished instead of discussed
– Changed the Ex) We distinguished between count nouns like “a number of snowflakes” or noncount nouns like “an amount of snow.”Fewer snowflakes, less snow.
Amazon Summary Exercise
– Summary 1 is unquestionably Inaccurate because author makes the classic error of shouting “Censorship!”
– Summary 2 is certainly Unfair because the summary wrongly claims
– Summary 3: Although it’s very aggressive and a little nutty, this Summary is Fair in its treatment of the quoted and summarized authors (except when it isn’t)
Try to say something
– Flabby, wasteful, meaningless Sentence 1
– Wasteful, meaningless Sentence 2
– A rock is no less rational than a colorful piece of paper as a method of exchange.=Currency (ex)
“we distinguished between count nouns like ‘fewer snowflakes’ and non count nouns like ‘an amount of snow’ fewer snowflakes; less snow”
today we are discussing so far how to take good notes, we are not supposed to use talked about language, because it teaches nothing to us about what we learned at that day.
word counts aren’t meant to be met, word counts are meant to be overdone. We are supposed to learn to have more ideas presented into our sentences and make our sentences more presentable and attention grabbing.
“sentence one is meant to lead to sentence two, sentence two is meant to lead to sentence three”
we are learning how to turn crap sentences into very presentable sentences.
– Card Hypothesis: G and 2 are completely irrelevant once you flip over cards E and 3. To disprove the hypothesis, it takes one card. To prove the hypothesis correct, you would need to flip over every card and check.
– Notes should never say “we talked about blah blah blah.” That doesn’t mean anything. If you were to look back weeks later, you wouldn’t understand what we learned that day.
– Use lesser words if it gets the message across. More words doesn’t mean “better” notes.
– Amazon Summary Feedback: Prof. went back to each comment we wrote to give us feedback on how we made our decision. He specified what a “fair” summary looks like and how a
– Job of sentence one is to make sure the reader gets to sentence 2 and so forth. The first sentence needs to hook the reader in. EX. I’m about to change your life.
– Vague and non descriptive words are just a waste.
– Example sentences we analyzed today showed how having details in sentences are crucial.
EX. The fire in the room, affected the temperature. ← waste of a sentence
– The fire in the room raised the temperature ← good use of a sentence
$20 is worth whatever you want to buy with it. Money has value because we can buy things worth it’s value.
– EX. We can buy $20 worth of apples. We can buy gold with $20.
– In the end, $20 is always equal to 20 $1 bills, 4 $5 bills and sum amount of quarters.
– Watched a video on the people of Yap having a big rock as their currency, the fei
– Re wrote sentences to have less “flab” and to get the point across in a more detailed but effective way
The card hypothesis – The hypothesis was every card that has a vowel on one side has an even number on its opposite side. We were given four cards “G 2 3 E”. We had to decide which card or cards must we turn over in order to test this hypothesis. There were only 15 possible answers and the answer was turn card E only. The hypothesis stated ‘every card that has a VOWEL on one side has an EVEN number on its opposite side.
Took a look back on the Amazon Summary Exercise. We discussed the answers and why Summary 1 was inaccurate, why summary 2 was unfair, and why summary 3 was not entirely fair
Try to Say Something Exercise – We distinguished between two sentences that were vague and meaningless and discussed how to change these sentences to have more clarity and be more meaningful. We practiced how to replace vagueness with clarity and specificity. We listened to a 10-minute story about the island of Yap and its odd currency. We then had to replace flabby and meaningless samples with clear and meaningful sentences.
We begin class today with a riddle. This riddle helps us understand the importance of being specific in writing.
– The professor points out our broadness in some of our class notes and how they are not helpful at all. He uses the example of our notes on count/non-count nouns, showing how we did not go into specifics by not distinguishing their differences and broadening the use of the words “amount” and “number”.
We take a look at the three summaries we described as unfair, inaccurate, or fair and accurate. None of the three summaries were completely fair or accurate. Summary 1 is inaccurate because it wrongfully accuses Amazon of denying authors their right to free speech. Summary 2 is completely unfair, stating how the writer Nocera dismisses Amazon’s ruthlessness. Summary 3 unfairly attributes Foer’s quote about Amazon’s ruthlessness to Nocera.
Good writers do not use meaningless sentences in their writing. Writers go into specifics and grab the attention of the reader. Meaningless sentences loses the interest of the readers. The goal of each sentence is to make the reader want to read the following sentence.
– Class began with the discussion of a card riddle. The riddle put into question which cards must be turned over to test a hypothesis regarding only one type of card. We learned that in order to prove or disprove the hypothesis, we must flip over any card that has the potential of disproving the hypothesis. We also learned that although just because a hypothesis may make a clear claim, if not explicitly stated, it isn’t disproving the opposite event.
– “Talked About Notes” were discussed in class. These types of notes generalize far too much and would not help a student when studying. An example of such notes was provided:
– We discussed count/noncount nouns, what nouns are which and when to use “amount” and “number” with then, also more, less and fewer
– This simply summarizes what was explained in class. It doesn’t help define or give examples of any of these terms, therefore it would be a poor studying tool.
– We distinguished between count nouns like “the number of raindrops” and noncount nouns like “the amount of rain”. Less rain; Fewer raindrops
– This accurately and effectively summarizes what was explained in class. Examples of count nouns and noncount nouns were given making it such that a reader of the notes would be able to learn something.
– The importance of writing with clarity and specificity was explained in class. Good writing must not waste a reader’s time. Word count must be utilized efficiently because readers do not have time to waste. The job of sentence one is to get readers to read sentence two. Every sentence must want to make the reader want to continue reading the next sentence. This can be connected to the discussion in class regarding notes. Notes that are generalized and lack specificity are quite useless for studying. Like generalized notes, generalized first sentences and other statements are not effective. Statements and sentences must be direct, descriptive and clear; writers cannot waste their word count.
– We were asked, “what is 20 dollars worth”. We attempted to explain it relative to the costs of items but this was not a sufficient answer. Money is denominational, therefore 20 dollars is worth 20 singles, two ten-dollar bills, four five-dollar bills, etc.
Class Riddle: Card Hypothesis.
Revision on how to write proper notes. Starting off with more detail is better than not having enough.
Amazon Summary Exercise: Look over the 3 summaries and review the notes in red and green to see which summaries were fair, unfair and inaccurate and why. Look over the reply to your answer to understand where you may have went wrong.
Try to say something:
Replace your vagueness with clarity and specificity, while doing it in a few words. Too much writing makes the audience lose interest.
The job of every sentence is to get you to read the next sentence.
Meaningless sentence example: The author of this article has a lot to say about the nature of the current economy and how it is affected by international competition.
Nothing was said about the economy, international competition or the author’s opinion.
Meaningful sentence example: Author Kennedy believes our current weak economy and high unemployment are the direct result of increased international competition.
In class exercise:
The Island of Yap is about the value of money. The worth of money is always worth the amount of money in singles or other fewer bills (Example: $20 is worth 20 $1 bills or 4 $5 bills)
A trillion dollars disappeared from the stock market. Everyone was confused where the money went.
Money is fiction one successful business women said. The money never existed in the first place. The value of money went down.
How much money is out there in dollars? Complicated answer because money is always being loaned out. When you have money in your savings account the bank loans it out to a person who is building a house there for you must make sure you are not double counting money.
Dollar bills no longer represented the number of dollars in gold but now represent the idea of something. Money is simply numbers going back and forth in computers. Most of the money that “exist” isn’t even printed out. Its just in the computer system.
The card hypothesis was explained through and options were given to students as to which cards should be flipped over. The point of this little exercise is to get us thinking about our writing and how we need to know the facts before we make assumptions. Examples include “all republicans…”, but we need to know for a fact that all of the republicans think the same rather than just assuming. Our notes were the next topic of discussion in which we must be more specific. For example, just “talking about” something and explaining it through is much different. Count nouns (such as counting raindrops) and noncount nouns (the amount of oil) were reevaluated from yesterday’s lesson. Today I learned that for the most part, I am awful at determining which summary is fair, unfair, and inaccurate. I had a decent amount of trouble explaining my claims because in all honesty I had no idea. To be fair, all summaries given can be argued for and against their fairness, and they were also all full of other sentences that can be called unfair when the majority of it was fair. We, as a whole, need to make much more specific claims and explanations instead of giving such basic explanations. The job of the first sentence is to hook the reader into reading the second sentence. And the second, third, and so on are meant to keep readers reading their writing. The reason that we need to look through the fact that we need to be more specific is because we need to not waste words.
-The professor went over the riddle and discuss the reasoning behind the riddle.
– We compared a good note (that helps you understand the subject of the note) to a note that is useless and does not help us distinguish the difference between count and noncount nouns.
– To make the reader interested in your writing you need a hook for example: “This can make your life more interesting…”.
– Distinguish between 2 different version of the first sentence. Version one lack information and version 2 is specific and more interesting such as telling the reader what occurred or what economy is like.
– listen to an audio clip and than improve the sentence by shortening it but have the same concept of the original sentence.
Make notes more clear so when you look back on them in a few weeks you will actually understand what your reading. Last class we distinguished between count nouns like “the number of raindrops” and noncount nouns like “the amount of rain”. Less rain; fewer raindrops. The job of the first sentence in your paragraph is to get you to read the next sentence and stay interested and keep reading sentence after sentence. Use every sentence with meaning don’t use useless words, keep everything fresh and relevant to the topic.
Thursday Comp 1 Class Notes
– [ ] In the begging of class we began with a card riddle. We chose what cards will have an even number if it has a vowel on one side
– [ ] The only rule was that every card with a vowel has an even number but it didn’t say that every constant didn’t have an even number
– [ ] Professor H related this to our writing and how you have to make sure whatever your claim is to be sure to prove your hypothesis.
– [ ] Revisited how to take productive notes that will be able to be beneficial later when you need to remember a lesson
– [ ] Not only taking notes to get a grade but to complete so that they can be of help later on
The Amazon Summary Exercise
– [ ] Read suggestions and corrections made on how we replied to which version was unfair, fair, or accurate
– [ ] Summary 1- unquestionably Inaccurate
– [ ] Summary 2- certainly unfair
– [ ] Summary 3- fair
Try to Say Something
– [ ] Every job of every sentence is to get you to read the next sentence. The
– [ ] very first sentence is to grab the attention of the reader.
– [ ] Examples were shown of how a sentence can go from being meaningless to begin a meaningful statement by getting straight to the point
– [ ] Exercise where we examine the sentence for wastefulness and improve it with clearity
Notes – 9/19/19
The Card Hypothesis
– When it comes to determining sides of a card, it’s much harder finding faults in the claim than expected.
– Similarly, the key to formulating distinct and clear claims is to make it unbreakable, no vagueness included.
-If a reader finds a single fault in your argument, your “hypothesis” is over and done for.
Amazon Summary exercise
– After reviewing the three summaries of Joe Nocera’s “The Amazon Plays Rough. So What,” we concluded that some summaries aren’t as simple as unfair, fair and inaccurate.
– If someone’s opinion disagrees with the editor, as nasty or viciously as it may be, they’re argument is completely valid as long as they’re fairly and properly summarizing the original point.
Try to Say Something
– In order to hook in the reader, it’s important to understand that you will get nowhere unless you replace vagueness with clarity and specifications.
– If you want the audience to agree with you, let hear your claims to the end, having flabby or loose writing will only put off and to a degree disrespect the reader.
The class began with a card hypothesis. The hypothesis was “Every card that has a vowel on one side has an even number on its opposite side.” I said that to prove this hypothesis only Card E needs to be turned over because Card E is the only vowel card. Card G did not need to be turned over because it does not help the hypothesis which does not matter and same thing with Card 2. Card 3 needs to be turned over because it would disprove the hypothesis if there is a vowel on one side. This applies to writing because we can not assume a specific group of people, like all Republicans, have the same view.
Mr. Hodges went over how to distinguish between good notes and bad notes. Good notes include specific examples and show the difference between two things like count nouns and non count nouns. Bad notes beat around the bush and talk about what we discussed with no substance.
Then we went over the three summaries about Amazon being a monopoly. Summary 1 was inaccurate because the author talks about censorship when it is not occurring. Summary 2 is unfair because he quotes Nocera out of context. Summary 3 was fair because it corrects wrong claims in the other summaries about accusations of censorship.
We then discussed how to try and say something. Where the first sentence hooks the reader and the second sentence wants to make the reader read the third sentence and so on. Flabby and wasteful sentences do not include the opinion of the author. For example, to say 9/11 impacted us is not good enough because we do not know how it impacted us – positively or negatively?
Then we discussed the value of a $20 bill and how it’s worth 20 single dollar bills. The value of a dollar is not determined by the government but how much it can buy.
I’ve been trying to log on to the website for the first 20 minutes of class so I do not remember this part of class in extreme detail. We had a riddle to solve in the beginning of class that had something to do with letters and vowels. After the riddle, we developed a thesis statement and a begging couple sentences to learn how to summarize and better our sentence structure skills. Then, we listened to a short audio and practiced some more sentence structure and summary skills. One important thing I learned from this class is that having a strong opposing opinion is only bad if it is not accurate and backed up.
-We started with a riddle and commented which of the fifteen answers we thought were correct
-the relevance of fact and hypothesis and how it applies to writing and how you have to test a hypothesis all the way through before making a statement in a writing piece
-for example “all republicans think that” you have to be able to prove that absolutely no republican thinks the opposite way
-We distinguished what makes up good notes about class and that we need to include the core information not just sum up what we did, and to talk more about the definitions and helpful information
-We went over the amazon summary exercise and how we were misled for the work and that in this situation each answer was not so clear cut when relating to accuracy.
-we discussed replacing vagueness with clarity and specify and that the job of every sentence ty has the job of wanting to read the next sentence. The first sentence has to hook the reader
-the sentence should create panic, anger, unity, or happiness when stating the main idea of the writing piece
-We demonstrated how to pick out the main ideas from a wordy sentence or two and turn it into a quick straight to the point sentence.
We distinguished between count nouns like “the number of raindrops” and non counts like “the amount of rain” Less rain; fewer raindrops. -correct way of taking notes while making sense and using correct grammar lessons that we just learned.
Review Amazon Summary:
Unintentional misleading by professor. Could not answer the question as it was posed. There is a lot of inaccuracy in summary 1 but it does other things fairly. Having a strong opposing opinion does mean you are being unfair/inaccurate.You can be as nasty as you want when summarizing as long as you are correct.
The job of sentence 1 is to get the reader to read the next sentence and so on. Once the writer stops doing their job the reader loses interest and stops reading.
$20 is worth 20 $1 bills, 4 $5 bills, and 2 $10 bills.
Money is fiction, never existed in the first place. The nature of money is dangerous.