Section 025 began as scheduled at 1030 in Engineering South 213A. The class roster listed 19 students enrolled, unchanged since the previous report. Seventeen attended, verified by a brief written exercise.
Section 044 began as scheduled at 1330 in Classroom Building 108. The class roster listed 19 students enrolled, unchanged since the previous report. All attended, verified by a brief written exercise.
Section 084 began as scheduled at 0830 in Morrill Hall 306. The class roster listed 19 students enrolled, unchanged since the previous report. All attended, verified by a brief written exercise.
Section 102 began as scheduled at 1230 in Classroom Building 221. The class roster listed 19 students enrolled, unchanged since the previous report. Eighteen attended, verified by a brief written exercise.
Discussion in each section asked after concerns from previous classes before announcing a piece of homework in the form of a survey (about which more appears below) and moving to fundamental concerns of rhetoric.
Student participation was
- Not as robust as desired in Section 025,
- Limited in Section 044,
- Reasonably good in Section 084, and
- Not as robust as desired in Section 102.
The survey mentioned earlier appears online here. Completion of the survey will result in a minor assignments grade awarded; the grading scale was discussed during class time. Completion earlier will be of more benefit than later.
Students are additionally reminded of upcoming assignment due dates:
- LitNarr PV, 28 August 2015 (bring a print copy to class)
- LitNarr RV, 4 September 2015 (submit a copy via D2L before the beginning of class)
- LitNarr FV, 11 September 2015 (submit a copy via D2L before the beginning of class)
[…] at 1030 in Engineering South 213A. The class roster listed 18 students enrolled, one less than at last report. Sixteen attended, verified by a brief written […]
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[…] via Google and offering a grade reward to encourage participation; a report of the event appears here. The survey asked students about demographic and academic data before posing open-ended questions […]
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