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Watermelons aouse man's sexual drive?!
Submitted by mkanomata on Fri, 10/03/2008 - 14:40.
Science research group established by Dr. Bhimu Petil from vegitables research institute in the university of TEXAS elucidated that a component of melon called citrullin; one of aminoacids commonly found in watermelons has a similar effect as sidenafil citrate known as one of the principal ingredients to make viagra.
For viagra, sidenafil citrate in viagra expands the blood vessels to increase the blood flow so therefore it's useful for a man who is diagnosed with impotence.
According to his comment, citrullin the sexual desire enhancer in watermelon has no side-effect that viagra has so it is vrey useful although we can't expect that watermelon to cause exactly same strength of effect as viagra does.
He noted that he will continue the research on watermelon since it is really interesting subject.
There are so many natural sources to enhance the sexual drive such as eel, garlic, vapor, a soft-shelled turtle, and probably energy drinks sold in United States. We the scientists probably should find out the way to maximize those effect rather than depending on artificial chemicals which causes negative side-effect in the body.
Genomics
Submitted by rfuentes on Mon, 09/22/2008 - 01:42.
For my textual analysis im writing about genomics education for physical therapists. The paper describes genetic ethical, legal, and social issues that physical therapist may encounter in their professional lives. It also describes the educational implications of genetic ethical, social, and legal issues as they relate to the following questions: Do genetics define a new bioethics or do well-established ethical principles and ethical approaches associated with health care professionals apply to genetic problems?
Their position is that the completion of the Human Genome Project is accelerating the incorporation of genetics into mainstream medical practice and that physical therapist will likely encounter an increasing number of patients with genetics-related conditions in their future practice and should have knowledge, skill, and attitudes to effectively care for these patients.
The reason i picked this paper was because I am currently in bioethics and feel it necessary for genomics to be one of the topics we cover sometime during the semester.
Calling the Cops on Christian Music
Submitted by billogna on Tue, 09/16/2008 - 14:07.
Ok, so the title is a little exagerrated.
This morning I took the shuttle from Bearpark North to Carrington on the red route. As usual, the driver had music playing--usually it's classical music; every once in a while we'll get soft rock or what-not. But today I sat through twenty minutes of old-time Christian hymns and praises. I began to debate in my head whether or not an employee of a public university could do this--sure enough, I began to hear whispers: "Isn't this a public school? Is this Christian music?" The whispers rose in volume and the driver seemed not to hear. But I didn't want a confrontation anyway.
So I got off the shuttle and called the head of our Fisk driving services to report it. Don't get me wrong--I'm not out for the guy's job. But he has to know--from his superiors, not some snot-nose kid--that broadcasting his religion in a public service is inappropriate and unprofessional. My personal spirituality isn't important--I don't want to come across as a stark-raving pagan/atheist/muslim/jew/agnostic/buddhist.
I want to hear what you all think. Was I wrong? I tried to be as respectful as I could during the whole process. I didn't want it to seem like I had a problem with his religion per se, but instead communicate that his actions were inappropriate in certain contexts. Opinions? Thoughts? Comments?
Basso
Submitted by billogna on Tue, 09/09/2008 - 16:58.
I think we're supposed to do a sort of analysis, so I'll give this my best shot. I've been rereading a text from a former linguistic anthropology course: West Apache Language and Culture. I've had a little trouble with a particular passage and, having mulled it over for the past year and a half, I'm starting to better vocalize my concerns/frustrations.
In his essay about the West Apache metaphor in which he, demonstrating with a few W.A. idioms, conjectures about their linguistic and cultural structure and function (though I hestitate to use the word 'structure' when bringing up linguistics), Basso presents the following diagram and makes the following statement (*summarized*).
I messed up the diagram! Pretend that the lowercase "n" does say "a+b." Basically the idea is that idioms occur as two phonemic values (a, b) and their corresponding morphemic values (A, B) combine to create the sum of the phonemic but a new morphemic value (N). Basso posits that idioms and other types of metaphor exhibit a plenitude of lexemic gaps, that we construct and employ metaphors (or, in his case, idioms) to express what the individual meaningful units comprising the idiom cannot express alone.
I had a big problem with this idea of a "lexemic gap." If something is outside our capacity to express, how can we acknowledge it? My response would be that idioms do not have unique lexemic values but rather display a multiplicity in signification. Of course, all words or signifiers contain a multiple aspect, but of a different breed; because words are arbitrarily assigned to their meanings, they become slippery and can become "reassigned" in accordance to their context (what's context and who/what established context? let's not go there). Idioms cannot only shift in meaning in regards to the speaker's context but also can signal multiple meanings at once, or multilaterally. Basso's example, "girls are like butterflies," carries a vast swath of implications and meanings, as does any good metaphor. Rather than express certain lexemic gaps, the metaphor streamlines signification.
So that wasn't the sort of analysis I was going for. I'll think of something more fitting and come back. I've been watching a lot of "New York Goes to Hollywood," so that'll probably find its way online sooner or later.
Cover Letter
Submitted by awhitson on Fri, 11/09/2007 - 23:46.
Cover Letter
Your cover letter is an introduction to yourportfolio. It is the first thing the members of the review committeewill read, so you want to make a good impression. How you introduceyour portfolio will influence how the committee reads your papers. Draw attention to your good points and admit what you are still workingon.
Here's a list of things you might want to talk about. Don't feel you have to talk about everything.
- Tell what you've learned and give examples of how it shows in your writing.
- Tell what you still struggle with, but explain how you're working on it.
- Tell which paper is your favorite and why.
- Tell which paper you worked hardest on and how it shows.
Do NOT be hard on yourself. If you write a cover letter thatmakes it sound like you didn't learn anything, the review committeewill be likely to agree with you. If you can't think of anything youlearned this semester, think harder. Be optimistic and explain how youcan use the lessons you learned this semester to help you in the restof your college writing.
Don't stress over this letter. It setsthe tone for how the committee will read your papers, but their mainfocus will be your papers.
Length: 1 page
Don't click "my blog"
Submitted by awhitson on Mon, 02/18/2008 - 04:29.
At first I didn't tell you not to post by using the "my blog" link because I was afraid that it would be confusing. But a lot of people have been doing it. The right way to post to the class blog is to click "create blog entry" on the right side of the screen. If you click "my blog" on the left, it only shows up as your personal blog and not as part of the class blog. So basically no one sees it.
If you're not sure, instead of hitting "submit" when you finish a post, hit "preview." Under your post will be a long list of possible audiences. Make sure ENG 100.3 Spring 08 has a checkmark next to it. No matter how you got there, as long as you make sure that box is checked, the post will end up in the right spot.
New York Times Article about Semicolons
Submitted by awhitson on Thu, 02/21/2008 - 02:49.
In case anyone was interested, the New York Times has an article about semicolons: "Celebrating the Semicolon in a Most Unlikely Location."
Definition Essay
Submitted by awhitson on Thu, 01/17/2008 - 22:16.
In this essay, you will be defining a term. In order to have more than
one sentence-worth of things to say, you'll want to define something
complicated that people might disagree about. You should be able to
use examples to support your definition.
In order to keep your essay from being boring, think about why
you would be defining something. Why is the dictionary definition not
enough? Who might have a different idea of what the word means than
you do? By defining the word, you're implying that some people don't
already know what it means, so think about why that is. A good
definition essay will refute common misconceptions.
For example:
What is a good education?
What is a good person?
What is equality?
What is justice?
Checklist:
Defines a term
Establishes a context where the definition is relevant
Has a meaningful title
Uses correct formatting
Shows evidence of proofreading
Is 2-4 pages
Due dates:
Tues., Mar. 4: Peer review draft
Thurs., Mar. 6: Final draft
Comparison/contrast paper
Submitted by awhitson on Thu, 01/17/2008 - 22:13.
Compare and contrast two things. You may compare objects, people, experiences, ideas, pretty much anything.
Possible topics:
Compare two sports teams
Compare two different kinds of music
Compare your experience in high school to your experience in college
Compare healthy food to junk food
Any two things you can write well about
Think about how you'll organize your paper. Do you want to describe the two
things separately? Or should you write about one trait, then another?
Each paper has its own best answer, depending on the idea you want to
get across. Make sure to use examples to support your conclusions.
Tip:
Do not simply list facts. If the sentences in a paragraph would still
make sense if you read them in reverse order, your paragraph needs a
stronger idea to hold it together. A paragraph that is simply about
"differences" is less interesting than a paragraph that argues
"Although Winnie-the-Pooh and Piglet are good friends, they have very
different ways of interacting with people."
Checklist:
Essay comparing and contrasting two things
Appropriate organization
Paragraphs explain similarities or differences (not merely list them)
Meaningful title
Correct formatting (double spaced, page numbers, etc.)
2-5 pages
Due dates:
Tues., April 15: Peer review draft
Thurs., April 17: Final draft
Process Essay
Submitted by awhitson on Tue, 01/15/2008 - 22:52.
Process Essay
In this assignment, you'll trace a process. You can choose either information
or instruction. An explanation of the water cycle is informational; a
lesson on shoe-tying is instructional. Both are processes. For those
wanting to show off their creativity, this assignment is a good
opportunity for satire. You might give a lesson that people wouldn't
normally want, for something especially obvious (how to take a nap) or
something not usually desirable (how to get fired). But you can also
use this assignment to describe something you understand particularly
well and could teach the rest of us.
Pick a hypothetical
audience. Are you writing instructions for total beginners? Then
you'll need to explain things that might be obvious to you. Are you
just giving a general overview? Then you won't need to explain every
possibility. Don't switch back and forth between explaining every
detail and taking things for granted. Think about what you'd need to
know in your reader's place. If you're explaining how to make macaroni
and cheese, you probably don't need to remind your reader to tear the
box open, but you will want to explain why it's important to stir the
macaroni as it boils.
Write an essay, not a list. You may
include a bulleted list of supplies or ingredients needed, but the bulk
of the paper should be in paragraph format.
Possibilities:
A recipe
How to "be successful"
How to make coffee
A day in the life
What actually happens in a car when you turn the key
Checklist:
Step-by-step description or instruction
Consistent level of explanation showing audience awareness
Meaningful title ("A Guide to Perfect Macaroni and Cheese," not "Process Essay")
Typewritten, double-spaced
Name and page numbers on each page
Length: 2-3 pages
Due dates:
Tues., Jan. 29: Peer review draft
Thurs., Jan. 31: Final draft
Presentations
Submitted by awhitson on Wed, 01/09/2008 - 17:38.
1. Grammar Presentation
You
will be assigned a grammar topic based on what I think may challenge
you and what fits best with the course schedule. I'll let you know
what section of A Writer's Reference will explain the topic,
and I can provide worksheets if you ask. On the day you signed up for,
you'll be given 10-20 minutes to teach the class about the grammar
topic you've become an expert on. I'll be grading on how much effort
you put in to understanding your topic and conveying it to the class.
2. Paper Presentation
On the day you signed up for, you'll be given 10-15 minutes to talk to the class about the paper you've just turned in. Do not
simply read your paper, although you may read a particularly good part
of it. You may share your insights about the topic, or you may talk
about what you learned about writing. You are welcome to use visual
aids or handouts, but no PowerPoint, please.
3. Blogging Response
After
each presentation, post a blog reflection about what you learned from
presenting. Do you understand that aspect of grammar better? Did you
get any sudden ideas about how your paper could have been better? In
what way(s) is talking to your classmates about your paper different
from writing the paper? These blog posts do count towards your minimum 18.
Email Assignment
Submitted by awhitson on Wed, 01/09/2008 - 16:31.
Email me a letter describing your position on our course policies. Write from the
email address you prefer.
Content: Convince me of the best
policies for this class. Look over the syllabus. Does anything
strike you as unfair? Can you think of anything I might have
overlooked?
Mention at least one thing in the syllabus that sounds good and one thing that
you would like to change.
Format: This is a business email.
Use standard spelling, capital letters, and punctuation, and include paragraph
breaks where necessary. For online text, this means skipping lines
between paragraphs, not indenting. Use an informative subject line,
include a salutation (Dear so-and-so), and sign your name.
Length:
Write at least a five-sentence paragraph. Be concise, but consider your
subject and your audience. If you're suggesting a radical change you
think I won't like, it will take more space to justify your reasoning.
Due
date: In my email
inbox 6 a.m. Thurs. Jan 17
Paper evaluation scale
Submitted by awhitson on Wed, 01/09/2008 - 15:07.
Paper evaluation scale
This scoring
guide was developed by the City University of New York. For this
course, a 4 is considered passing (that is, if you consistently write
at this level, you are probably ready for English 110). Don't worry if
your first attempts aren't passing--that's what revision is for.
6:
The essay provides a well-organized response to the topic and
maintains a central focus. The ideas are expressed in appropriate language.
A sense of pattern of development is present from beginning to end. The
writer supports assertions with explanation or illustration, and the vocabulary
is well suited to the content. Sentences reflect a command of syntax within
the ordinary range of standard written English. Grammar, punctuation, and
spelling are almost always correct.
5:
The essay provides an organized response to the topic. The ideas are
expressed in clear language most of the time. The writer develops ideas and
generally signals relationships within and between paragraphs. The writer
uses vocabulary that is appropriate for the essay topic and avoids oversimplifications
or distortions. Sentences generally are correct grammatically, although some
errors may be present when sentence structure is particularly complex. With
few exceptions, grammar, punctuation, and spelling are correct.
4:
The essay shows a basic understanding of the demands of essay
organization, although there might be occasional digressions. The development
of ideas is sometimes incomplete or rudimentary, but a basic logical structure
can be discerned. Vocabulary generally is appropriate for the essay topic
but at times is oversimplified. Sentences reflect a sufficient command of
standard written English to ensure reasonable clarity of expressions. Common
forms of agreement and grammatical inflection are usually, although not always,
correct. The writer generally demonstrates through punctuation an understanding
of the boundaries of the sentence. The writer spells common words, except
perhaps so-called "demons," with a reasonable degree of accuracy.
3:
The essay provides a response to the topic but generally has no
overall pattern of organization. Ideas are often repeated or undeveloped,
although occasionally a paragraph within the essay does have some structure. The
writer uses informal language occasionally and records conversational speech
when appropriate written prose is needed. Vocabulary is often limited. The
writer generally does not signal relationships within and between paragraphs.
Syntax is often rudimentary and lacking in variety. The essay has recurrent
grammatical problems, or because of an extremely narrow range of syntactical
choices, only occasional grammatical problems appear. The writer does not
demonstrate a firm understanding of the boundaries of the sentence. The
writer occasionally misspells common words of the language.
2:
The essay begins with a response to the topic but does not
develop that response. Ideas are repeated frequently, or are presented
randomly, or both. The writer uses informal language frequently and does
little more than record conversational speech. Words are often misused,
and vocabulary is limited. Syntax is often tangled and is not sufficiently
stable to ensure reasonable clarity of expression. Errors in grammar,
punctuation, and spelling occur often.
1:
The essay suffers from general incoherence and has no discernible
pattern of organization. It displays a high frequency of error in regular
features of standard written English. Lapses in punctuation, spelling, and
grammar often frustrate the reader; or the essay is so brief that any
reasonably accurate judgment of the writer's competency is impossible.
Portfolio
Submitted by awhitson on Fri, 11/09/2007 - 23:42.
Portfolio
Your portfolio is the collection of all
the major writing you've done this semester. A committee of people
qualified to teach English 100 will read over your work and determine
whether you are ready to take English 110 next semester or whether you
would benefit from taking 100 again (that is, whether you pass this
class or not). I will not be reading your portfolios.
- Include all six papers.
- Include drafts for all six papers. Paperclip the drafts under the paper they go with.
- Include your cover letter.
- Put the cover letter on top, then start with your most impressive paper and work your way down.
- Your
top paper will make the biggest impression, so make it your most
creative, interesting paper, even if it's not perfect. You want to
grab the reader's attention. - Your second paper will solidify the reader's impressions. Make it a safer bet than the first one, something with few errors.
- Show that you can write a variety of kinds of papers. Of the
top two papers, one paper will probably be more aimed at entertaining
(like your descriptive essay) and one will be more informative or
persuasive (like your definition essay). - If the first two papers are good enough, the readers will pass you
without reading the rest. Put your main effort into your two best
papers.
- Your
- Put everything in a paper folder (not a three-ring binder).
Due: Wednesday, December 5
Results: I'll be in my office (Pummill 402) during our scheduled final
exam time, Monday December 10, 1:15-3:15. You can pick up your
portfolio and find out then whether you passed. If you think you
should have been passed but you weren't, let me know immediately so I
can put you in contact with the composition director.
Mr. Six
Submitted by jharper on Wed, 11/28/2007 - 21:20.
Here they blow.
6 good ones
Submitted by mmartinous on Mon, 11/26/2007 - 21:00.
See Attatchment for descriptions.
No blog topic this week (11/11)
Submitted by awhitson on Sun, 11/11/2007 - 14:46.
No blog topic this week. Remember to respond to the papers from your group. If you're a little low on blog posts or if your group members haven't posted their papers yet, give some responses to people not in your group.
Final Essay
Submitted by awhitson on Fri, 11/09/2007 - 23:41.
Final Essay
The topic and form of your final
essay are your choice. You may do a form we've already done (such as
comparison/contrast) or something we haven't (such as classification
and division). Examples of different kinds of essays can be found in A Writer's Reference (Hacker C4c) and part two of the Basic Writing wikibook (http://en.wikibooks.org/wiki/Basic_Writing).
This
essay is your opportunity to show what you've learned. Make good use
of examples, organization, and logical connections. Have clear in your
mind what point you want to make and who you want to hear it. You will
not have time to revise this essay after it is graded.
Length: 3-5 pages
Due dates:
Fri., Nov. 16 and Mon., Nov. 19: Group conferences. Have a plan for the essay ready at your conference.
Wed., Nov. 28: Peer review draft
Fri., Nov. 30: Final draft
Definition Essay
Submitted by awhitson on Mon, 10/01/2007 - 17:47.
Definition Essay
In this essay, you will be defining a term. Keep in mind that a good
definition tells both what something is and what it is not. So "a
bus is a vehicle with four wheels" is not a good definition, because it
doesn't explain that some four-wheeled vehicles are cars.
In order to have more than one sentence-worth of things to say, you'll want to
define something complicated that people might disagree about. You should
be able to use examples to support your definition.
For example:
- What is a good education?
- What is a
good person? - What is equality?
- What is justice?
Checklist:
- Defines a term
- Makes clear what the term does and does not mean
-
Uses examples to illustrate things that do and
don't fall under the definition - Organized well
- Has a meaningful title
- Uses correct formatting
- Shows evidence of proofreading
- Is 2-4 pages
Due dates:
Wed., Oct. 24: Peer review draft
Fri., Oct. 26: Final draft
Description Essay
Submitted by awhitson on Fri, 09/21/2007 - 19:19.
Description Essay
Describe an object, person,
idea, place, or event. Use details to allow the reader to see through
your eyes. Don't just think about the way something is, think about
how you see (or saw) it. Every detail comes from a perspective because
different people notice different things.
Ideas:
Describe a mundane object in a new way. Think about what really goes
on in your shoes, for instance, with all the pounding and sweating and
cinching up.
Describe a person you see differently now than you used to (like a parent).
Think of a time you visited a place from your childhood that suddenly seemed different.
Describe something you don't like in a positive light.
Checklist:
Essay describing something
Details demonstrate a particular perspective
Appropriate organization
Meaningful title
Correct formatting (double spaced, page numbers, etc.)
Evidence of proofreading to avoid common errors
2-3 pages
Due dates:
Wed., Oct. 3: Peer review draft
Fri., Oct 5: Final draft
Comparison/Contrast
Submitted by awhitson on Fri, 09/07/2007 - 16:40.
Comparison/Contrast Essay
Compare and contrast two things. You may compare objects, people, experiences, ideas, pretty much anything.
Possible topics:
Compare two sports teams
Compare two different kinds of music
Compare your experience in high school to your experience in college
Compare healthy food to junk food
Any two things you can write well about
Think
about how you'll organize your paper. Do you want to describe the two
things separately? Or does it make more sense to write first how
they're alike, then how they're different? Or should you write about
one trait, then another? Each paper has its own best answer, depending
on the idea you want to get across. Make sure to use examples to
support your conclusions.
Tip: Do not simply list facts. If the
sentences in a paragraph would still make sense if you read them in
reverse order, your paragraph needs a stronger idea to hold it
together. A paragraph that is simply about "differences" is less
interesting than a paragraph that argues "Although Winnie-the-Pooh and
Piglet are good friends, they have very different ways of interacting
with people."
Checklist:
Essay comparing and contrasting two things
Appropriate organization
Paragraphs explain similarities or differences (not merely list them)
Meaningful title
Correct formatting (double spaced, page numbers, etc.)
2-3 pages
Due dates:
Wed., Sept. 12: Early draft
Wed., Sept. 19: Revised draft
Fri., Sept. 21: Final draft
Portable App Version of Open Office
Submitted by llcadle on Tue, 05/29/2007 - 22:47.
For those who don't have a home computer or who regularly use on-campus labs that don't have Open Office (a shrinking number), this is a portable version that fits on a USB flash drive. The Portable Apps site has other software also in portable form, including Firefox.
Get Open Office
Submitted by llcadle on Tue, 05/29/2007 - 19:53.
A very good open source alternative to proprietary Office software. It also converts many, many file formats into readable form, including those pesky Microsoft Works files that never open right, and can even create .pdf files. This may soon become a must due to the back-compatibility issues between Microsoft Office 2007 and all previous Microsoft Office files (yes--even Office 2003).
A Writer's Reference
Submitted by llcadle on Tue, 05/29/2007 - 20:01.
This is the companion website to A Writer's Reference, which is the most commonly used handbook for composition classes art Missouri State.
The site comes with the following test users in the following roles:
With the exception of the admin user, all usernames and passwords are identical.
Blah Blah Blah
Submitted by Anonymous on Mon, 04/16/2007 - 22:14.
- Artist: Someone
- Title: Blah Blah Blah
- Length: 0:25 minutes (198.21 KB)
- Format: MP3 Mono 44kHz 64Kbps (CBR)
The following roles have been created to give an overview of how roles can be used to create different levels of access, and a different look and feel to the site.
- anonymous user -- this role refers to people who visit the site, but are not site members (people who have not signed up for an account)
- audio -- users in this role can create podcasts
- authenticated user -- the default role for all site members. Users in this role have a blog, and can store bookmarks, create groups, create image galleries, and portfolio artifacts.
- instructor -- instructors have all the rights of students, but can create courses and assignments.
- maintainer -- site maintainers have full rights over editing all site content.
- siteadmin -- the siteadmin has full administrative rights over the entire site. This role should be used sparingly.
- student -- this is a placeholder role. For added security, all rights can be removed from the authenticated user role and assigned to the student role. For an organization who is limiting site membership, this configuration means that even if someone managed to create an account on the site, they would have no rights until an admin assigned them into a role.
- wiki -- users in this role can create wiki pages, and can revert revisions.
It's also worth noting that this site uses a generic school paradigm -- it contains a student and instructor role, and instructors create assignments within courses. However, if those roles aren't used, the hierarchy is effectively flattened.
When a user logs in, they are taken to the "My Work" section of the site. This site gives a snapshot of a user's work.
The initial "My Work" view includes all of the content a user has posted. If a user is a member of any groups, they are presented with a list of their groups. Clicking on a group's name allows them to filter on the content from that specific group.
Tab Overview
- My Files -- this tab is each user's personal file repository. As users attach files to posts, or create image galleries, they show up in this area. The file repository is created automatically as a user works in the site.
- My Comments -- this tab shows all of a user's comments on other people's posts.
- My Bookmarks -- this tab displays all of the bookmarks stored by a user.
- My Podcasts -- all podcasts created by a particular user
- My Wiki Pages -- all wiki pages created by a particular user
- My Portfolio Artifacts -- all portfolio artifacts created by a particular user
- My Groups -- this tab shows all activity within a user's groups.Using this view, a user can see all the new posts within their different groups. They can also filter content on a group by group basis
It's also worth noting that the ability to create different types of content can be controlled on a user by user basis, so a site admin can limit the ability to podcast, or create wiki pages, or bookmarks, etc, to specific users within the site.
To view content from individual users -- and to get an RSS feed of a specific user's content -- you have a couple options.
For a user's blog posts: append "blog/username" to the end of the site's url.
For all of a user's content: append "allfrom/username" to the end of the site's url.
If you are creating a course, you can add specific content to your course home page.
You do this by selecting the correct view in the "Highlighted Content" section:
Select one, or several, of the highlighted views. You can select as many or as few as you like. At the risk of stating the obvious, the "group_assignments" view will show all assignments for a specific group; "group_wiki" will show all the wiki pages for a different group, etc. The one view that bears a little further explanation is the "group_blog_question" view; we set this up to show some of the potential for different uses here. If any user in the group creates a blog post that they tag with the term question, it will appear in "Highlighted Content" section. To see an example of this, go to the English 11 course and look at the "Questions" section.
We have prefaced all the names of the group-specific views with the word "group"; however, we recognize that this is no substitute for a UI that only presents the relevant choices. We're working on it, but, obviously, it's not done yet.
And there's one last step. Just below highlighted content, you will see a field named "arguments."
To make this work, first click the link below the argument field to disable the rich-text editor. Then, enter in the text %nid --
This final step ensures that only group-specific content will appear on the home page.
Obviously, these instructions are daunting/offputting to non-technical users, or people new to Drupal. Ideally, this type of course creation screen will only be seen by users who have been trained in how to use it, or who are willing to experiment. As people experiment with a site, and become more familiar with the functionality, they will (hopefully) start to experiment with different types of functionality.
