Understanding of Some Aspect of These Complex Communities

Assignment Instructions Select one of the attached review articles addressing an aspect of our current understanding of the soil microbiome. Integrating what you know from working in lab, reading Sait et al. 2002, and Leff et al. 2015, and what you learn in the review article, propose an experiment that will transform our understanding of some aspect of these complex communities.

Your proposal should come in the form of an annotated cartoon that ( 1) clearly introduces any necessary background information, (2) provides a clear rationale, (3) explains the study design, and (4) presents the expected outcomes and/or conclusions. Your proposed experiment must be relevant, specific, feasible, and novel. I don't expect a high lever of technical expertise here. r am looking for experiments that are reasonable in scope (have you asked an appropriately "small" question?), well-designed (are the proper controls included?), and important (will this experiment teach us something new and important?).

Review Papers (Provided Resources): Towards an Enhanced Understanding of Plant-Microbiome Interactions to Improve Phytoremediation: Engineering the Metaorganism Effects of Secondary Plant Metabolites on Microbial Populations: Changes in Community Structure and Metabolic Activity in Contaminated Environments Counts and sequences, observations that continue to change our understanding of viruses in nature. (PDF Attached below) The Ecology of Acidobacteria: Moving beyond Genes and Genomes Improved cultivation and metagenomics as new tools for bioprospecting in cold environments. The role of community and population ecology in applying mycorrhizar fungi for improved food security. Evaluation of your proposal will be as follows: Does the annotated cartoon ... contain the necessary background information? provide a clear rationale for the proposed experiment? explain the study design? present the expected outcome? Is the proposed experiment... novel and important (likely to teach us something new)? well-designed (with proper controls, replication, etc.)?

feasible (i.e. appropriate in scope)? If the answer to each of the above questions is "YES" you will earn at least a "C". Grades of A and B depend on demonstrating degrees of achievement in three additional criteria.

1. The ambition and risk of the hypothesis or idea being tested adequate; perhaps "safe", straightforward, or standard thoughtful and innovative thoughtful, innovative, transformative, and creative 2. The quality of experimental design adequate; perhaps "safe", obvious, or incremental thoughtful and innovative thoughtful, innovative, and creative or even striking 3. Demonstrated mastery of the subject matter adequate; demonstrates basic understanding of the concepts discussed in class deeper; demonstrates understanding of concepts from class and new, provided resource(s) sophisticated; demonstrates seamless integration of concepts from class and new, provided resource(s)

Second Paper IDS 101-03 College Colloquium Dystopian Fictions II Fall 2016

Due: Monday October 24 @ 9am via WISE Format: 1800 words max. MLA format. Include a word count and a bibliography. Check out the "Paper Requirements" section in the syllabus for more info on formatting. Please upload .doc or a .docx files only; pdfs generate technical problems on my end.

Objective: In this paper you will advance an argument where you make connections between two of the three films we have watched thus far (Chappie, Children of Men and/or Pumzi). Your argument will be supported by your individual analysis and interpretation of the visual texts.

Potential Topics to Consider: Your argument can concern one of the following questions or problems. These are just suggestions, if you have other ideas, run them by me in person during the first in-class workshop or via email: 1. How do the films envision dystopia? (Do you identify common themes, images, cultural fears, or differences, and what do these suggest? For example: the body, the future of humanity, technology, immigration, or, can you think of something else ... ) 2. How do the two films represent the relationship between technology and humanity (for example: the human body, procreation, consciousness, morality, identity)? 3. How do the films tackle issues of race? Of gender? Of class? 4. What are some of the different ways in which the role of government is represented by these films? Your paper should have the following components: An introduction with a clearly identifiable main claim (a.k.a. thesis statement). A body where you develop that thesis statement. This should be the majority of the paper; a series of paragraphs where you introduce ideas/claims and evidence in support of your argument and respond to counter arguments and alternative views, if necessary. A concluding paragraph where you restate the thesis and present the take-away(s). Remember: your goal is to understand how the texts work. Not to fix the future of human kind. Tips for a stronger paper: Start from your viewing notes of the three films and your notes of our class discussions. Any common themes? What moments/scenes/sequences jumped out at you? Corrigan's tips/questions for writing about movies can be great resources. Remember the yellow cheat sheet? The yellow cheat sheet is your friend: go back to it and think about its questions (those on the table and those at the end). Your claims should be about how the visual texts work. Do not reduce your insights to boiler plate reflections on the nature of justice or human kind. Avoid unnecessary generalities about culture/people/society. The films do not prove something obvious: they are forcing us to think about something in a new way.

Second Paper IDS 101·03 College Colloquium Dystopian Fictions II Fall 2016 Give serious thought to your title! Good titles are an important part of good argumentative writing. Check out the link posted to WISE/Resources/Second Paper for titling resources. Make reference to specific scenes or sequences. Examine those thoroughly. Avoid summarizing the films-keep summarizing to the minimum a reader needs to understand your claims. Ask questions, present evidence, be specific. Use "I" (I am interested in, I notice that. .. ) but avoid statements like "I believe ... " "I feel...". Focus on how the visual texts work and on your interpretation. Schedule: Plan Ahead: Make appointments with Ana/me for consultations asap. You need to schedule two appointments: Half of you will meet with me for preliminary consultations (Group A) and half with Ana (Group BJ. We will switch groups for draft consultations. Please email Ana directly ([email protected]) to set up a meeting time. 10/13: ln·class Writing Workshop: Generating Big Ideas. 10/14 - 10/17: Preliminary Consultations: On the day of your appointment you should bring your notes, a draft of your thesis statement and ideas. 10/18 - 10/21: Draft Consultations: On the day of your appointment you should bring a printed copy of your draft. 10/20: In-class Peer Review Workshop: Bring a printed copy of your latest draft to class. 10/24: Paper due via WISE/Assignments@ 9am Table Group A Group B Meets with Prof X for Preliminary Meets with Ana for Preliminary Consultations and with Ana for Draft Consultations and with Prof X for Draft Consulations Consultations Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 Student 1 End Table Page 5 Second Paper Rubric IDS 101 - 03 Dystopian Fictions Name: ______Table Category Criteria Points Arguments and Ideas a. Is the paper's claim clear /50 and compelling? b. Do the textual examples (quotes, citations) seem appropriate for the claim? c. Does the paper examine the textual examples concisely and effectively? d. Does the paper move beyond summarizing and noticing toward interesting critical analvsis and explanation? Structure and Language a. ls the paper structured /40 effectively, i.e. does it set up a claim according to which the rest of the paper is organized? Does it provide evidence and reasons? b. Does the paper show thoughtful review and correction of mechanical and grammatical problems, spelling errors, sentence fragments or run-on sentences, and other matters of proofreading? Writing Process & Peer a. Did the author participate /10 Review in consultations, did she/he produce a draft and provide thoughtful feedback to her/his peers? Total /100

End Table NOTE: Papers uploaded after 9:00 am will be considered late and penalized as follows: the grade will drop 5 points for every day late. Comments: Page 6

Guideline for First Oral Exam CHNSE 13 I Willamette University Date and Time: 8:00-8:50am Tuesday, Oct.18th Place: Walton 140 (our regular classroom) *Groups and orders are decided by drawing numbers. Objective: Congratulations! After seven weeks of hard work, you have learned about 168 new words, more than 30 new sentence patterns, dozens of new phrases, and have developed your ability in speaking, listening, reading and writing. It is most impressive that you have practiced writing Chinese characters, a challenging and fascinating experience for people whose native language is a phonetic language. Since the first midterm we have covered the vocabularies (about 108) of three topics-dates and time, hobbies and visiting friend's home. The first oral exam aims to test if you can respond to, initiate and sustain a dialogue on the three topics with the newly learned vocabularies and grammars in complete sentences. You will display your ability to handle the three topics by working with your partner and performing your roles in a real life setting. How exciting!

Tasks: 1. To be able to creatively mimic the dialogues in Lesson 3, 4 and 5 from the textbook. 2. To be able to clearly pronounce the words and correctly use the grammars from the textbook. 3. To be able to respond to and sustain the dialogue with your partner at appropriate speed. Slow response indicates hesitations and unfamiliarity of the vocabularies and content, which can cause insufficient content for grading and seriously affect the grade. 4. To be able to cooperate with your partner and sustain the dialogue even when one of you forgets a line. 5. To be able to creatively memorize the lines from the dialogues in the textbook. It means a creative and flexible dialogue and performance based on the accurate memorization of the sentences and words from the textbook. 6. Based on task 5, to be able to create a skit to help the performance. 7. To be able to display your ability to talk about the three topics in a logical, cohesive and close to real life experience during the performance.

Format of the Exam: The exam is conducted as a performance mainly in dialogues between two partners in front of the whole class. The instructor and other classmates will watch and cheer for the performances. Each performance lasts about 5 minutes. The performance should include the three topics covered in lesson 3, 4 and 5. The two partners should work on the skit and practice before the exam. The performance should be based on the three scenarios in the three lessons: making a date, talking about hobbies and visiting one of the partner's house. You can decide how to create

a logical, cohesive and close to real life experience including the three topics in the performance. You may use some props to help visualize your dialogues and enhance the performance. All the performances will be video recorded for grading and your own records. The recorded video file will be sent to you with the rubrics when the instructor finishes grading. Scenarios of the performance (you can make some changes as long as you can apply as many Lesson 3-5 vocabularies and grammars as possible): A and B just met in college and quickly became good friends. Recently they have been busy and haven't been able to see each other very often but they ran into each other in the library today. Because it's a Friday night and B's dorm was very close, 8 invited A to go to his/her dorm to hang out. At B's dorm, B displayed his/her hospitality. A saw B's family picture and asked about the people in the picture, therefore B happily introduced the people in the picture to A. They chat about how to spend some time together this weekend, therefore they talked about hobbies and the possibility to do something fun together, and eventually decided they can go dancing first and then go to watch a movie with B's friends.

Schedule of First Oral Exam (order is decided by drawing): Tuesday, Oct. 18 1. 8:00-8:05 Team I Hiroki and Yuya 2. 8:07-8:12 Team 2 Riri and Hannah 3. 8: 14-8: 19 Team 3 Sky and Chihana 4. 8:21-8:26 Team 4 Moeka and Kealaulaikalanita 5. 8:28-8:33 Team 5 Ryan and Monica 6. 8:35-8:40 Team 6 Ruka and Emilie 7. 8:42-8:47 Team 7 Benjamin and Sasha

Rubrics for First Oral Exam (CHNSEl31) Willamette University Table Name Preparation (if the performance displays the effort in preparing the skit and enough practicing before the exam) (15 points) Choices of words and Correctness of Pronunciation (25 points) Correctness and creativity of sentence patterns (grammar) (25points) Cooperation between Partners (balanced content; flexible and creative performance) (15 points) Performance and Delivery (tones, fluency, speed, continuity and the variety of sentence structures and vocabularies) (20 points) Comments

End Table Grade: /100 Page 9

Guideline for Second Oral Exam CHNSE 231 Willamette University Date and Time: 9: 10-10:00am Tuesday Oct. 25 (Group l)* and Thursday Oct.27 (Group 2)*. Place: Walton 140 (our regular classroom) *Groups and orders are decided by the alphabet of the initials of the last names. Objective: What a great accomplishment! After another three weeks of hard work, you have learned another 124 new words, more than IO new sentence patterns and dozens of new phrases, and have revisited many words and grammars you learned in the first four weeks of this semester and your first year Chinese classes. Since the first midterm we have covered the vocabularies about three topics- shopping, selecting courses and majors and making friends. The second exam aims to test if you can respond to, initiate and sustain a dialogue on the three topics with the newly learned vocabularies in complete sentences. The sentences should be of appropriate length, connected with helpful conjunctions and include diverse sentence patterns. You will display your ability to handle the three topics in a real life setting. This is another exciting opportunity to learn and display your Chinese!

Tasks: 1. To be able to talk about the three learned topics with the newly learned vocabularies and sentence patterns. 2. To be able to respond to and sustain the dialogue in longer sentences and at appropriate speed. Slow response indicates hesitations and unfamiliarity of the vocabularies and content, which can cause insufficient content for grading and seriously affect the grade. 3. To be able to initiate questions and sustain the dialogue with creative sentences and content. 4. To be able to find a chance and express in a short paragraph while sustaining the conversation. 5. To be able to creatively respond to, initiate and sustain the conversation with authentic information displaying the ability to apply the linguistic knowledge in real life context. 6. To be able to creatively apply diverse sentence patterns and newly learned vocabularies based on real life experience. Format of the Exam: The exam is conducted as a dialogue between the instructor of the class and the student. The instructor will ask questions about the student's real life with the vocabularies and sentence patterns in Lesson 4-5. The dialogue lasts about 3-4 minutes including at least I minute of lengthy narration by the student. The student should find the opportunity to respond to the instructor's question or comment in the lengthy narration. Page 10 Rubrics for Second Oral Exam (CHNSE231) Willamette University Table Name Correctness of Pronunciation (15 points) Correctness and diversity of sentence patterns (both old and newly learned) (grammar) (15 points) Choices of words (both old and nearly learned vocabularies) (35 points) Delivery (tones, fluency, continuity and the Dialogues: variety of sentence structures and vocabularies) Narration: (20 points) Comments End Table Grade: /100