Could "Ogilvy" happen in real life?

As we've been reading George Orwell's 1984, we've been coming into contact with more and more crazy stories that seem to show that the world of Oceania is coming to the world around us. As we discussed the manufactured soldier, Commander Ogilvy, we got into a discussion on if this could happen in real life. Here was where our discussion went to:

3rd time's a charm—Communication class sells their inventions yet again!

Once again, Communication class students took over assembly this last Friday to present their inventions they created and to sell them to TAPA students! If you missed them, take a look at them here:

Jass	Judy
Joyce	Antoine
Jason Y.

If you haven't had the chance to vote for the students yet, there's still time! Go for it!

Future SA officers face the fear with Assembly campaign speeches

Today. at Assembly, students who've declared an interest in running for next year's Student Association (SA) presented persuasive speeches, imploring their peers to vote for them. I'm proud to have taught 5 of 6 of them in my past Communications classes, and they did me proud! Here they are, for your viewing pleasure:

---

President	Jessica C.
Executive VP	Rachel
Social VP	Robert	Betty
Treasurer	Jessica L.
Comm Director	Antoine

British Lit: Who is Akira Kurosawa?

Originally posted 11/27/11.

In case you're interested in 1) how Mr. Webb spent his break, and 2) what's happening next in British Lit class, take a peek at this awesome-sauce movie trailer.



Any thoughts?

More Communication class inventions, please!

Once again, Communication class students took over assembly this last Friday to present their inventions they created and to sell them to TAPA students! If you missed them, take a look at them here:

Jessica L.	Gabriella
James (Part 1)	James (Part 2)
Lillian	Jessica G.

If you haven't had the chance to vote for the students yet, there's still time! Go for it!

Why you stink at arguing: studying rhetorical fallacies to improve your persuasion skills

Originally posted 11/21/11.

Do you regularly get pwnd by your teacher or friends because you lack the basic persuasion and/or debate skills necessary for your success? In class today, I went over the following presentation:

Logical Fallacies on Prezi

As I said at the end of the presentation, you have one assignment: Go to  and find 3 videos that exemplify one fallacy from each of each of the categories of rhetorical fallacies

• Emotional fallacies [pathos]
• Ethical fallacies [ethos]
• Logical fallacies [logos]

Embed (not link to) each example into a blog post with 1¶ (each) explaining why it is an example of that fallacy.

Ok, so there's that! Good luck!

Terry Jones' Medieval Lives, episodes 7 & 8

As we study the Middle Ages in British Literature, I keep thinking of one of the greatest scholars and one of the greatest comedic minds in British history: Terry Jones, of Monty Python fame. Jones put out a really neat set of videos called "Medieval Lives" where he tracked just what it would be like living in the Middle Ages as each of the different significant players. For class (but not in class), you will be watching these videos and doing some responses to them. Here they are, for your viewing pleasure:

---

Embed code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/eTUPba9A6rg" frameborder="0" allowfullscreen></iframe>

---

Embed Code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/GHHMfXGPN4Y" frameborder="0" allowfullscreen></iframe>

---

So, now what? Your assignment is to watch the above videos as soon as possible. Then, you are to record a 45-60 video second response, upload it to , and embed both my video and your response into one blogpost. The 45-60 second video response should be focused on

1. things that you learned from the video, 
2. what stood out for you as important or significant, or 
3. something that connects to what you've studied in class.

It should not be 45 seconds of "I LIKED VIDEO-LAH, TEACH-AH." People outside of the classroom will be able to see this; don't embarrass me with superficial observations about how it was a funny video.

Each blogpost should have 2 videos, but only one episode; therefore, your essentially making two blogposts before each class. Got it? Here's the schedule:

• Episode 1—Peasant (Due  9/17  &  9/20 )
• Episode 2—Monk (Due  9/17  &  9/20 )
• Episode 3—Damsel (Due  9/19  &  9/21 )
• Episode 4—Minstrel (Due  9/19  &  9/21 )
• Episode 5—Knight (Due  9/24  &  9/25 )
• Episode 6—Philosopher (Due  9/24  &  9/25 )
• Episode 7—Outlaw (Due  9/26  &  9/27 )
• Episode 8—King (Due  9/26  &  9/27 )

Make sure each post is a separate episode, including my video (embedded) and your 45-60 second video response (embedded). Make sure your video responses are uploaded as public on ; if I can't watch it, it doesn't count. Also, try to title the post in a consistent way, like My response to Medieval Lives, episode #1—Peasant or something.

You didn't think I'd let Communications class go without homework, did you?

In Communications class today, we watched a  talk by Jon Ronson about psychopaths. Here it is again, for your viewing pleasure:



Your assignments for the weekend are to:

• Write your in-depth instructions. (Should be done)
• Outline your speech.
• Practice for Tuesday's speeches.
• Make your 3  speeches.
• Write 3 (short) paragraphs about 3 things you learned from the Jon Ronson video. (Please embed the video by putting the following code into your post:
  

  <iframe width="400" height="225" src="http://www.youtube.com/embed/xYemnKEKx0c" frameborder="0" allowfullscreen></iframe>

  and then write the paragraphs.

Terry Jones' Medieval Lives, episodes 5 & 6

As we study the Middle Ages in British Literature, I keep thinking of one of the greatest scholars and one of the greatest comedic minds in British history: Terry Jones, of Monty Python fame. Jones put out a really neat set of videos called "Medieval Lives" where he tracked just what it would be like living in the Middle Ages as each of the different significant players. For class (but not in class), you will be watching these videos and doing some responses to them. Here they are, for your viewing pleasure:

---

Embed code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/M6oSZzmKgIg" frameborder="0" allowfullscreen></iframe>

---

Embed Code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/85Mu4tU6Avs" frameborder="0" allowfullscreen></iframe>

---

So, now what? Your assignment is to watch the above videos as soon as possible. Then, you are to record a 45-60 video second response, upload it to , and embed both my video and your response into one blogpost. The 45-60 second video response should be focused on

1. things that you learned from the video, 
2. what stood out for you as important or significant, or 
3. something that connects to what you've studied in class.

It should not be 45 seconds of "I LIKED VIDEO-LAH, TEACH-AH." People outside of the classroom will be able to see this; don't embarrass me with superficial observations about how it was a funny video.

Each blogpost should have 2 videos, but only one episode; therefore, your essentially making two blogposts before each class. Got it? Here's the schedule:

• Episode 1—Peasant (Due  9/17  &  9/20 )
• Episode 2—Monk (Due  9/17  &  9/20 )
• Episode 3—Damsel (Due  9/19  &  9/21 )
• Episode 4—Minstrel (Due  9/19  &  9/21 )
• Episode 5—Knight (Due  9/24  &  9/25 )
• Episode 6—Philosopher (Due  9/24  &  9/25 )
• Episode 7—Outlaw (Due  9/26  &  9/27 )
• Episode 8—King (Due  9/26  &  9/27 )

Make sure each post is a separate episode, including my video (embedded) and your 45-60 second video response (embedded). Make sure your video responses are uploaded as public on ; if I can't watch it, it doesn't count. Also, try to title the post in a consistent way, like My response to Medieval Lives, episode #1—Peasant or something.

Terry Jones' Medieval Lives, episodes 3 & 4

As we study the Middle Ages in British Literature, I keep thinking of one of the greatest scholars and one of the greatest comedic minds in British history: Terry Jones, of Monty Python fame. Jones put out a really neat set of videos called "Medieval Lives" where he tracked just what it would be like living in the Middle Ages as each of the different significant players. For class (but not in class), you will be watching these videos and doing some responses to them. Here they are, for your viewing pleasure:

---

Embed code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/U1feaVAQr90" frameborder="0" allowfullscreen></iframe>

---

Embed Code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/g9zcOxwkK60" frameborder="0" allowfullscreen></iframe>

---

So, now what? Your assignment is to watch the above videos as soon as possible. Then, you are to record a 45-60 video second response, upload it to , and embed both my video and your response into one blogpost. The 45-60 second video response should be focused on

1. things that you learned from the video, 
2. what stood out for you as important or significant, or 
3. something that connects to what you've studied in class.

It should not be 45 seconds of "I LIKED VIDEO-LAH, TEACH-AH." People outside of the classroom will be able to see this; don't embarrass me with superficial observations about how it was a funny video.

Each blogpost should have 2 videos, but only one episode; therefore, your essentially making two blogposts before each class. Got it? Here's the schedule:

• Episode 1—Peasant (Due  9/17  &  9/20 )
• Episode 2—Monk (Due  9/17  &  9/20 )
• Episode 3—Damsel (Due  9/19  &  9/21 )
• Episode 4—Minstrel (Due  9/19  &  9/21 )
• Episode 5—Knight (Due  9/24  &  9/25 )
• Episode 6—Philosopher (Due  9/24  &  9/25 )
• Episode 7—Outlaw (Due  9/26  &  9/27 )
• Episode 8—King (Due  9/26  &  9/27 )

Make sure each post is a separate episode, including my video (embedded) and your 45-60 second video response (embedded). Make sure your video responses are uploaded as public on ; if I can't watch it, it doesn't count. Also, try to title the post in a consistent way, like My response to Medieval Lives, episode #1—Peasant or something.

Terry Jones' Medieval Lives, episodes 1 & 2

As we study the Middle Ages in British Literature, I keep thinking of one of the greatest scholars and one of the greatest comedic minds in British history: Terry Jones, of Monty Python fame. Jones put out a really neat set of videos called "Medieval Lives" where he tracked just what it would be like living in the Middle Ages as each of the different significant players. For class (but not in class), you will be watching these videos and doing some responses to them. Here they are, for your viewing pleasure:

---

Embed code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/MPpwJefxi0o" frameborder="0" allowfullscreen></iframe>

---

Embed Code:

<iframe width="480" height="270" src="http://www.youtube.com/embed/sB0xjOpCsuQ" frameborder="0" allowfullscreen></iframe>

---

So, now what? Your assignment is to watch the above videos as soon as possible. Then, you are to record a 45-60 video second response, upload it to , and embed both my video and your response into one blogpost. The 45-60 second video response should be focused on

1. things that you learned from the video, 
2. what stood out for you as important or significant, or 
3. something that connects to what you've studied in class.

It should not be 45 seconds of "I LIKED VIDEO-LAH, TEACH-AH." People outside of the classroom will be able to see this; don't embarrass me with superficial observations about how it was a funny video.

Each blogpost should have 2 videos, but only one episode; therefore, your essentially making two blogposts before each class. Got it? Here's the schedule:

• Episode 1—Peasant (Due  9/17  &  9/20 )
• Episode 2—Monk (Due  9/17  &  9/20 )
• Episode 3—Damsel (Due  9/19  &  9/21 )
• Episode 4—Minstrel (Due  9/19  &  9/21 )
• Episode 5—Knight (Due  9/24  &  9/25 )
• Episode 6—Philosopher (Due  9/24  &  9/25 )
• Episode 7—Outlaw (Due  9/26  &  9/27 )
• Episode 8—King (Due  9/26  &  9/27 )

Make sure each post is a separate episode, including my video (embedded) and your 45-60 second video response (embedded). Make sure your video responses are uploaded as public on ; if I can't watch it, it doesn't count. Also, try to title the post in a consistent way, like My response to Medieval Lives, episode #1—Peasant or something.

Future SA officers face the fear with Assembly campaign speeches

Today. at Assembly, students who've declared an interest in running for next year's Student Association (SA) presented persuasive speeches, imploring their peers to vote for them. I'm proud to have taught 5 of 8 of them in my past two Communications classes, and they did me proud! Here they are, for your viewing pleasure:

---

President	Gabriel
Executive VP	Belle	WinWin
Social VP	Angela
Comm Director	Emily	Steven
Secretary	Betty	Annika

Best speeches yet? Communication class sells some crazy inventions.

It's late, so I'm not going to do a huge writeup over this, but today, Communication class students did speeches over their Inventions they've created. Here they are, for your viewing pleasure.

Betty V.	Rachel
Krikki	Angela
Jessica	Mandy
Janelle	Tiffany
Tristan

2nd Annual Point of View videos

It took me the entire "extended" weekend, but I finally got around to watching all of English II's Point of View movies, and I've got to say—way to go! Everyone (with the exception of one group, which has faced a few technical issues in completing theirs) did a wonderful job of showing First Person, Third Person Limited, Third Person Omniscient, and Objective through their four films, and I wanted to say how I proud I am of you! Here they all are, for your perusal:

---

English II—A-day class

Billy, Krikki, Martin, Miyuki: The Donkey in the Lion's Skin

Videos

---INSERT VIDEO HERE---

David, Grace, Kevin M., Max, Takako: The Hare with Many Friends

All videos

Betty, Eddie, Kelly, Wade: The Man with Two Wives

Trailer

Third Person (Omniscient)

Third Person (Limited)

First Person

Objective

Angela, Belle, Calvin, Samuel: The Ant and the Grasshopper

Third Person (Omniscient)

Third Person (Limited)

First Person

Objective

English II—B-day class

Alex, Cameron, Kathrina, Sally: The Lion and the Mouse

Third Person (Omniscient)

Third Person (Limited)

First Person

Objective

Ben, Kevin C., Nancy, Rachel: The Man Woman, the Boy, and the Donkey

All videos

Aleena, Amanda, Joanne, Robert: The Goose Who Laid Golden Eggs

Trailer

All videos

Amy, Christine, Jonathan, Joyce: The Tortoise and the Hare

Third Person (Omniscient)

Third Person (Limited)

First Person

Objective

Brian, Grace C., Jass, Sabrina: The Boy who Cried "Wolf"

Third Person (Omniscient)

Third Person (Limited)

First Person

Objective

---

Fantastic job to all the English II groups for all their hard work and innovative movies!

G'night, Whitney.

This:



'Nuff said.

Have you practiced your speech? Prove it on YouTube.

***UPDATE***: If you've already uploaded a speech practice video, you need to make sure that the video is marked as UNLISTED instead of PRIVATE. It makes is significantly easier for me to watch it, grade it, and give you points for it!

---

Originally posted 9/3/11.

As I've said a number of times in class, the first speech one does for Communication class isn't very good at all. The speaker will be nervous, will stutter and sweat, and will, most likely, have a pretty rough outline that leads to a pretty poor first speech. Don't expect to get a good grade on this one—as you do more speeches in this class, you'll become more comfortable with being up front.

However, in an effort to get you sufficiently practiced for your first real speech (on Wednesday, September 15th), I'll be requiring that you record your speech 3 different times and will require that you post it to so I can evaluate your practicing. Here's how.

1. Record the speech. Use the Camera app to record yourself giving the speech. You will need to make sure that you have the camera facing yourself. You may watch the screen or the camera while you're speaking, so long as you're not reading off of your outline.
   
   
   
   
   
2. Uploading. Once you have completed the video, click on the Share () button at the top of the screen. There will be an option to Send to YouTube. Click on that. If you are asked to sign in, I would strongly suggest you log into with your TAPA email account (e.g. 0000@tapa.tp.edu.tw) and your email password.
   
   
   
   
   A screen will pop up with information to fill out. Name the speech some form of Informative Speech #1, and add which practice run this video is. You'll probably need to fill in some type of description, as well. Make sure the video is  HD  (better quality than Standard Definition), make "Communication" as a Tag, and make the Category "Education". Finally, most importantly, make sure that your video is not publishing as  Public , but as  Unlisted . It really SHOULD NOT be listed as  Private .
   
   
   
   
   When you are done, you can hit  Publish . Your video will start to upload.
   
   
3. Share it... with me. Once the video is uploaded, you will be given an opportunity to either View on YouTube or Tell a Friend.
   
   
   
   
   I suggest that you Tell a Friend (me). Since you've made it Unlisted, no one can search for your video or even look under your Channel, so don't worry—your secret practice is safe with me. When you hit Tell a Friend, it will take you to your email and let you email the video to me. Send it to my TAPA email.
   
   The other option is to View on YouTube. If you click this, it will take you to the video, which you can watch online.
   
   
   
   
   When you get there, you will see another Share () button near the top. Clicking on that will give you the option to send me the link.

Now, you will do this whole process 3 times. I strongly suggest that you try to not use your outline at all (unless it's absolutely necessary). Each time, try to use the outline less and the notecard more. By the time Wednesday comes around, you should have practiced enough that you will pass fail by less.

Who gives homework on the first day back? THIS GUY. Write 3 things about 10 Things

Welcome back, TAPA! Hope your Christmas break was as awesome as mine was. Coolest thing I did over my vacation in Boracay was hang out with these little guys:



So, now that we're all here, we need to get right back to work. Usually, in British Literature, Second Quarter is focused entirely on Shakespeare, and then when we get to the Third Quarter, we move on to other things. However, we only got the chance to read MacBeth and watch Hamlet, and that's really unfair to you, because you really should spend some time with the Bard's comedies. Therefore, we're going to go through three straight comedies: Taming of the Shrew, Twelfth Night, and Much Ado About Nothing.

Here's the twist: for the first comedy, we're going to watch a 1993 adaptation called 10 Things I Hate About You. In class, we'll get through about one hour, but there will be a bit of time afterwards you'll have to finish up on your own. Therefore, your three assignments are to:

1. Finish the film. The  clips below are the 9th, 10th, and 11th parts of the film. Finish 'em.
   
2. Read the Lambs' Tales of Shakespeare summary of TotS. In 1807, siblings Charles and Mary Lamb wrote shortened, children-appropriate versions of some of Shakespeare's most famous plays. You can find the summary of Taming of the Shrew here. Read it.
   
3. Write a three-paragraph summary of three  specific  modernizations in 10 Things. Post it to your blog, by next class!

There it is. Get to watching.

---

Part 8:


Part 9:


Part 10:


Part 11:

Another dose of awesome: Animaniacs do Hamlet

When I posted the Greatest MacBeth Clip on YouTube EVER, I lol'd and thought "Wow, those cartoons awesomely did an adaption of Shakespeare. There is no way to improve that."

I was wrong.

Presenting, Hamlet and Yorick...

The worst speeches of the year: Running for SA president while using rhetorical fallacies

Previously, Communication class spent some time studying rhetorical fallacies, or unfair arguments commonly made when someone is trying to persuade someone else. After learning to identify them, the students wrote speeches announcing their candidacy for SA president. The twist: they had to use as many logical fallacies as they could (and identify them) in making those arguments. Here's a peek at what went down in class.


If I may plug a class, honestly, not only for Freshmen or Sophomores—Communication is the most valuable class that I teach, and I truly wish that it was a requirement for every student in the school. Consider it for a class option next semester!

Informative Speeches ✓ ; Demonstrative Speeches ✓ ; Persuasive Speeches yet to come!

Last Friday, my Communication Class presented their 3rd (and final) Demonstrative speeches in front of their fellow students in the cafeteria. These were "how-to" speeches, and I've got to say, I'm pretty proud of them. Here, for your viewing pleasure, they are:

---

Belle	Emily
Nicolas	Steven
David

After Thanksgiving Break, we'll start our final speech type: Persuasives!