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Oops, science is POWERFUL!
ENGL 390, 390H, and (sometimes) 398V Class Journal
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Week 8: coffee cup pattern+paragraph complexity+transitions
Paragraph guidance: Here are the MS Word two handouts (posted earlier but we did not disucss) that we use to think about paragraph elements.
Paragraph Definition: think Architectures
Paragraph Types (samples from the field, clipped, complete with some errors. Be careful about what you post on the web.)
One of Aristotle's canons for writing is ARRANGEMENT. The order and "chunking" of information matters very much for reader cognition and receptivity to what you write.
Now, how we use sources for this memo really matter: Review reading strategy resources, with a focus on description and analysis.
NEW:! Be aware of the difference between description work in writing and analysis work in writing (practice this in your reading, in all your classes).
Description/Analysis examples (in Google doc, with links. Please read links, too)
My one-page adaptation (Google doc) of KE's reading strategies guide.
Check out Raul Pachego Vega’s excellent blog/website, with this set of resources for undergraduate students
Let's loop back to last week and pick up the pale green flow chart and look at the paragraph exhibit of going from meh to better, to better.
Marybeth Shea
Writing techniques in this memo: Paragraphs! Paragraph transitions. We will take up a new idea for use in sentences, with emphasis on "empty subjects." Let's also look at brief document on transitions, taken from a real-world setting. We will be looking at tight transitions and loose transitions.
Document genre is the memo. However, this NEW memo content is more complex and wide-ranging. Transitions are a way to thread the cognition for our busy readers. Your first memo focused on the definition stasis, with a evaluation move at the end. Here the concept was more narrow and very concrete. We will look at abstract concepts, where the science is unclear and yet we must make a decision.
Stasis two: definition! Definitions/descriptions are pivot paragraphs that set the reader up with necessary knowledge before diving more deeply into complexity. Elements of this analysis that need definition/description work include:
- basic problem description of two cups (perhaps three, if you want to include re-usable ones)
- chains of disposal
- landfilling or incineration
- recycling
- limits or leakage of these "grave" points on->
- life cycle analysis aka cradle-to-grave approach (a decision criteria for your work)
- brief reminder (plus punt/referral link) about the frames of
- climate change+energy efficiency
- ocean plastic and emerging food chain, ecosystem, human health problem
Some of these items require a small, targeted paragraph: problem description+chains of disposal (see the "meh" paragraph work), life cycle analysis, frames.
Reposting information presented earlier (looping based on previewing -- a cognitive support for readers facing complexity):
- Celery-green flow chart of problem-solution memo (Aristotle would say "strategic arrangement)
- Return to Monday, Week 7, to see
- free sentences you can use (try to match them to a paragraph topic sentence or transition sentence location
- the "meh" to better paragraph exhibit (also one you can use!).
Mb did the invention (research for you) on sources. Reposting from earlier:
- Martin Hocking, research chemist at University of Victoria, BC, Canada. By Research Gate, you can see many of his articles over an incredibly long academic career. Here are the two foundational articles he published that compare the embodied energy of Styrofoam and paper hot beverage cups
- 1991 research results article (read abstract, as you likely will hit a paywall Springer.
- 1994 follow-up research letters (ditto above on pay wall but at Jstor, you get preview and not an abstract)
- Charles Moore, marine biologist and oceans advocate, discovered these patches and began this line of inquiry:
- Algalita Foundation
- His list of publications here (Moore is typically not listed in Research Gate as he left academia to focus on ocean plastic).
Marybeth Shea
Today is Friday. I am available online today between 9-9:50, 10-10:50 and 11-11:50. Here is your GoogleMeet code (same for all Fridays this semester).
Read and think this weekend and prewrite for your coffee cup short recommendation report.
Handful of language conventions:
1) That-which: which takes a comma; that does not! See this handout on choosing which and that.
2) What is an appositive?
What is an appositive? A bit of information you insert in between the subject and the verb. You need commas or other sorts of punctuation to set this off. This image of bunny paws can help you remember to do this:
3) Alot v. A lot: Grammar moment: the abomination of alot. alot is not a word. Let's see what this blogger says about remembering to use a lot and not alot(click into image to access her website).
Now, to this bit of charm from N.N. Ta DAH!
4) punctuation with quote marks (nice summary here at Grammar Monster)
5) colon and semi colon use (start here with The Oatmeal's take)
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Week 7: coffee cup memo begins
Rain garden memo due Wednesday 11:45 in Eli Review (week submission window for you).
Office Hours in the Sky/AMA Tuesday 8-9. UPDATED!
This NEW memo content is more complex and wide-ranging. Transitions are a way to thread the cognition for our busy readers. Your first memo focused on the definition stasis, with a evaluation move at the end.
Now, our wants a problem-solution memo about the type of coffee cup we use in our firm. Therefore, we need to frame this work with the stasis of policy (what ought we do).
Let's start by reading this short science news article from Science Daly.
Back to our boss: Jane wants a coffee cup policy for the office that is "green." OK, that is the content for your invention. Here is rough working arrangement (paragraphs):
POLITE OPENING, with your recommendation that previews your final policy paragraph
CONJECTURE PARAGRAPH Problem description (our office situation, with quantifiers), with reference to national. international size of the problem
CONTEXT PARA(s) Environmental problems (energy efficiency ->climate change AND persistence of plastic in ocean -> food chain disruption)
YOUR WEIGHTED PROBLEM SOLVING METHOD (revealing your pre-analytical frame or bias)
DEFINITION-->CAUSE/EFFECT iinformation
Coffee cup types (how many? Can we do this in one paragraph or do we need one per coffee cup type? Use counting technique of two or three)
PIVOT PARA from background to ANALYSIS PARAS
Decision criteria (HINT: Life cycle analysis, and define this; use an EPA source) HERE, this definition helps us move to the VALUE paragraphs
CAUSE/EFFECT continued (system) -->VALUE (Harm or benefit)
Martin Hocking's work on life cycle analysis of paper v. Styrofoam
Charles Moore's work on size of ocean garbage patches
POLICY/ RECOMMENDATION (restate your recommendation, with qualifiers, as one does in science land)
Science/Research support (remind about evidence discussed above in VALUING PARAGRAPHS)
Qualification (concede reasonableness of the other position)
Concrete examples (2)
Sentences that can help you as topic sentences or transitions sentences between paragraphs
Any analysis of coffee cup choice requires use of life cycle analysis.
Life cycle analysis -- also known as cradle-to-grave -- helps capture the entire environmental effect from origin and inputs through use and, importantly, to disposal.
In my analysis, I weight [name environmental problem] more heavily than [the other problem].
Life cycle analysis can help us understand this difficult question about coffee cup sustainability
We have two choices in coffee cups: paper or plastic (Styrofoam).
Martin Hocking conducted the first -- and to date only -- peer-reviewed analysis of the energy embodied in coffee cup choices.
Charles Moore is among the first to alert us to the huge problem of persistent ocean plastic.
We will work through the above over the next two weeks, using stasis theory.
Lesson on paragraphs, here for early in your memo, in the definition/description move (STASIS 2) where we also need to address context. Skill?: Coherence in a paragraph (sample content but the paragraphs might not be complete for the purposes of your coffee cup paper):
"Meh" paragraph
Plastic and paper cups pose problems for recycling. Ceramic cups are very energy intensive to produce. Recycling seems environmentally-sound. Paper does not degrade deep within most landfills and the plastic coating is also difficult. Not all plastic can be recycled. You need to check the bottom of the container. Landfills are increasingly full. There is a huge "patch of garbage" in the Pacific Ocean. Supply chains of garbage recycling, especially plastic do not really work.
Note: can you see the compare/contrast move here, even in this meh or necessary draft version?
Better paragraph
Paper and plastic both pose disposal problems. First, not all plastic can be recycled. Check the bottom of the plastic container. "No. 1" and "No. 2" types can be recycled by most facilities. Second, paper does not degrade deep within most landfills because of low oxygen conditions. The plastic coating also interferes with decay. Landfills are increasingly full. There are several huge "patches of garbage" in the Pacific Ocean. Recent analysis suggest that China is a source of this garbage.
Note: do you see a place for a referral citation, using the Seattle news article posted earlier? Can you find a more general article that you can refer to, about the limits of recycling and landfilling? Recall that this iinformation, now, at this level of detail is common knowledge, even if you do know this.
Even better paragraph (can you see the re-thinking of content as well as sentence-level revision)
Paper and plastic both pose disposal problems. First, not all plastic can be recycled. Check the bottom of the plastic container. "No. 1" and "No. 2" types can be recycled by most facilities. Second, paper does not degrade deep within most landfills because of low oxygen conditions. The plastic coating also interferes with decay. Landfills are increasingly full, with paper and plastic part of the waste stream. Not all plastic is recycled or landfilled. According to the Algalita Foundation, huge "patches" of garbage in the Pacific Ocean are further evidence of of the environmental harm posed by plastic.
Notes: 1) is that referral link well curated? do you see another place for a referral citation? Should we build a new paragraph with this iNY Times nformation or this 2022 Science Daly piece noted earlier.
Marybeth Shea
Today is Friday. I am available online today between 9-9:50, 10-10:50 and 11-11:50. Here is your GoogleMeet code (same for all Fridays this semester).
If you are ready to prep for the coffee cup memo, here are the two researchers who hold founding ethos about the two cup choices:
- Martin Hocking, research chemist at University of Victoria, BC, Canada. By Research Gate, you can see many of his articles over an incredibly long academic career. Here are the two foundational articles he published that compare the embodied energy of Styrofoam and paper hot beverage cups
- 1991 research results article (read abstract, as you likely will hit a paywall Springer.
- 1994 follow-up research letters (ditto above on pay wall but at Jstor, you get preview and not an abstract)
- Charles Moore, marine biologist and oceans advocate, discovered these patches and began this line of inquiry:
- Algalita Foundation
- His list of publications here (Moore is typically not listed in Research Gate as he left academia to focus on ocean plastic).
Suggestion: skim read for 15 minutes about Moore and Hocking,, with some attention paid to knowing enough to discuss this coffee cup recommendation memo.
See you Monday. Enjoy your sweater weather weekend.
Week 6: rain garden memo refinement
Look for a second Friday-through-Monday Eli Review event of Writing Task, followed by Review Task. Here are the critical thinking skills and writing craft skills we focus on now:
- Natural language sourcing for body paragraphs, including referral links
- Critical analysis of web sources to work around pay wall for peer reviewed sources (Davis paragraph
- Add a peer reviewed link in the sources/further reading (your choice
- One quick link, well curated with Davis summary
- What about:
- Classifying (kitchen sink para) try the Low Impact Development Center
- Illustrating paragraph, try the P.G. County Bioretention Manual (caution about the large PDF)
- Preview functional definition that is your pointed edge of the cognitive wedge? None needed!
Phrases for you?
the bioretention "bible" used since circa 2007 worldwide
remains the "grandfather" of low impact development and watershed hydrology
can gather more peer reviewed research if needed
did not want to send you to a pay wall
Option: switch classifying and illustrating paragraphs.
Let's note that in a tight, concrete topic, you do not need to over focus on transition between paragraphs because of the coherence of using the definition stasis within a cognitive wedge strategy. Also helpful? direct topic sentences.
Wednesday preview? last thoughts on sourcing options and a checklist for this next review go-round. And, please skim through these padlet-hosted readngs about giving good feedback.
For analysis: several have asked me about using this Slide Share by A.D. Let's use audience-context-purpose to assess.
Marybeth Shea
Happy Wednesday. Rain this morning! :( . First up? Clarity in sentences subjects:
Empty subjects! What are they? Perfectly usable subjects in sentences that can introduce confusion for readers. Try to avoid these constructions.
Tldr? Empty subjects = there is/are; it. This short web exhibit (linked above) is chock-full of examples. Another name is dummy subjects (also web exhibit)
TAKEAWAY: do not use emtpy subjects in your final draft of the rain garden memo.
Punctuation preview lesson on Friday: why the Oxford comma is your science writing friend.
Now, let's loop back to citation strategies in the memo. Recall that citation of both types improves your ethos.
- formal citation (APA or author date system). We use this in the Allen Davis paragraph by using two "markers:"
- parenthetical cite in this evaluation paragraph
- bibliographic note at the end of the memo
- Informal citation, which relies on natural language elements of prose in paragraphs
- signal phrases
- bookending
- curated links
- POSITION MATTERS
Signal phrases, like use a sourcing sentence (signal phrase) like
According to the Bioretention Manual......................This "bible of rain gardn design from PG County is linked here (CAUTION)
The Low Impact Development Center describes........(do we need to place link at end?)
We can review sentences in these handouts you have seen before:
Helpers for you for the final version for a grade, to be due Wednesday, Oct. 12
Rain garden checklist (Google Sheet)
Sample of AMA/Office Hours in the Sky (Google Doc), to be held Tuesday, October 11, which includes this bookending example that you can work with:
Rain gardens have two components, to perform their pollution and water/erosion control functions: below ground structure and above ground structure, where the plants are. According to the helpful design manual from the Low Impact Development Center, Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras lacinia placerat rutrum. Integer et commodo dolor, condimentum suscipit massa. Suspendisse vel quam elit. Donec nec facilisis nunc. Duis congue consequat orci, vel pharetra nibh efficitur vitae. Aliquam ornare cursus commodo. Donec ac nulla venenatis, bibendum urna sed, congue risus. Nulla ut orci velit. Praesent lectus lacus, rutrum at dapibus quis, vestibulum in erat. Nulla pharetra congue placerat. Nulla convallis, mauris non finibus fringilla, erat felis mollis ipsum, ut gravida ex mauris quis ligula. Suspendisse a ex vel justo euismod congue id nec augue. Aenean pulvinar dictum neque. Proin nec nibh ac enim accumsan volutpat. You can access this guide here (CURATE THE LINK), which will show you both the soil and living materials needed.
Marybeth Shea
Today is Friday. I am available online today between 9-9:50, 10-10:50 and 11-11:50. Here is your GoogleMeet code (same for all Fridays this semester).
Process note: urng these three "class sessions" I will take notes and write up a short Google doc to be posted here MIDDAY. Why? So many of you have questions about required citation with three paragraphs. So, come back for some clarity. Do recall, however, that even trying to do what I presented in this current Eli Review process will give you clarity about what you do. not understand. Two cognitive moments:
- You will learn from others (with others, actually).
- For Monday, in class, your questions will be well focused.
Now, the long lesson on Oxford Commas, nested within other examples about how phrases and puctuation work together to improve reader clarity.
To my parents, Ayn Rand and God.
To my parents, J.K. Rowling and God.
To my parents, Stephen Colbert and Jon Stewart.
OR
In a newspaper account of a documentary about Merle Haggard:
Among those interviewed were his two ex-wives, Kris Kristofferson and Robert Duvall.
These two preceding examples are from Theresa Hayden. Here is another doosie that cries out for a serial or Oxford comma.
The Times once published an unintentionally humorous description of a Peter Ustinov documentary, noting that
"highlights of his global tour include encounters with Nelson Mandela, an 800-year-old demigod and a dildo collector."
Now, to be clear, the serial comma does not always solve ambiguity problems:
They went to Oregon with Betty, a maid and a cook –
- They went to Oregon with Betty, who was a maid and a cook. (One person)
- They went to Oregon with Betty, both a maid and a cook. (One person)
- They went to Oregon with Betty, a maid and cook. (One person)
- They went to Oregon with Betty (a maid) and a cook. (Two people)
- They went to Oregon with Betty, a maid, and with a cook. (Two people)
- They went to Oregon with Betty – a maid – and a cook. (Two people)
- They went to Oregon with the maid Betty and a cook. (Two people)
- They went to Oregon with a cook and Betty, a maid. (Two people)
- They went to Oregon with Betty as well as a maid and a cook. (Three people)
- They went to Oregon with Betty and a maid and a cook. (Three people)
- They went to Oregon with Betty, one maid and a cook. (Three people)
- They went to Oregon with a maid, a cook, and Betty. (Three people)
We can also look at the grocery list problem:
buying bread, jam, coffee, cream, juice, eggs, and bacon. VS
eating toast and jam, coffee and cream, juice, and bacon and eggs
Finally, we have a theme song to remember this punctuation convention.
And, this from S.C. of the Colbert Report.
http://www.cc.com/video-clips/fo5d9i/the-colbert-report-vampire-weekend
Week 5: canons, sentences, all in a concise rain garden mem
Looping back to pick up rhetorical language: Aristotle's canons of communication. Here the links are from BYU's Silva Rhetoricae (Forest of Rhetoric) (Read if you wish but not required!)
Canons of Rhetoric
Invention (thinking, brainstorming, pre-writing, investigating all arguments of logos, pathos, ethos)
Arrangement (what order shall we use for this Audience, Context, Purpose)
Style (word choice, level of complexity, warmth/coolness, authority of our ethos)
Memory (are we imagining and adjusting our writing craft choices to the reader's needs, preferences)
Delivery (what about practical elements of device, platform, timing)
We are focusing on the definition (stasis 2) of what a rain garden is. Did you look at our background sources posted earlier? Reposting here for your convenience:
- Long EPA web exhibit with many links
- PG County rain garden guide (9-page color PDF)
- stasis theory and the rain garden memo (two-page Google doc)
- Have you used Wikipedia to think about rain gardens? You can use the journalism heuristic to select details that will help you write a memo (note: you are in the invention stage, here): Who what, where, when, and why -- journalism stasis questions
-- PREWRITING/DRAFTING
Who? Larry Coffman, originator/environmental engineer; Allen Davis, hydrology researcher
What? classify rain gardens as low impact development; a last-mile solution for water quality protection
Where? Prince George's County in the Somerset Development
When? Early 1990s
Why? low cost storm water remediation and pollution control (two functions; two forms)
Audience, Context, Purpose: Audience scenario for this memo: Here is Jane, our boss. She asked for the memo at the end of our last staff meeting.
Arrangement/Delivery: By the way, the OWL website at Purdue is a fabulous resource for writing. Memos also have a standard format: See the image to the left. Also, look at the email heading in your software. This electronic message is based on the memo format.
Bonus question: what is the difference between a memo and a letter?
Style/craft choice Topic Sentence: A list of qualities for you to strive for
- Usually a short direct sentence (think announcement)
- Signals the topic in the paragraph (think preview)
- Hooks the reader by 1) raising a question or 2) provoking thought
- Can be placed anywhere, but early on in the paragraph is the best default strategy for most professional documents; in other words, at the beginning of the paragraph
- Contains an element of transition from the previous paragraph
Note: topic sentences can be implied in tightly coherent prose (for now, leave this subtle technique to the professionals!)
Let's look at examples of topic sentences useful in the rain garden memo:
Rain gardens, or bioretention ponds, are a kind of low impact development. Low impact development....
Rain gardens have two components: layers of percolation material and carefully chosen plants.
Rain gardens protect the local environment by absorbing water run-off from impervious surfaces and by sequestering pollutants.
Dr. Allen Davis studies rain garden effectiveness. Davis, a civil engineering professor, has been studying bioretention for more than twenty years.
Let's also think about sentences generally. Take-away advice to you? Write shorter sentences than those you are familiar with in literature and many of your textbooks.
Now, let's think about sentences in these one-page MS Word handouts:
Sentence Patterns (direct sentence is the stem pattern)
Preview of Wednesday, on to paragraphs and the cognitive wedge (one-page Google doc with images):
Paragraph Definition: think architectures (two-page MS Word handout)
Paragraph Types: think jobs (MS Word seven-page handout)
For Friday, you will make your first post in Eli Review on prewriting/drafting your rain garden memo. You need to sign up!
- Make an account in Eli Review where you sign up for our course, using wizard248earner to enroll.
- If you need a courtesy code, as we discussed in class, email with the email you will use in Eli Review and let me know on MONDAY.
By next Monday, you will give and receive feedback in Eli Review. To be discussed AND I will place these tasks in the ELMS Calendar for your convenience.
Marybeth Shea
Wednesday! Stasis theory and the rain garden memo: paragraphs
The structure and type of BODY paragraphs you will write follow Aristotle's stasis theory (very much a system of analysis and action, scientific method steps):
- PARA 1/Stasis 2a: Simple "preview" Definition (what is a rain garden, briefly, by two functions)
- PARA 2/Stasis 2b: Definition strategy of Classification (what type of technology is this? Hint: low impact development and storm water management)
- PARA 3/Stasis 2c: Elaborate the definition by Description of the CAUSAL FUNCTION (Hint: let the paragraph be Illustrative; give detail on the layers of soil and the type of plants)
- QUESTION! Where is stasis 3? TBD: hint--practical causality is dispersed throughout
- PARA 4/Stasis 4: Evaluation (is this technology good or ineffective? we are assessing quality)? Use Dr. Davis' research as you do not have disciplinary authority to evaluate based on your expertise). This can be saved for next week but I will post a Davis source on Friday.
ETHOS: I would think you need about one source as background per these paras: classifying, illustrating, evaluating. You only need a formal source for Para 3/ Stasis 4.
Ok! What can this look like in a memo? Here is a dummy text model (two-page Google doc) that shows you what concision can give you based on the cognitive wedge for these paragraphs in the information memo genre. Note: see the opening and closing paragraphs in first person? These elements are the humanizing aspect of workplace writing. Think of them as bookends.
Hint: work with the topic sentences given. Plan for the cognitive wedge+paragraph size show in the dummy text model. You will place this prewriting/drafting version in Eli Review by Friday at midnight. Over the weekend, I will open up the review option. That will be due on Monday at midnight. Watch for prompts in the ELMS calendar functon starting on Thuesday. These prompts will ilnk to the tasks in Eli Review.
See me in Office Hours on Friday for questions. Start using GroupMe for a crowd wisdom check-in.
Be inspired! Kermit would love rain gardens.
Marybeth Shea
Today is Friday. I am available online today between 9-9:50, 10-10:50 and 11-11:50. Here is your GoogleMeet code (same for all Fridays this semester).
As of 8:25, I see seven posts! Huzzah! Will look forward to seeing more over the day. Here is a link to this Writing Task in Eli Review. Please complete by midnight (11:55) tonight. You will also note that this link is in your ELMS calendar as an Event.
Reality:
- The enemy of done is perfect. This stage is a drafting stage. You do not need to be perfect to post. Seriously, put something up, even if only dealing with two of the four-five paragraphs.
- Posting allows you to enter the next task: Review.
- You will be anonymous, so no one will see that you are not yet a fully baked perfect cake.
- If today is to crazy for you to post (even if you want to see friends, have a long commute, are just drained, you have a safety net:
- Post by 11 AM on Sat. I will not mark you late or judge you. Promise!
- I read all entries and notice pattern and lapses. At about noon, I post a customized prompt for the Review Task.
- In that Review Task, I give enough detail that you can work on this over the weekend. This Review Task is due by 11:55 Monday evening. You can ask questions in class if need be.
Week 4: canons of rhetoric+stasis theory
and a bit on directions knitting up from last week (in class). Now, our last sets of rhetorical analysis terms for the special language of discourse analysis.
"Branches" of Oratory (sometimes called "species") For "oratory" think "discourse"
Judicial (forensic, in some translations) see also the Wikipedia entry here
Deliberative see also the Wikipedia entry here
Epideictic see also the Wikipedia entry here
From earlier in the course (sets 1 and 2), now new ways to look at the rhetorical triangles of earlier (logos-pathos-ethos + audience-context-purpose)
Slide set 3: Booth's Two Triangles (OOPS! FIXED; TBD on Wednesday)
Slide set 5: Burke's Pentad on Audience or a Dramatatism Approach (OOPS! FIXED; TBD Wed.)
Link to modern tech: Triangles to Information Theory: Audience
Back to classical rhetoric: Canons and stasis
Set 4 Canons and Writing Process
Scientific method has a cousin -- actually an ancestor -- in stasis theory.
More on stasis approaches:
Stasis and research (Owl Purdue web exhibit, by colleague A.B.)
BYU page on stasis approach (Web exhibit to see how legal process and jurisprudence knits forth)
UPDATED! Try this web exhibit from UTex that uses four-step stasis (from jurisprudence. We in the sciences use five-step stasis because we elevate causal analysis
Stasis and dinosaur debate (download full text PDF and skim, if you care about dinosaurs or were once obsessed)
Question to ponder: our first memo is an act of definition. What is a rain garden? What do you know now about rain gardens?
Marybeth Shea
For Wednesday, we will continue to work within the slide sets posted on Monday. We are focussing on audience analysis, using a number of frames from classical rhetoric, updated and trimmed by modern scholars. I present with triangles and circles and rectangles (document!) to help you remember.
Here is you next suggested text from Hidden Brain, this episode on what social science says about imagining and mis-imagining what people (audiences) think. This genre is a cautionary tale, with sound evidence (logos).
Shankar Vedantum, NPR reporter/host Hidden Brain/ Photo: Douglas Sonders
Marybeth Shea
Happy Friday! Tis sweater weather. Here is the GoogleMeet code for today:
9-9:50
10-10:50
11-11:50
Prepping for Monday and drafting the rain garden memo:
- stasis theory and the rain garden memo (two-page google doc)
- Have you used Wikipedia to think about rain gardens? You can use the journalism heuristic to select detais that will help you write a memo (note: you are in the invention stage, here): Who what, where, when, and why.
