Monday, June 6, 2011

Final exam


Final exam: Tuesday June 7. No tricks; you are using the same maps and numbers that were handed out in class. by Wednesday, I'll hand back the tests. Thursday is make-up day for those whose grade puts them in jeopardy of not passing the class and hence not graduating. I'll crunch the numbers, so you'll know.

Wednesday, June 1, 2011

Wednesday 1 June final exam notes

You should have received your study guide maps. Here are some additional notes: 66 a is Switzerland and 66b is San Marino. West Asia, or the Middle East, is missing the numbers for Lebanon and Israel; their numbers are 120 for Lebanon and 121 for Israel. I handed out a supplemental map in class today. Be aware that 105 is a lake in Africa and points to Rwanda. And that group of islands off the east coast of Africa are the Seychelles. One more thing- today- 51 is Montenegro. It has recently united with Serbia, which is 50.

Monday, May 23, 2011

Monday 23 May schedule for news cast presentations

NOTE: your final exam is Tuesday 7 June. Please remember that this is 25% of the whole year's grade. I will get you study maps and the countries' list by Friday.
Check out sporkle (sic) for practicing.
Presentation schedules for this week. If you are filming- and as long as everyone is represented in the film- there is no problem if someone is absent. Do, however, communicated with everyone in your group ahead of time.
If you are presenting live, then everyone must be present. Anyone missing will receive a zero.
5th period:
Wednesday: Shaniqua's group
Tyrese's group
Thursday: Louis' group.
Medina's group
Friday: Rachel's group
Corinne's group
7th period: Wednesday Meredith's group
Vincent's group
Thursday Molly's group
Danielle's group
Friday Micah's group
Kristina's group
Shawn
9th period Wednesday Atinuke's group
Marina's group
Thursday Sage's group
Sarah's group
Friday James' group


Kristian's group

Tuesday, May 17, 2011

Tuesday 17 May


Reminder: due tomorrow by the end of class-Wednesday- your individual scripts.
It is preferable that you print them out.

Thursday, Friday, Monday and Tuesday. This is your class time to create the newscast. Again, these may be live performances or filmed to be shown.
They will be performed next Wednesday, Thursday and Friday only.

Monday, May 9, 2011

Tuesday 10 May: your news show






Term 6 / Final Project: News Show
This assignment allows you to demonstrate your acquired knowledge of journalism. You will close with a 15 minute news broadcast. With a production team of no more than four students, you will divide yourselves into reporters, anchor person(s), weather forcaster, editorial director and editor. Folks may obviously take on more than one roll. Performances / projects will be performed on Wednesday May 25, Thursday May 26 and Friday May 27. You will get the specific time for your group next week.


For each of the following segments of your news show, you must write out a detailed script that includes dialogue (some of which you will read), any blocking, props and choreography (where individuals are placed within the news set or out in the field, items they need to interact with and how they physically move). By Wednesday May 18, each person should submit his or her script(s) for the role within the news production. This is an individual writing grade. If it is a section where two people are working together, both people should work together for a grade on that particular aspect.
Here is the suggested order. (You may vary from this).

1. opening
2. news
3. interview
4. commercial
5.news
6. weather
7. sports
8.commercial
9. editorial / feature
10. closing

Again all scripts are due to me on Wednesday 18 May.





Details:
You may present a live show or film your segments.
You may use the smart board as needed.
News: prepare each story to be as visible as possible. Do-on-location filming and interviews to give the idea of what was happening. This involves determing all of he stories that will fill the broadcast.
Interview: Prepare questions and set-up times to interviw valuable parties for information. Make sure the setting is appropriate for the interview- especially audio for taping. Watch out for noisy backgrounds.
Weather: The person in charge must prepare a forecast that includes today's weather, as well as the next five days. Include graphics!
Sports: Include more than one and get footage / images of teams.
Editorial / Short Feature: The editorial can be the view of the station's management on an issue pertinent to the school or a more human-interest story. (you might try a point / counterpoint).

Director / editor: This individual should produce a floor plan of the entire broadcast to be handed in with the scripts on May 18.
NOTE THAT THIS IS A TIMED SEGMENT: PRACTICE ...REHEARSE...PRACTICE

Monday 9 May last of the prezis and 6th term project




We are finishing up the prezi presentations today and then moving onto to the final project, taking a look at a couple of actual evening broadcasts.




If you are absent, please check out one of the full broadcasts of the Nightly News with Brian Williams: http://www.msnbc.msn.com/id/3032619/ns/nightly_news/




Watch the whole show, noting the various topics. Does he cover international, national? Anything cultural? Sports? Medical issues? What is important?


Now take a look at a couple of Fox news broadcasts and one of our local stations. Do you notice a change in tone or selection of topics. Any observed bias? How about the actual anchors? What is their diction like? body language? What demographic do you think they appeal to?




Thursday, May 5, 2011

Thrusday 5 May alternative news sources

We will continue with the prezi presentations tomorrow. These will be the first grade of the 6th term marking period. A couple of people sent me things last night. As the individual article and site list were due last Friday, these were recorded as 50s. The newsletter was due Monday, but anyone who turned it in by Tuesday midnight recieved full credit. The grades are done with the exception of today's work (see below). I'll double check with everyone to make sure they are accurate and haven't overlooked any work you sent.
Mr. Grevin is your substitute today.

DUE AT THE CLOSE OF CLASS TODAY: We have looked at mainstream news sources this year, but there are what are referred to as alternative sources. As with all news, one must bring a critically thinging mind and an awareness of sponsership. This week Osama bin Laden's killing has dominated the headlines. Take a look at the list below and read an article about this situation from three sources. On the blog, list the three sources and write a brief 25 word observation as to anything you've noted that is different from what main stream sources have shared.

Here's the link for the list of altenative news sources:http://www.world-newspapers.com/alternative-news.html

Thursday, April 14, 2011

14 April investigative reporting project






Please check Monday's blog for details on this assignment.

However, here is a summary and checklist for the individual parts of your investigative reporting project.


Due Friday April 29: individual lists of the 12 sites that you have incorporated into your reseach.

Due Friday April 29: individual article that is incorporated into the larger group newsletter. This is graded on content, syntax, spelling and grammar.


Due Tuesday May 3: prezi presentations. Although there is only one per group, each person will contribute to the whole. It should be organized like a paper and incorporate the ideas presented in your group newsletter. However, you may include brief video clips, added photos, excerpts from your articles. Practice this ahead. This is a group writing grade. One for all.

Due Tuesday May 3: your newsletter. At least one article from each member of the group should be included, as well as photos and a graph or statistic. This is a group grade. One for all.

Tuesday, Wednesday and Friday: Prezi presentations.


Friday: grade your partners. This too will count in the writing category.



NOTE THAT THIS FRIDAY, May 6, IS THE LAST DAY OF THE MARKING PERIOD; so what has not been turned in is a 0. Also, as always, 10 points off per day late for each of the above assignments.



Use your class time productively.

Tuesday, April 12, 2011

Tuesday 12 April investigative journalism project

Please read over yesterday's blog carefully. By the end of the day, I need your group and your topic choice. Please post on yesterday, Monday's, blog. No duplicates within a class.

This is a research project. You should be reading at least a dozen articles to compose your part of the project.

To ensure quality research and eschew an editorial aspect, everyone is required to list the 12 sources that they used to put together his article. This will be collected on Friday 29 April.

Sunday, April 10, 2011

Tuesday April 11, 2011 investigative reporting


Investigative Reporting Project. In groups of two or three (maximum), your team will choose an investigative topic of national or local interest to report on. Each group member will equally contribute articles from a different angle or issue that is related to the overall topic. Your group will then organize their articles into a minimum two-page spread complete with headlines, photos, graphs, and statistics or information boxes. Lastly, the groups will complete a six to seven minute Prezi presentation that documents their findings and share it with the class. Summary: Prezi Presentation: Only one prezi account is needed per group, although each person will work on the final product. This should consist of primarily images and selected, minimal words that from your report. As in a good Power Point presentation, you are the speaker and the technology supports you. (Group Grade- if you are not available on the day of the presentation, but your contributed material is, you will recive a 70 for this part) Printed Material: your group will hand in the your report that includes a minimum of one article for each member of the group, an equal number of photos and one item of statistical chart or graph. (group grade)

Printed Material: separately hand in your personal article that you contributed to the paper. (individual grade based upon grammar, punctuation, style and content)

Grading each other: In order to promote work equitablity, each member of the group will grade the other (s). This will go in the 40% category. I will distribute the rubic. FOR TUESDAY: PLEASE POST YOUR GROUP AND TOPIC CHOICE (no duplicates within a class) Below are some ideas. Talk to me if you have something else in mind. Possible investigative reporting topics Surveillance issues: 1.airports, 2. traffic, 3. schools, 4. national borders, 5. satellite technology 6. Homeland Security 7. Head coverings for women 8. Interrogation techniques (www.us-government-torture.com) 9. Disaster Funds- Katarina? 10. Bullying 11. Gang stalking /covert harassment 12. Space weapons ((microwave, electromagnetic, radio frequency, acoustic, infrasound, laser) 13. Condom distribution in schools 14. Experimentation on human subjects using various electronic devices and weaponry 15. feral animals in Monroe County 16. HIV and Monroe County 17. Hospital care – there are numerous angles here. 18. Poverty pimps: Nonprofit organizations seem happy and good from the outside, but from the inside, they can prove devious. 19. Jail occupancy 20. racial achievement gap 21. violent crime in Monroe County 22. Paying for an election 23. clinical drug trials 24. juvenile justice in Monroe County 24. local terrorism preparedness 25. prostitution in Monroe County 25. Food safety 26. Global Warming 27. College athletes and academics 28. nuclear energy 29. Fraking 30. coal as energy 31. alternative fuels 32. cost of flying 33. medical research 34. obesity 35 international sex trafficking 36 race and the media 37 charter schools 38. car safety

Saturday, April 2, 2011

Monday 4 April Tabloid project


Due today by the close of class: your response to the 4 articles from the 4 tabloids. See previous blog for details. SEND IT TO ME OR PRINT.


Due Thursday 7 April: you personal tabloid. It should follow the correct format for writing a lead (who, what, when, where and how), a headline and quotes. You also need a picture.

Please put these on your thumb drive and be prepared to share on Friday.


SEND ME YOUR COPY BY THE END OF CLASS THURSDAY TO GET FULL CREDIT.

Tuesday, March 29, 2011

Wednesday 30 March tabloid writing


Please read the following article from Time Magazine. A Brief History Of: Tabloids!! By Kate Pickert


When John Edwards admitted what the national Enquirer had been saying for months--that he had had an affair with a campaign videographer--it was only the latest in a string of high-profile scandals broken by the supermarket press. But politicians' foibles weren't always the target of choice for the tabloids. In the 1950s, their pages were splashed with bloody car accidents and gruesome mutilations. Enquirer owner Generoso Pope dialed down the gore in an effort to appeal to housewives in the checkout aisle, replacing it with alien abductions and medical oddities. Celebrity gossip took over by the late 1960s, as the Enquirer and rival Globe feasted on Chappaquiddick, Jackie Kennedy's remarriage and the death of Elvis. (The Enquirer paid a Presley relative to snap a picture of the King in his coffin.) Rupert Murdoch's Star joined in soon after. Weekly World News, billing itself "The World's Only Reliable Newspaper," carried on the mantle of the weird, covering miraculous cancer cures and zombie sightings. "When we inform people, it's usually by accident," admitted its editor. Tabloid circulation peaked in the 1980s, but the O.J. Simpson trial prompted a rapid--and ironic--reversal of fortune. Broadcast coverage of the spectacle eclipsed anything that could be done in print, setting a template for sensational TV journalism that would drive the tabs' circulation down 30% by the mid-'90s. Celebrity print media has bounced back in recent years, thanks to Britney and Paris, although mostly in the glossy magazine format that Star switched to in 2004. And as it is with most papers, the Internet is impinging on tabloids' turf. The new medium has already claimed Weekly World News, which folded in 2007--but readers looking for the latest on the ALIEN BABY LOVE CHILD can still find it online.

ASSIGNMENT: Part 1- DUE the end of class on Monday.

Irresponsible journalism-what you don’t want! Go to the link below http://www.toptenlinks.com/cat.php/News:Newspapers:Tabloids If you have trouble with this, here is a list of tabloids. 1, National Enquirer2. Star Magazine 3. Weekly World News 4. New York Post 5.The Mirror 6.The Sun 7.New York Daily News 8 Globe Magazine 9. Tabloid 10. Mega Star

Read 4 articles from 4 different tabloids. In approximately 200 words, respond to this question: What commonalities do you find within these articles? What ethical problems do you note? What purpose do these writings serve.

Part 2 of the assignment; due Thursday 7 April.

Now write your own tabloid article: length approximately 300 words. Must include an image at the top of the article. Possible topics:
mythology / folk / fairy tale characters. The Three Bears Cinderella Little Miss Muffet The Return of Odysseus Robin Hood The Trojan Horse Davy Crocket at the Alamo George Washington and the cherry tree The Old Woman and the shoe Johnny Appleseed Casey Jones Aladdin Little Red Riding Hood The Little Mermaid Snow White The Three Little Pigs Anything else that appeals to your imagination. Don't forget to apply the who, what, where, when and how to your article. Be prepared to share these Friday 8 April so make sure to put them on your flash drive.

Wednesday, March 16, 2011

Wednesday 16 March photo analysis and project


Please read everything! Note this blog for all work for the next week.

Firstly, the personal photo reponses, the ekphrastic writing assignments, are the best this year. They resonate authenticity and sincerity. As well, there is a sophistication of language coupled with mature language style. These are a pleasure to read. Great work.


Tomorrow we will be in a classroom looking at how to photograph buildings, landscapes and people. Take your time to read the following information. First is a description of your personal project.


ASSESSMENT PROJECT: Due Thursday 24 March.
You are creating your own photojournalism project. There is no assigned topic, but your images should have a thematic or narrative unity. As well, they should demonstrate you understand the fundamentals of composition. You should have 15 photos. Keep in mind that with the computer, you have some flexibility to improve your images. However, limit this to cropping or simple light adjustments. Be prepared to explain your photos: what were trying to accomplish or even what did not succeed.
NOTE: although you are only showing the class 15 pictures, you may need to take significantly more.

Basic requirements: Your pictures should include at least two varying levels of close-ups and two with people, two interior and two exterior. What is meant by a thematic or narrative unity is that your photos should tell a story or reflect an idea, much like a thesis statement does in your writing. ON THURSDAY MARCH 24, everyone will turn in an outline that will include an introductory statement explaining the purpose of the photos, that is what was your objective. Discuss any obstacles or frustrations your encountered in terms of achieving this objective. These could be limitations posed by your equipment, weather, light or subject. Following the above, please simply list your 15 photos, labelling where and when each was taken and the type of shot. Do not forget that you need at least one interior, one exterior, two varying levels of close ups and two that include people.

WEDNESDAY (today 16 March) in class work. Please read the following. Keep this in mind when taking your own photos, not just for this project, but for whenever you wish to imbed a moment.

What Makes a Great Shot by Andrew Hudson

Photography is the perfect companion to travel. It encourages us - as travelers - to discover an area; it provides tangible memories of the trip; and it is an enjoyable way to express ourselves in art.
A camera is really an excuse to delve deeper into a place than we otherwise would. Looking for a good shot forces us to seek out the unique features and scenic beauty of a location, to explore further, and to interact with our surroundings. When you press the shutter release, you're making a personal connection to the place and it's people. You are there. Photographs preserve the memories of our trip. We can show others the exciting places we've been, the wonderful scenery, and the great people we met. Our minds are triggered by images and reviewing our photographs helps everyone on the trip relive its adventures and misadventures. Taking pictures is also a very accessible artform. With a little thought and effort you can create captivating images of your own creation and interpretation.
The Secret of Photography
Fortunately, taking good photographs has little to do with owning expensive equipment and knowing technical data. The secret is in seeing. Ask yourself: What do I look at, and how do I see it? A good photograph has qualities that display the skill, art, interests, and personality of the photographer.
What Makes A Good Photograph?
A photograph is a message. It conveys a statement ("Here we are in ..."), an impression ("This is what ... looks like"), or an emotion. You are an author trying to convey this message in a clear, concise, and effective way. But how?
Like any message, you first need a subject. This may be your traveling companions, a building, a natural vista, or some abstract form. The subject is the central point of interest and is usually placed in the foreground of the shot (towards the viewer). Now we compose the message by including a second element, a context, which is often the background. The context gives the subject relevance, presence, location, or other interest. It is the combination of the two elements - subject and context, foreground and background - that tells the message.
Just as important as knowing what to include, is knowing what to exclude. Anything that isn't part of the subject or its context is only a distraction, cluttering up the image and diluting the message. So eliminate extraneous surroundings - usually by moving closer to the subject - and make a clear, tidy shot. A painter creates art by addition - adding more paint - whereas a photographer creates art by subtraction - removing unnecessary elements.
The recipe for a good photograph is:
"A foreground, a background, and nothing else."
What Makes A Great Photograph?
A great photograph is piece of art. It captures the spirit of a subject and evokes emotion. Bob Krist calls it "The Spirit of Place." You are an artist that can use subtle tricks to appeal to your viewer's senses. Let's see how.
A picture is a playground, with places for our eyes to wander and investigate, plus spaces for them to rest and relax. When we first see something, we are defensive. Our eyes instinctually find light, bright areas, and look for people, particularly their eyes and mouth. Do we know the people in the picture? What are they feeling, and how does this relate to us? Are they drawing attention to something? If so, do we recognize it (a building, a landmark) and what does it look like? What is this picture about? What is the main subject or objective? How big is the subject? We determine scale by comparing elements to something of known size, such as a person, animal, or car. Once we've checked for people, we turn our attention to more abstract features.
We first notice the subject's color or tone. Firey red, calming blue, natural green, foreboding black. Then we see shape. Soft curves, hard edges, sweeping lines. How the light strikes the subject gives subtle hints as to its three-dimensional form. You, as a photographer, can manipulate this by searching for shades and shadows, shifting intensities of tone and hues. How is the eye drawn into the picture?
Form leads us to texture, how the subject might feel to the touch. Is it soft, is it smooth, hard, or rough? Does it have character and warmth? The way the elements are juxtaposed and affected by the same light, makes us consider their qualities and interrelation. Balance draws our eye from one element to another, investigating their unity, contrast, and detail, each item adding pleasure to the next. What is the relevance of everything?
The overall composition, the proportions of layout, denotes importance of the elements. As the artist, you can decide which features appeals to you, and how best to emphasize them.
The recipe for a great photograph is:

"Consider how the parts interrelate with the whole".


IN CLASS WORK FOR Friday 18 March and Monday 21 March. DUE at the close of class on Monday 21 March. Please send as an attachment.
Next Tuesday and Wednesday 22 /23 March you will have time in class to edit your photos and write up the response due for Thursday 24 March.


You will find 15 images below where you will demonstrate your understanding of photo composition and lighting techniques. In a word document, write a short paragraph for each of the 15 images. Begin with a description of what you see in terms of people, place, time of day. Be very descriptive. Taking your time with this will help you visualize your own photos. Next analyze the photo as to why it works. Note depth of field (what is in focus), use of a fast or slow shutter, fill in flash, shadows, focal points and how movement is captured on a flat plane. This is writing assignment, so take your time. You may use any handouts I gave you.
CHOOSE 10 of the photos only.

1.



2.


3.



4,



5.



6.


7.


8.


9.


10.




11.


12.


13.



14.


15.



Tuesday, March 15, 2011

Tuesday 15 March photo techniques

As the Murray write up was due last Thursday, at this point it is only worth 50 points. Yesterday was the last opportunity to turn in your own ekphrastic photo response for full credit. This was the last grade for this marking period.
MOVING ON...today we are looking at photo composition with the objective of you creating your own photo narrative.
Below is a copy of the handouts.

How to Photograph Anything

Buildings
To minimize the angular distortions of looking upwards, always look for a high viewpoint. Ascend stairs, stand on top of another building or the crest of a hill. If you can't get high, stand far back.

Use the widest angle you have (24-30mm). Bright blue skies are to offset the gray of the building. A polarizer cuts down on window reflections. Try to include people for scale and human interest.

Look for interesting details, often around the doorway, columns or windows. Zoom in and isolate the detail. Here the diffused light of an overcast day works best.
Interiors
Stand well back or shoot from outside through a window. The low-light dictate a long exposure, so load up with fast film. Bring a tripod if they're allowed or, if not, find a support (a wall, your friends shoulder, or lean against a doorway). Use a cable release, or the self-timer to avoid moving the camera.

Remember to switch off the flash if it is not allowed. If it is, you can bring up dark areas by firing a hand-held flash into them while the shutter is open. Natural lighting casts shadows for a tranquil atmosphere. Expose for the highlights.

Landscapes
Always have something in the foreground. This gives depth and scale - using a person also adds human interest. Look for a high vantage point such as a hotel balcony, roof-top restaurant, or wall. Late afternoon is usually best. Use a polarizer to enhance the sky. Haze increases with distance and this aerial perspective gives a subtle impression of distance and depth. Ansel Adams declared landscape photography to be the supreme test of the photographer.
Water
With sprayed water, use side- or backlighting for a translucent look. This also works well with smoke, grass and leaves.

Experiment with a slow shutter speed, perhaps 1/30 to 1/4s so that the rushing water creates a soft, romantic blur. I like 1/8s. A tripod or other support is necessary. Be careful with a polarizer - it can enhance the colors but it also removes reflections that you may want.

Sunsets
The best times are when the sun is just about to touch the horizon, and the afterglow 10-30 minutes after the sun has set. Usually automatic metering works fine, but with high contrast, meter off the brightest part of the sky. Try adding a person in the foreground (they'll appear as a silhouette) for human interest, depth and character. Either include a reflection from the ocean, or eliminate the scenery and keep the horizon low in the frame. A zoom lens is useful and you'll need a tripod or wall for support as the shutter speed will be slow.
Dusk and Night Shots
Dusk shots are best about 15-30 minutes after sunset, when there is still some color in the sky. To add depth, shoot from one end of a bridge or find some other feature coming towards you. A tripod is a necessity. Auto exposure usually works fine but also try manual exposure using a cable release and the 'B' (bulb - open) setting. Take several shots with 2, 4, 8, 12 and 16 seconds. Use an FL-D magenta filter to overcome the effect of tungsten lights on daylight film, and to add a pink to the sky.
In Bad Weather
Bad weather doesn't mean bad photographs, it just changes your options.

Overcast skies reduce contrast and are preferred for trees and foliage. Colors may appear cool and bluish so add an 81A, B, or C filter to warm up the image. If the sky is boring, disguise it with an overhanging tree, or exclude it completely by raising the horizon in your frame. When low clouds or rain reduce color saturation, try black and white film to emphasize the range of gray tones. You may need a faster film (ISO 200 or 400) since there's less light.

Storms and heavy rain add drama and power to an image. Dusk shots are improved with reflections of neon lights in puddles. Clouds create moving patterns of interesting highlights, particularly when a storm is clearing. Fog makes lakes, rivers and valleys look ethereal and primordial.

Rain or snow makes people, kids especially, wear colorful clothing. Cover your camera with a coat, umbrella, or even put it in a plastic bag. In snow, give a slight overexposure (slower shutter speed or '+1') to keep the whites free from appearing dirty gray.

How to Photograph People

There are several factors to consider when photographing people:
Location
The first thing to do is find your location. Choose a spot with a simple, medium-toned background. Tree foliage, grass or the ocean works well. For darker skin, look for a similarly dark background to keep the highlight (and thus the camera's exposure) on the face.

Minimize patterns, shapes and colors. Keep that background simple, or include a famous landmark.
Lighting
Get the sun behind you and to one side. If it's bright, put people in the shade (harsh, direct sunlight washes out the face). If it's dark in the shade, use the fill-flash feature to brighten up the face.

The best time is the late afternoon as it gives a nice, warm, golden glow. At other times, with an SLR camera, you can simulate this glow with an 81B or C filter.

A popular technique is to put your subject in the shade, then use fill-flash to lighten up the face. Bring a small reflector or white card reflect sunlight into the harsh shadow areas.

Occasionally, having the sun shine from behind the subject (backlighting) looks good as it creates a halo through the hair, showing form and drawing the face out of the background.

If you're shooting indoors with an SLR, 'bounce' the flash off a wall or ceiling for more natural lighting. A separate hand-held flash is best and can be positioned far enough away from the lens to avoid red eye.

Lens
If you have an SLR, use a 135mm or similar lens for the most pleasing perspective. Use the widest aperture (lowest f-number) to blur the background and highlight the face for a movie-like look. If the background is important, use a small aperture (high f-number) to get everything in focus.
Positioning
Get close. Don't include their full body but zoom straight in to the face. For close ups, crop out the top of the head and overfill the frame. Being at eye level usually works best, so for children, kneel down.
Proportion
Generally try to keep the eyes, not necessarily the head, in the center of the frame. If the person is looking slightly to one side, add extra space to that side.

If your subject is to one side and there's a lot of contrast in the shot, you might need to control the exposure. To do this, zoom or close in on your subject (perhaps a person's face) then press the exposure lock button. Keep this button pressed down while you recompose and take your shot.


Relax Your Subject
Get your subject relaxed and happy. For friends or family, remind them of a silly event. With children, give them something to play with. For local people, ask them about the location, their job or skill, or complement their clothes. People hate waiting while you adjust your camera so always plan the shot and adjust your camera first, before asking people to pose.
Fun Shots
To add fun and action to a shot, hold the camera at an angle - 30 degrees with the right side up works well. It looks as though the photographer was caught off guard, emphasizing danger and action, and is great for parties! Stage a joke shot by pretending to interact with a statue. Or use a wide angle lens to distort the face.
Action
If your subject is moving (on a cable car or bicycle), deliberately blur the background to emphasize speed, excitement and urgency. Track the subject with your camera and, if you have an SLR, use a medium to slow shutter speed (1/60s). This will blur the background and, optionally, also your subject. Using the flash (particularly a 'rear-curtain sync' feature if your camera has one) helps freeze the subject in a moving background.

Sunday, March 13, 2011

Monday 14 March last day to turn in ekphrastic response


Ekphrasis is using one art form to respond to another. Friday's assignment was respond to your photo, much like Murray did in his essay The Stranger in the Photo. Please review the details on Friday's blog. The assignment is due at the end of class today. It is the last grade for this marking period.
Reminder: the photo goes at the top of your document. Don't forget your caption.
Marchal Duchamp's Nude Descending a Staircase and X.J. Kennedy's poem, which follows, by the same title is to illustrate how ekphasis is used in poetry.
enjoy

Nude Descending a Staircase

Toe upon toe, a snowing flesh,
A gold of lemon, root and rind,
She sifts in sunlight down the stairs
With nothing on. Nor on her mind.

We spy beneath the banister
A constant thresh of thigh on thigh--
Her lips imprint the swinging air
That parts to let her parts go by.

One-woman waterall, she wears
Her slow descent like a long cape
And pausing, on the final stair
Collects her motions into shape.

Thursday, March 10, 2011

Friday 11 March- ekphrastic writing

Putting yourself into the picture. Ekphrastic writing. One particular kind of visual description is also the oldest type of writing about art in the West. Called ekphrasis, it was created by the Greeks. The goal of this literary form is to make the reader envision the thing described as if it were physically present. In many cases, however, the subject never actually existed, making the ekphrastic description a demonstration of both the creative imagination and the skill of the writer.

YOUR ASSIGNMENT: Everyone needs a picture of him or herself that is at least five-years old.
Using yesterday's essay by Donald Murray as a general model, look at your photo. Take time to study facial expression, the body postion and gestures. What is the context? Project yourself back to that moment. Where were in your life? What were your expectations- for the moment for the long run? Maybe your long run was only a month away. Compare this to where you are now. This is not a goal oriented essay, as in what would I like to be when I grow up. Ask yourself honestly, who you were then? To make it interesting, use vivid imagery and other figurative language devices such as metaphors or similes. Make the reader connect with this photo, much as Murray did. Careful with the tone. Murray offers no regrets, rather he creates a world into which the reader may step. This should be about 400 words.

When you have finished, create a caption. Submit it by mail, inserting your photo at the top. THE COMPLETED ESSAY IS DUE AT THE END OF CLASS MONDAY. (Last grade for this marking period)
Suggestion: some folks could not scan their picture, so they took a picture of it with their phone and then sent it to themselves.

Thursday 10 March



Your photojournalist presentations are done. Everyone had an opportunity to present in class. If you were not prepared, you may come either 6th period to the second floor lab or after school today or next Tuesday. All outlines were due this past Monday. These counted as a quiz grade, which is now a 0, if you chose not to turn yours in.
This marking period ends next Friday. A couple of folks have not turned in their initial resumes or cover letters. Your names have been forwarded to an administrator. As well, there are a few people who still need to turn in their revised cover letters and resumes. The senior exit interviews, which are a graduation requirement, along with the resume and cover letter, will be held on Wednesday 30 March. Details will follow when I know more.

REMINDER: you need to have a picture of yourself taken at least five years ago for class tomorrow.

IN CLASS TODAY: You were to have read the essay by Donald Murray that was handed out in class earlier this week.
Please respond to the following based upon the reading and send as an attachment. These are due at the end of class. These need to be fully fleshed out responses.
1. What textual and contextual elements indicate this column's particular audience?
2. Identify what you believe to be Murray's central argument.
3. How does Murray's comment on our "ability to stop time in the way" mesh with the inclusion of the photograph? How does the comment deepen our understanding of his argument?
4. Examine the photograph. How does the presence of the photograph itself contribute to Murray's effort to communicate? How, if at all, would the absence of the photograph change the essay's argument?
5. Speculate how would the absence of a caption alter your reading of or response to the essay?
6. Respond: how would replacing the existing caption with each of the following cations affect your reading?
a. "Paratrooper Donald M. Murray, 1944"
b. "The Stranger in England, 1944"
c. "A soldier in rakish disregard..."

Below is a copy of the essay handed out in class.



The Stranger in the Photo Is Me by Donald M. Murray

I was never one to make a big deal over snapshots; I never spent long evenings with the family photograph album. Let’s get on with the living. To heck with yesterday, what are we going to do tomorrow? But with the accumulation of yesterdays and the possibility of shrinking tomorrows, I find myself returning, as I suspect many over 60s do, for a second glance and a third at family photos that
snatch a moment from time.

In looking at mine, I become aware that it is so recent in the stretch of man’s history that we have been able to stop time in this way and hold still for reflection. Vermeer is one of my favorite painters because of that sense of suspended time, with both clock and calendar held so wonderfully, so terribly
still.

The people in the snapshots are all strangers. My parents young, caught before I arrived or as they were when I saw them as towering grown-ups. They seemed so old then and so young now. And I am,to me, the strangest of all.

There is a photograph of me on a tricycle before the duplex on Grand View Avenue in Wollaston I hardly remember; in another I am dressed in a seersucker sailor suit when I was 5 and lived in a Cincinnati hotel. I cannot remember the suit but even now, studying the snapshot, I am drunk on the memory of its peculiar odor and time is erased.

In the snapshots I pass from chubby to skinny and, unfortunately, ended up a chub. Looking at the grown-ups in the snapshots I should have known. In other snapshots, I am cowboy, pilot, Indian chief; I loved to dress up to become what I was not, and suspect I still am a wearer of masks and costumes.

It would be socially appropriate to report on this day that I contemplate all those who are gone, but the truth is that my eyes are drawn back to pictures of my stranger self.And the picture that haunts me the most is one not in costume but in the uniform I proudly earned in World War II. I believe it was taken in England from the design of the barracks behind me. I have taken off the ugly steel-framed GI glasses, a touch of dishonesty for the girl who waited at home.
My overseas cap with its airborne insignia is tugged down over my right eye, my right shoulder in the jump jacket is lower because I have my left hand in my pocket in rakish disregard for the regulation that a soldier in that war could never, ever stick a hand in a pocket.

The pockets that are empty in the photograph will soon bulge with hand grenades, extra ammunition,food, and many of the gross of condoms we were issued before a combat jump. This GI item was more a matter of industrial merchandising than soldierly dreaming—or frontline reality.The soldier smiles as if he knew his innocence and is both eager for its loss and nostalgic for those few years of naiveté behind him.

I try once more to enter the photograph and become what I was that day when autumn sunlight dappled the barracks wall and I was so eager to experience the combat my father wanted so much for me. He had never made it to the trenches over there in his war.When that photograph was taken, my father still had dreams of merchandising glory, of a store with an awning that read Murray & Son. I had not yet become the person who had to nod yes at MGh when my father asked if he had cancer, to make the decision against extraordinary means after his last heart attack. When this photo was taken, he had not yet grown old, his collars large, his step hesitant, his shoes unshined.

Mother was still alive, and her mother who really raised me had not died as I was to learn in a letter I received at the front. The girl who wrote every day and for whom the photo was taken had not yet become my wife, and we had not yet been the first in our families to divorce two years later.I had not yet seen my first dead soldier, had not yet felt the earth beneath me become a trampoline as the shells of a rolling barrage marched across our position.

I had no idea my life would become as wonderful or as terrible as it has been; that I would remarry,have three daughters and outlive one. I could not have imagined that I actually would be able to become a writer and eat—even overeat. I simply cannot re-create my snapshot innocence.I had not had an easy or happy childhood, I had done well at work but not at school; I was not Mr. Pollyanna, but life has been worse and far better than I could have imagined.

Over 60 we are fascinated by the mystery of our life, why roads were taken and not taken, and our children encourage this as they develop a sense of family history. A daughter discovers a letter from the soldier in the photograph in England and another written less than a year later, on V-E day. She is surprised at how much I have aged. I am not.I would not wish for a child or grandchild of mine to undergo the blood test of war my father so hoped I would face as he had not. In photos taken not so many years later I have a streak of white hair. It is probably genetic but I imagine it is the shadow of a bullet that barely passed me by, and I find I cannot enter the snapshot of the smiling soldier who is still stranger to me, still innocent of the heroic harm man can deliver to man.

—The Boston Globe, August 27, 1991

Friday, March 4, 2011

Friday 4 March photojournalism

TODAY IS THE LAST DAY TO TURN IN YOUR FINAL COPIES OF THE COVER LETTER AND RESUME.

FINISH UP YOUR PROJECTS ON YOUR SELECTED PHOTOGRAPHER.

BIBLIOGRAPHY AND OUTLINE ARE DUE MONDAY AT THE BEGINNING OF CLASS. This counts as a quiz grade. Send this along, if you are absent.

Thursday, March 3, 2011

Thursday 4 March photojournalism

Reminders: next Monday, 7 March, you will turn in your outline, which is based upon the power point you have created on your selected photojournalist. This counts as a quiz grade. Once again: you should have approximately 100 words about your photographer that are relevant to his having become interested in taking pictures. That could include where he or she grew up or educational and social experiences. Before putting anything on paper, ask yourself if the material is pertinent. Next you will list your photos. Where and when were they taken.

All outlines are due at the beginning of class for a quiz grade. Send them along, if you are absent- before!

Also: everyone needs to find a childhood picture of him or herself that is at least five years old. You should have a digital image, so you might scan one in and send it to yourself. You'll need this next week for the second part of the photojournalism project.

VERY IMPORTANT: tomorrow is the last day to turn in your final copies of the resumes and cover letters.

Tuesday, March 1, 2011

Wednesday March 2 photojournalist selections



Below are you photojournalist selections. There are no duplicates.
1. Check Monday's blog for details on the assignment.
2. To summarize the above: you have a total of 7 slides on a power point. The first shall consist of a photo of your photographer with his or her life dates. Please make this attractive, that is no plain-white background, a large enough image, so that someone in the back of the room can see it clearly and legible font. DO NOT include any other biographical information on the slide. You may, however, speak on the photographer's philosophy, experiences and camera objectives.
3. The next six slides should consist only of large images, the exception being a location or date.
4. You should, however, know where and when the photo was taken, as well as if there was a particular purpose behind the image. This information should be spoken, not written.Your power point must be on a thumb drive, as it takes too long to open up everyone's school drive.

IMPORTANT:

On Monday, everyone will turn in an outline of your project. This will obviate any procrastination in completing the project. What should the outline consist of? 1. A short bio on your photographer. This is not to be copied from a wiki site, but put into your own words. 2. A list of your photos, which should include dates, places and a brief description. 3. A 100 word response as to why this individual is significant. NO OUTLINES WILL BE ACCEPTED AFTER CLASS ON MONDAY. These will count as a quiz grade.

Period 5 journalists;
Deidre- Hansel Mieth
Shanay-Jim Richardson
Medina- Lee Miller
Willie-Gordon Parks
Celia- Kevin Carter
Zach-Eadweard Muybridge
Savannah- Timothy Allen
Nautica-Zoriah
Rachel- Andre Kertesz
Fiona- Carol Guzy
Kristian-Robert Cap
Sebastian-Alfred Eisenstaedt
Angelee-Sergio Dorantes
Elean-Melissa Springer
Tyrese- James Vanderzee
Bonita-Altaf Qudri
Elaine- Sam Abell
Conor- Spider Martin
Jack-Jacob Riis
Corinee- Pablo Barthomew
Shaniqua-Stephen ?
Amanda- Addison Scurlock
Chris Jim Brandenburg
Louis -Ansel Adams


period 7
Joe- Kevin Connolly
Rodrigue- Paul Couvrette
Meredith- Dith Pran
Vincent-Roman Vishniac
Micah- Spider Martin
Adrianna- Melissa Spinger
Shawn- Marcus Bleasdale
Ajani- Galen Powell
Molly- Margaret Bourke-White
Thomiqua- Timothy Allen
Taaquia- Russell Klika
Merique- Deborah Kogan
Kristina- Ansel Adams
Linh- Stephen Alvarez
Mahogany-Lee Miller
Precious- Enrico Martino
India- lucian Perkins
Leah- Zoriah
Brianna- James Nachwey
Malka - timothy O Sullivan
Danielle-Jim Richardson
Justin- Kenji Nagai
Spenser-Danny Lyon


Period 9
Katie-Jim Brandenberg
Dominique-Oscar Reylander
Shaquille- Art Wolfe
Amone-Zoriah
Marina-Liu Bolin
Hannah- Steve McCurry
Eliza- Dorothea Lange
Erin- Mark Moffat
Shana- Lucian Perkins
Morghan- Melissa Springer
Cady- Spider Martin
Atinuke- Gilles Bensimon
Zach- Robert Capa
Boston- Reza
Michael- Gordon Parks
Sage- Peter Funch
Ashley- Sergop Dorantes
James- Louis Hine
Jasmine- James Nachwey

Monday 7 March Photo history presentations

I have been a witness, and these pictures are
my testimony. The events I have recorded should
not be forgotten and must not be repeated."

-James Nachtwey-









Presentations begin today; this is by random numbers. In order to make this more equitable, everyone's outline is due at the beginning of class. This will serve as a quiz grade.

HEADS UP: Make sure you have read the following for Thursday. There will be a short response assessment / reflection. As well, you need to bring in a childhood photo of yourself. It would be best to have a digital image, as these are going on the blog.


"

The Stranger in the Photo Is Me by Donald M. Murray



I was never one to make a big deal over snapshots; I never spent long evenings with the family
photograph album. Let’s get on with the living. To heck with yesterday, what are we going to do
tomorrow? But with the accumulation of yesterdays and the possibility of shrinking tomorrows, I find myself returning, as I suspect many over 60s do, for a second glance and a third at family photos that snatch a moment from time.

In looking at mine, I become aware that it is so recent in the stretch of man’s history that we have been able to stop time in this way and hold still for reflection. Vermeer is one of my favorite painters because of that sense of suspended time, with both clock and calendar held so wonderfully, so terribly still.

The people in the snapshots are all strangers. My parents young, caught before I arrived or as they were when I saw them as towering grown-ups. They seemed so old then and so young now. And I am, to me, the strangest of all.

There is a photograph of me on a tricycle before the duplex on Grand View Avenue in Wollaston I hardly remember; in another I am dressed in a seersucker sailor suit when I was 5 and lived in a Cincinnati hotel. I cannot remember the suit but even now, studying the snapshot, I am drunk on the memory of its peculiar odor and time is erased.

In the snapshots I pass from chubby to skinny and, unfortunately, ended up a chub. Looking at the grown-ups in the snapshots I should have known. In other snapshots, I am cowboy, pilot, Indian chief; I loved to dress up to become what I was not, and suspect I still am a wearer of masks and costumes.

It would be socially appropriate to report on this day that I contemplate all those who are gone, but the truth is that my eyes are drawn back to pictures of my stranger self. And the picture that haunts me the most is one not in costume but in the uniform I proudly earned in World War II. I believe it was taken in England from the design of the barracks behind me. I have taken off the ugly steel-framed GI glasses, a touch of dishonesty for the girl who waited at home.
My overseas cap with its airborne insignia is tugged down over my right eye, my right shoulder in the jump jacket is lower because I have my left hand in my pocket in rakish disregard for the regulation that a soldier in that war could never, ever stick a hand in a pocket. The pockets that are empty in the photograph will soon bulge with hand grenades, extra ammunition, food, and many of the gross of condoms we were issued before a combat jump. This GI item was more
a matter of industrial merchandising than soldierly dreaming—or frontline reality.

The soldier smiles as if he knew his innocence and is both eager for its loss and nostalgic for those few years of naiveté behind him. I try once more to enter the photograph and become what I was that day when autumn sunlight dappled the barracks wall and I was so eager to experience the combat my father wanted so much for me. He had never made it to the trenches over there in his war.

When that photograph was taken, my father still had dreams of merchandising glory, of a store with an awning that read Murray & Son. I had not yet become the person who had to nod yes at MGH when my father asked if he had cancer, to make the decision against extraordinary means after his last heart attack. When this photo was taken, he had not yet grown old, his collars large, his step hesitant, his shoes unshined.

Mother was still alive, and her mother who really raised me had not died as I was to learn in a letter I received at the front. The girl who wrote every day and for whom the photo was taken had not yet become my wife, and we had not yet been the first in our families to divorce two years later.

I had not yet seen my first dead soldier, had not yet felt the earth beneath me become a trampoline as the shells of a rolling barrage marched across our position. I had no idea my life would become as wonderful or as terrible as it has been; that I would remarry, have three daughters and outlive one. I could not have imagined that I actually would be able to become a writer and eat—even overeat. I simply cannot re-create my snapshot innocence.

I had not had an easy or happy childhood, I had done well at work but not at school; I was not Mr. Pollyanna, but life has been worse and far better than I could have imagined. Over 60 we are fascinated by the mystery of our life, why roads were taken and not taken, and our children encourage this as they develop a sense of family history. A daughter discovers a letter from the soldier in the photograph in England and another written less than a year later, on V-E day. She is surprised at how much I have aged. I am not.

I would not wish for a child or grandchild of mine to undergo the blood test of war my father so hoped I would face as he had not. In photos taken not so many years later I have a streak of white hair. It is probably genetic but I imagine it is the shadow of a bullet that barely passed me by, and I find I cannot enter the snapshot of the smiling soldier who is still stranger to me, still innocent of the
heroic harm man can deliver to man.

—The Boston Globe, August 27, 1991



Tuesday 1 March photojournalism: part 1 history


REMINDERS: at the close of class I need your list of three possible photographers. Please put your name and whether you are in periods 5, 7 or 9.
RESUMES AND COVER LETTERS:
if you have had yours returned for correction, the final copy is due this FRIDAY.
If you have yet to turn one in, I must have them by tomorrow. Otherwise, I need to make a call.

Monday, February 28, 2011

Monday February 28 photojournalism

Photo by Dan Budnick

Most folks turned in their resumes and cover letters by the due date of the Friday before the break or sent them to me. They have been edited and shall be returned to you for corrections. I need these by Friday for the interviews that are on Wednesday 30 March. More to come on that, when I know. (Those recieved at this point are significantly late; this is reflected in the grade.)

MOVING ON...We are beginning a unit on photojournalism. We'll start by looking at specific photographers, moving onto aspects of composition and finally your own work. Please read the following carefully. Monday and Tuesday are exploratory days. By the close of Tuesday in class, hand in your list of three people and on Wednesday, I'll let you know which one is yours. The objective is not to have duplicates.
Photojournalism / Photojournalists
1. Spend Monday and Tuesday exploring the works of the following photo journalists.
2. Choose three that appeal to you and write down their names in order of preference.
3. On Wednesday begin working on the assigned journalist. There should be no duplicates.
4. Project:
a. Research the biographical information on your journalist, noting significant influences in their work and philosophical perspectives.
b. Create a power point presentation consisting of seven slides: a title slide that includes an image of the photojournalist with his or her name and life dates, followed by 6 images taken by the journalist. Put your presentation on a jump drive!
Next Monday, Tuesday and Wednesday you will present your research to the class
With accompanying notes, you will give an historical overview of your journalist, noting particularly the significance of their work. As well, you should be able to 1) accurately and objectively describe the images and 2) know the historical context of the work.
You must have your work on a jump drive. There is no time to access your material through e-mail.
Possible topic choices. If there is someone else you wish to research, please let me know.

1. Eddie Adams
2. Timothy Allen
3. Stephen Alvarez
4. Moahmed Amin
5. Pablo Bartholmew
6. Felice Beato
7. Marcus Bleasdale
8. Margaret Bourke-White
9. Mathew Brady
10. Dan Budnik
11. Pogus Caesar
12. Robert Capa
13. Joseph Costa
14. Paul Couvrette
15. Manoocher Deghati
16. Sergio Dorantes
17. Clifton C. Edom
18. Roger Fenton
19. John Harrington
20. Deborah Copaken Kogan
21. Andre Kertesz
22. Russell Klika
23. Danny Lyon
24. Don McCullin
25. Spider Martin
26. Enrico Martino
27. Susan Meiselas
28. Hansel Mieth
29. Lee Miller
30. James Nachtwey
31. Kenji Nagai
32. Lucian Perkins
33. Dith Pran
34. Altaf Qadri
35. Reza
36. Jim Richardson
37. James Robertson
38. Ingac Sechti
39. Josef Jindrich Sechtl
40. W. Eugene Smith
41. Melissa Springer
42. Juliea Tutwiler
43. Roman Vishniac
44. Zoriah
45. Jacob Riis
46. Carol Guzy
47. Corky Lee
48. Stan Honda
49. Walker Evans
50. Lewis Hine
51. Robert Doisneau
52. Manuel Alvarez Bravo
53. Alfred Eisenstadt
54. Roy DeCarava
55. Sebastio Salgado
56. Timothy O’Sullivan
57. Oscar Rejlander
58 Eadweard Muybridge
59 Helmut Newton
60. Ansel Adams
61. Dorothea Lange
62. Alfred Eisenstadt
63. Edward Steichen
64. Galen Rowell
65. George Ngondo
66. Henri Cartier Bresson
67. Jim Brandenberg
68. Robert Capa
69. Margaret Bourke-White
70. Sam Abell
71. Gordon Parks
72. James Vanderzee
73. Addison Scurlock
74. Eli Reed

Monday, February 14, 2011

February 16, 17 and 18 resumes / cover letters

By Friday 18 February, each person needs to have submitted a resume and cover letter to me. These are part of the senior exit interviews, which will take place on Wednesday March 30. They are individual graded assigments. And they are part of your graduation requirement. You have three days to work on them in class. There are templates on Microsoft Publisher and I Works on the Macs.

Please follow them carefully, selecting a model that best works for you. As you assemble these, be mindful of punctuation, grammar and capitalization. Although I will edit them, so that the final copy will be accurate and correct, your grade will be based upon the material you turn in on Friday the 16th. If you are absent, both the cover letter and resume are due. I need these to edit over the break. Any received after Friday are 10 points off per day, down to 50.

A cover letter as the name depicts acts as a covering or an attached letter to any other letter, document, resume or CV. Though the cover letter is mainly attached with the resume or employment letter but there are many other types of cover letters like legal cover letters, marketing cover letters, sales cover letters and many other sample letters.
The cover letter helps the receiver to get the first hand and instant information regarding the detailed content of the attached letter or document. It acts as a marketing tool for the purpose of the letter or the attached document. Besides this, cover letter also acts as a tool of communication for the intangibles which are not available through the actual content letter.
Thus a cover letter is a very important letter that provides various benefits. A cover letter should always be written in a tone which covers the enthusiasm of the writer. There are some important factors which should be considered while drafting a cover letter and these are as follows:
1. Always try to address the cover letter to an individual by his/her name
2. The first paragraph of the cover letter should be attractive enough so as to get the immediate attention of the reader.
3. Then mention the main purpose of writing the letter
4. Mention about the attached letter or the document for which you are sending the cover letter
5. Avoid any negative statements, spelling and grammatical errors.
Finally mention that you will follow up with your cover letter and also do so.
Thus keeping these things in mind one can draft a good sample cover letter for variety of purposes.
Please see samples below of resumes and cover letters.
COVER LETTER Sample 1
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Name Title Organization
Address City, State, Zip Code

Dear Mr./Ms. Last Name:

I am writing in reply to the classified ad seeking to fill the position of Graduate Student Advisor for the Master of Arts in Liberal Studies degree program.

I have been awarded the degree of Master of Arts from XXXX so I understand the need for academic advisement and program planning in a nontraditional higher education environment. I have also experienced, first-hand, the comforting effect of being able to contact an adviser who genuinely cares for the success of students.

During my career as an electrician I was elected Chairman of the Executive Board which sat as the union’s representatives to the apprenticeship advisory board. In this capacity I was able to be an effective advisor to apprentices who were experiencing scholastic problems which threatened their future in the industry; especially to older apprentices who were seeking a career change and had problems adjusting to the obligations of work, school and family life.
I believe my educational background in nontraditional post-graduate education and my work related duties of counseling and advising students enrolled in learning programs qualifies me for consideration for the position of Graduate Student Advisor. I look forward to discussing how my skills can be of value to XXX as it prepares to move into the new millennium.

Sincerely,
Your Signature

Your Typed Name

SAMPLE 2


Mr. Albert Englebert
29 Marion Road
Mill Hill, London, Nw7 9an

September 15, 2010

Mr. Aldrin Wales
Human Resources Officer
London University

Dear Mr. Wales,

I Found Out Through An Advertisement Posted At The London University’s Bulletin Board That You Are Currently Looking For A Customer Service Representative. I Have The Skills You Require For The Post And I Wish To Apply For The Said Position. Enclosed Is My Resume For Your Reference.

I Am Currently Finishing My Undergraduate Degree In Sales At The London University Which I Had To Stop Taking Due To Financial Constraint In The Past. Despite This, I Have Sufficient Training And Volunteer Work That Make Me Highly Qualified As An Entry-Level Applicant. The Trainings I Have Attended Have Also Provided Me Knowledge In New Marketing Strategies. I Am A Dedicated And Hard-Working Person And I Believe That I Can Contribute To The Continued Success Of Your Company.

I Hope To Further Discuss My Credentials With You At Your Convenient Time. I Can Be Reached Through 020 8879 7218.

Thank You. I Hope For Your Consideration.

Sincerely,
Albert Englebert

TWO MORE SAMPLES





BELOW IS A RECENT GRADUATE RESUME SAMPLE

Donald Kelley
184 South Fifth St.
Columbus, GA 31914
(901) 555 - 6238

Education
University of North Carolina, Chapel Hill, NC
B.A., English & Communications, 2000
Magna cum laude.
Editor, University Year Book

Strengths

Excellent verbal communication skills, both written and oral.
Self-motivated, hard working.
Comfortable working alone or as part of a team.

Skills

• Detail-oriented.
• Strong written and verbal communication skills.
• Transcription and proofreading experience (70wpm., 10-key).
• Windows 95/98/2000/NT environments.

Experience

University of North Carolina, Chapel Hill, NC
Manager, Office of University Yearbook, 1998 - 2000

Carolina Savings Bank, Chapel Hill, NC
Seasonal Teller (Summers & Winters), 1996 - 1999

References

Available upon request.



Friday, February 11, 2011

This is the last class opportunity to work on your Public Service Projects. They are all due on Monday! The presentations should go quickly. We'll do it randomly. If you are selected, and not ready, the project is late. If you are not going to be here, you team mates should be able to take over. Send me an e-mail this weekend, if you have questions.