Writing Final

Have a restful and safe break!

Sentence Variety

I hand back your In-Class Essays.

We think about sentence variety, and you study your own.  Count the number of words in the sentences in your bluebook essay.  Number them and write the count next to each number in your daybook.  Is there variety?  Do you do this naturally, or must you pay attention to it?

Now do exercise 29.1 with your own tendencies in mind.  You can change this paragraph pretty radically if you wish.

When you are done, hand in your daybooks.

The Last Week

Place your vocabulary words on the board in these categories:


Longest / Shortest / Word I will never use / Word I would like to use / Strangest looking

Then consider the papers that you wrote for this class. They were Observation /Remembering/Summary-Response about an Article / Summary-Response about an Image / MLA-Style Informing.




Answer each of these questions with a paragraph:




1. Which of these was the hardest to write? Why?




2. Which was the best practice for you as a writer? Explain.




3. Which did you dislike doing the most?




4. Which did you enjoy the most?




5. Which would you like to revise some more?




Last of all, think about the use of class time. Explain which two or more activities or tasks helped you to improve your writing or understand the writing process better, and describe which two or more activities were less/not helpful for you.




When all this is done, you may hand in your journal.

Informative Papers Due

Your prepare your papers to hand in, and then read them to us.

When we're done, you'll write a freewrite on the process of putting this paper together.

Homework:

I'll collect your daybooks on Monday, so be sure you have 40 vocabulary words done.

MLA Style

Some reminders about the MLA style and you in later classes.

Then you take a handout and attempt to put the sources in MLA style using bibme.org.  Check the answers using the SCC MLA Style Guide on the sidebar.

Your final version is due tomorrow.

Also, have 40 vocabulary words by Monday, when I'll collect your daybooks.

Draft #2 Informing

Today you read each other's drafts.  The final version is due Friday.

Finish up your vocabulary words also;  you need to have forty done when you turn in your daybooks next week.

In-Class Essay

Today is the In-Class Essay. 

You have 45 minutes to answer the prompt in your bluebook.

Be sure to take some time to plan out your response before you begin.  You can make notes anywhere -- in the bluebook or on the prompt.

Homework:

1. Draft 2 of the Informative paper is due tomorrow.  Be sure to have a Works Cited page and a couple in-text citations.

2.  One vocabulary word.  You need 40 of them by next week to get the maximum daybook grade.

Citing Sources

Today we practice using Bibme.org to create your Works Cited pages.

Remember to buy a bluebook for tomorrow.

Scoring 5 Paragraph Essays

We look more closely at the scoring rubric for the In-Class Essay.

Then you read some essays from times past, and score them.

Then we'll see what we have time for.

Homework:

1.  Work on your last paper.

2.  You should be getting close to 40 vocabulary words for the quarter.  Stop then.

A Practice Prompt

Today you write a practice prompt for the in-class essay.

Homework:

1.  One vocabulary word.

2.  Be working on your last paper -- be looking for sources.  If you have problems finding three, please ask for help.

First Draft Due

Today you look at each other's drafts.

See you tomorrow!

Homework:

1. One vocabulary word.

An MLA Example

You read an example of the MLA Informative Paper.

We discuss citations.

Then you write up a quick essay to hand in about the notes you made yesterday.  You're shooting for a five paragraph essay.

Homework:

1. The first draft of your Informing Paper is due tomorrow.

2.  One vocabulary word.

Five Paragraph Essay

First of all, the assignment sheet for your last paper.

Then, we look at the classic five paragraph essay.

Homework:

1.  Begin writing the first draft of your MLA Style Informative essay.  For the first draft, simply write what you already know about your topic.  Remember, you are informing us about something you already know a lot about.  You can simply describe your experience or teach us something.
For the next draft you will include facts or information from outside sources.

2.  One vocabulary word. 

Database Practice

We look at how you cite a database on your Works Cited page.  Then you get a handout.  Use three databases to find articles on two different subjects.


THEN you must copy out the correct citation for two of them into your daybook, as though you were citing them on a Works Cited page.  Each database will arrange the information for you;  you just have to figure out how to tell it to do so.


Homework:


1.  If you owe me a paper, write it.  Otherwise, you can begin on your MLA style paper, although the first draft is not due until
Dec. 1.


2.  Have a nice Thanksgiving!

MLA Citation

We look at the basics of citing sources, and then the details of "My Friend Michelle."

If you h ave questions about MLA style, use either the Everyday Writer, or the link on the sidebar to the SCC MLA Guide.

For tomorrow, have the handout filled out for practice with databases.

Homework:

1.  Finish handout.

2.  One vocabulary word.

Summary/Response about and Image Due

Hand in your papers.

Read "My Friend Michelle" for Monday, and have two possible topics in mind for the last paper.

Credible Sources and Databases

We go to the lab and watch this tutorial, and you have a handout /quiz to fill out.  Turn this in.

Then you have time to explore more databases. 

Homework:

1.  The Final Version of your Sum/Response about an Image is due tomorrow.

2.  You must read "My Friend Michelle" for Monday.

3.  You must have chosen two possible topics for your last paper on Monday.

4.  One vocabulary word.

Getting Started on Research

First of all, we go over the editing handout.

Then we look at Mike Mulligan, and go to the lab.

Homework:

1.  Come up with a list of three topics that interest you.  You will be finding articles on these topics tomorrow.

2. One vocabulary word.

Draft #2 S/R about an Image

Editing practice handout.

You read each other's drafts.

Homework:

1.  Finish up your paper.  The Final Version is due Friday, November 19.

2.  One vocabulary word.

Thinking About Rhetoric and Images

First of all, a freewrite.  Think about the three rhetorical appeals (ethos, pathos and logos).  Can you think of two or three situations, either written or verbal, where you used one of them?  Describe.

Then you describe what you see.

Then read the handout.

In your journal answer this question:

Are the authors discussing the effectiveness of this painting? If not, what are they discussing?

Homework:
1. Continue working on your paper; Draft #2 is due tomorrow.

2. One vocabulary word.

Draft #1 Summary/Response about an Image

What are the rhetorical appeals?  First of all, look at Everyday Writer  pages 125-16 , Section 12c.  You will be considering rhetorical appeals when appropriate, and you are to comment on them on the comment sheets.

You read each other's first drafts.

Homework:

1. Continue working on this draft;  Draft #2 is due on Tuesday Nov. 16.

2.  One vocabulary word.

Plagiarism? Work on Your Summary/Response About an Image

Free write, please, about your definition of plagiarism.

We look at a definition.

Then, Kaavya.  And then there's Helene. What do you think?

Time to work on your draft.

Homework:

1.  First draft of Summary/Response about an Image due tomorrow.

2.  One vocabulary word.

Images

Analyzing visuals.

Read Everyday Writer pages 370-375 and put exercises 38.1 and 38.3 in your journal, the even numbered sentences.


While you do so I'll look at what you've chosen to write your next paper about.


Then spend some time on a freewrite.  Describe your image and what you think about it.  Mix it all up -- this is a freewrite.


Homework:


1.  First draft due Friday.


2.  One vocabulary word.

Summary/Response about an Image

First of all, you hand in your Summary/Response  papers.

Then we go over the editing practice.

Then you look at an example of this kind of writing.  Read it and get into groups.

Homework:

1. Tomorrow you must have an image you can show me that you will be writing about.  The first draft is due Friday.

2. One vocabulary word.

The Next Paper

You do some more editing practice.

Then we discuss Summary/Response #2 about an Image. See these examples of possible topics:

The Fall of Icarus

"Amerika"

The Haka

As you edit your Summary/Response for tomorrow, be choosing an image that you can write about.

Homework:
1. Summary/Response due
2. Vocabulary word.

Sum/Response Draft #2

First of all, I return your memory papers. 


This time for the "editing" score, I subtracted 1 point for a comma-splice, run-on or a fragment, and 1/2 a point for anything else marked. 


On the next paper I'll take 2 points off for every c.s., r-o or frag.


Then you read each other's drafts.  And turn in your daybooks.


You only have a midterm grade posted on Webadvisor if you have a D or below, but I will give you your midterm grade inside your daybook when I return them.

Modifiers

Thinking about modifiers.  Read pages 349-353. 
Do Ex. 35.1 numbers 1-5
Ex. 35.2 (only ONE way)
Ex. 35.3
Ex. 35.4

Homework:

1.  Draft #2 Summary/Response is due tomorrow. Any questions?

2.  I will collect daybooks tomorrow.

Summary/Response Draft #1

You read each other's drafts.

Homework:

1.  Continue to work on this paper.  Draft #2 is due on Friday. Remember that Milford has a writing center if you'd like help from someone who is not me.

2.  On Friday I will collect your daybooks to score for your midterm grade.  You should have 19 vocabulary words and any homework assignments up to date.  The vocabulary words are worth 4 points each.

Working on Summary/Response

Let's check on the rhetorical situation here:

Genre: summary/response essay which is very similar to a book or movie review.

Audience: someone who has NOT read the original (so they would not need to). This is an artificial requirement; many of your readers WILL have read the article, but you are writing as though we had not.

Purpose: to provide a clear, unbiased account of the article, and then share your reaction to it (thoughts about it). Therefore you must think.

Draft #1 is due tomorrow. You MUST have both some summary and some response in this draft to get credit for it. 



Get into groups.  Show each other your organizational maps of the article.  Share questions and thoughts that you had about the article as you read it -- you must copy down three questions (can be yours or someone else's) in your daybook below your "chart."  When you have done this, you  have time to work on your draft.

Homework:

1. Create Draft #1 of your Summary/Response.

2. One vocabulary word. You should have 19 words by the end of this week. I will be checking journals next week for midterm grades. Any daybook work that was assigned as homework receives points. Scroll down in the blog to check assignments.

Summary/Response

You get out your copy of the article about Pat Bourne.

You write a paragraph of summary and a paragraph of response in your daybook about Pat Bourne.

Then we look at an example;  you annotate it.

 Label with brackets the intro/ summary/response/conclusion.

Underline the citing of the article and author tags.

Underline any quotes from the article.

Decide what the response is doing -- a)analyzing effectiveness, b)agreeing/disgreeing, or c)reflecting on the text/information.  Label what you find in the margins.

Homework:

1. Continue working on your Summary/Response.  The first draft is due on Wednesday.  Tonight you must create a map-outline-chart-list that shows how your article is organized.  This should cover at least one page in your daybook.  Also, be aware that your first draft MUST have some of both summary and response in it, not just summary.  You can also alternate between the two when you organize your own paper.

2.  One vocabulary word.

Summary/Response

First of all, we work out which article you will be reading.  At the end of class there will be time for you to go print a copy of that article.

Then you read "Bourne Overcomes Tragedy ..."


You try writing two paragraphs of summary and response.  Then we look at an example of this kind of writing.

Homework:

1.  Read your article through several times.  Try to figure out its structure.  Come up with questions about parts as you read them. Try to figure out decisions the author made in presenting the information the way s/he did. See Everyday Writer pages 116-117.

2.  You should have about 14 vocabulary words as of today.  Your article should provide you with more.

Memory Papers Due

You turn in the final version of your Memory essay.

Then we discuss the next assignment -- Summary/Response.

Articles to choose from:Link to "How David Beats Goliath" by Malcolm Gladwell. (How can underdogs win?)

Link to "Hellhole" by Atul Gawande. (Is solitary confinement torture?)
Link to "Troublemakers" by Malcolm Gladwell. (Pit bulls and profiling.)
Link to "Most Likely to Succeed" by Malcolm Gladwell. (How do you hire a 'winner'?)
Link to "What Helen Keller Saw" by Cynthia Ozick. ( Controversy in Helen Keller's lifetime.)
Link to "The Itch" by Atul Gawande. ( The neuroscience of itching. Haunting hook.)
Link to "Offensive Play" by Malcom Gladwell. (How similar are football and dogfighting?)
Link to "Personality Plus" by Malcom Gladwell. (How useful are employers' personality tests?)

For tomorrow, you must look at these articles and make a first choice and second choice. Tomorrow we'll find out which are the most popular and choose accordingly, so that each article has at least two people writing about it.

More About Fragments

Put up a vocabulary word.

We review coordination and subordination.  You find an example of each in your paper and copy it into your daybook.

Then we look at page 364 in Everyday Writer and you do Ex. 37.2  #1-5.

Homework:

1.  Prepare the final version of your Remembering paper, due tomorrow.

2. One vocabulary word.

Draft #2 due -- Remembering

First of all, you read each other's drafts.

When you are done, you may pick up your graded Observation paper.

In your daybook under 'Observation Paper':

1.  Copy down what I wrote for strengths and weaknesses.

2.  Create an error list.  Using the Everyday Writer's "Top Twenty,"  make a list of the numbered errors on your paper.  Write out the name of each error and tally up how many of them are in your paper.  If you are not sure what is wrong, consult the pages in the Everyday Writer that explain that issue (and ask me, too!).  It's your job to prevent these errors in your next paper.

Homework:

1.  Finish the above.

2.  The final version of the Remembering paper is due Thursday of this week.  Begin editing!

3.  One vocabulary word.

Readings and Grammar

Free write:  which did you like better, "Arm Wrestling" or "Beauty" ?  Why?

In your daybook, write out answers to Q.1 in Meaning and Q.1 in Strategy at the end of "Arm Wrestling."

Then go to groups to look at "Beauty."

Go over Ex. 30.7.

Fragments pages 361-364. Do Ex. 37.1   #1-5.

Homework:


1.  Draft #2 is due.


2.  One vocabulary word.

Thinking About Writing

We look again at conjunctions:  pages 294-296 in Everyday Writer.  You will do Ex. 30.7.  Then for homework read Section 36 (pages 354-359) and do exercise 36.1 in your daybook.  You will have to copy the sentences out, two times each.  If you wish to type this and tape it in, that would work also.


Then you think about Manning essay "Arm Wrstling with my Father." In your daybook, answer questions 1 and 2 from the "On Meaning" section.

Get in your groups and answer questions 1 and 2 from the "On Writing Strategy" section.  Then make a list together of the separate scenes Manning describes (short description with paragraph number).  Put all this in your daybook.
.

Homework:

1.  Work on your Remembering essay.  The second draft is due on Tuesday.

2.  Do Exercise 30.7 page 296 and 36.1 on page 359 in Everyday Writer.

3. Read the handout,  "Beauty" by Alice Walker.

Draft #1 Remembering

You read each other's drafts.

When done, read the handout.  Especially read the note at the very end from the writer about doing the eassy.

Homework:

1.  Finish reading "Arm Wrestling with my Father."

2.  One vocabulary word.  Tomorrow I'll ask each of you to put up an interesting word on the board -- be ready to tell us about it.

Remembering

Helen Keller's writing: you mark it and we discuss it.

Look at this.

Homework:

1. Work on the first draft of your remembering essay, due tomorrow.

2.  One vocabulary word.

Final Version Observation/Description Due

You hand in your Observation/Description papers.

But before you do, please reflect on the process of writing this paper. On the back of the last page in your paper bundle, list the stages of the writing process and comment on each.
Choosing:


Collecting:


Shaping/drafting:


Revising:


Editing:


Publishing:

What was easy, what was difficult, how did you approach it, what could you do differently next time?



We discuss the next assignment: Remembering.


Freewrite: spend some time brainstorming about possible topics that you could write this next paper about.


Here is an example of this kind of writing.


Homework:


1. Read Helen Keller's memory piece.


2. One vocabulary word.

More About Subordination/Coordination

Freewrite on "Beneath My House."  React to this essay.  Is the writing effective?  What worked well?  Did she lose you in any of the sections of the piece?  What was her point? 

Review of coordinationa and subordination. 
Single underline every example of coordination you can find in "Underneath My House."


Everybody works on 24.2 in Everyday Writer.

Homework:

1. The final version of your Observation paper is due.  Remember to bring all your drafts and comment sheets to turn in also.  Be sure you follow the format on page 466 of the Everyday Writer.

2. One vocabulary word.

Draft #2

Read each other's drafts.

Read "Beneath My House" by Louise Erdrich. 

Homework:

1.  Finish reading the handout, and work on creating the final version of your observation paper.  If you need to do more observing, do so.

Mowat and Sentence Style Sec.24

First of all, groups discuss "Observing Wolves" by Farley Mowat.

Then we look at Section 24 in Everyday Writer.

Homework:

1. Do Ex. 24.1 page 257 in your daybook.

2.  Get your Draft #2 ready.  For this draft work at getting a dominant idea clear, and having logical paragraphs with a variety of sentence structures.

3.  One vocabulary word.

Observation Draft #1

A new rhetorical situation: read analytically/respond constructively. Points awarded on that basis.


See the graphic on page 92.


Levels of Revision:


1. Global

2. Structural

3. Sentence level style and clarity (grammar/punc.)

Homework:



1. Read "Observing Wolves" by Farley Mowat.


2. One vocabulary word.

More in Everyday Writer

Freewrite: What are the characteristics of good writing? Can you come up with three things good writing must have? Do you have some favorite writers/writings that are examples of good writing?What have you written that you really liked?


In class you read pages 12-15 of the Everyday Writer.

I give you a handout to fill out in order to familiarize yourself with the Everyday Writer.


You think about Ex. 2.2 and write a response for me in your daybook to that list of questions.


Homework:

1. Complete the handout for becoming familiarized with the Everyday Writer  and the Ex. 2.2 response in your daybook.


2. Continue to work on the first draft of your Observation/Description paper, due Wednesday (tomorrow).


3. One vocabulary word in your journal.

Observation

Thinking about observation.  We look at the handout about meeting this assignment.


You look over Dinesen's "The Iguana." Form groups and annotate her use of the techniques for writing about observation.

Now we discuss the vocabulary section of your daybook. From now on you need to add one vocabulary word for each day that class meets. For each entry:

1. List the word.
2. Quote a chunk of the context so we can tell how it was used.
3. Write your guess for what it means.
4. Copy the definition from a dictionary that matches that context.

For example:

1. impetuous
2. "the live impetuous blood pulsating"
3. not controlled?
4. forcibly rushing (OED)

Now do the handout that gets you in to The Everyday Writer.

Homework:

1. Finish the Everyday Writer worksheet and continue working on the first draft of your observation/description paper. Email any questions you have for me.

2.  Begin putting a vocabulary word a (school) day in to your daybook.

Genres and Observation

First of all, you show each other your genre examples.  Enter them into your daybooks.

Then we meet Samuel Scudder. We discuss observation. The student.

Here's a link to the Scudder article if you lose your copy.

And here is an example of the kind of writing that meets this assignment ( see handout also).


Homework:



1. Identify what you will observe for your Observation/Description Essay. You may begin taking notes as you observe. You are required to have two full pages in your daybook of notes/drawings/diagrams related to this observation, but they can be done at any time throughout the work period for this essay.


2. Draft #1 is due on Wednesday Oct. 13 next week.


3.  Read "The Iguana" for discussion Monday.

Purpose, Audience, Genre

In your daybook: Brainstorm a list of all the different types (genres) of writing you have done in the last year or two.  Anything counts : lists, applications, school assignments, memos, internet stuff (?).  Then next to one of the longer pieces of writing, jot down several sentences describing the situation that called for that piece of writing -- what was the occasion, purpose, and audience?  What was the genre of this writing?  Was your piece effective?

Remember, the parts of a rhetorical situation are just what you should consider in order to communicate effectively.

Now you will do a reading and discuss it.


If there's time,  today you'll describe something you can look at tonight.

Homework:

1. Find 3 examples of different genres of writing and bring them to class. See if you have anything around home that is NOT effective at achieving its purpose.

The Rhetorical Situation

First off, we get acquainted.

Then you get in to groups to discuss the Zinsser speech.

If there is time, you write some description in your daybook.

No homework.

Why is English so Hard to Spell?

Consider this list of words:  depression/ though/ government/ law/ castle/ knight/ elevation/ cough/ victory/ congregation/ London.  You place them in groups according to what you think their source language is: Anglo-Saxon, French or Latin.

Old English spoken for us.

Then the Vikings are busy   leading to the Anglo-Saxon Chronicle.

Speaking of castles, we come to Middle English.   And for a review, we look at it all here.

Homework:
Read the handout "Writing English as a Second Language" and be ready to discuss tomorrow.  As you read, underline any words you are not sure about.

Greetings

Today we look at the syllabus and you do some writing.  No homework.

The Writing Final

Final grades can be gotten by email or on Webadvisor.

Spelling and Editing in the Real World

Maps.

The President.

The job.

The writing.

Words

Place your vocabulary words on the board in these categories:

Longest / Shortest / Word I will never use / Word I would like to use / Strangest looking / Word with interesting OED info


Then consider the papers that you wrote for this class. They were Observation /Remembering/Summary-Response about an Article / Summary-Response about an Image / MLA-Style Informing.

1. Which of these was the hardest to write?

2. Which was the best practice for you as a writer?

3. Which did you dislike doing the most?

4. Which did you enjoy the most?

5. Which would you like to revise some more?


Last of all, think about the use of class time. List two or more activities or tasks that helped you to improve your writing or understand the writing process better, and list two or more activities were less/not helpful for you.

When all this is done, you may hand in your journal.

MLA Style Papers Due

You turn in your papers.



We look at some words in the OED: "punk" and "sinister."



You spend time on the OED site and record word information in your daybook about at least 3 words.



Answer these questions:



What definition of this word are you most familiar with?



What other definitions did you find?



What is the origin of the word (other language or within English)?



What is the oldest use of this word in written English?



Copy out one of the quotes of the usage you find interesting.

Work Day

Graphic Design is off and so are we all.

MLA paper due tomorrow, Friday.

Draft #2

Today you read each other's drafts. Check in-text citations that clearly lead to the Works Cited page.

Final version due on Friday. See you then.

Comp I Shared In-Class Essay

Today you need a bluebook. In it you have 45 minutes to write the in-class essay.

Be sure to focus on answering the prompt you choose.

Homework:

1. Prepare your Draft #2 MLA paper for tomorrow. You must have the Works Cited page and in-text citations for it to count as being on time.

2. Remember to have 40 vocabulary words total by next week.

Five Paragraph Essays

You get yours back.

We look at the rubric again.

You read some sample essays and score them. And we compare scores.

Homework:

1. Tomorrow is your in-class essay day. Bring a bluebook to class.

2. Wednesday Draft #2 is due. This draft should have both the Works Cited page and in-text citations that clearly lead to the Works Cited page. You can email me with questions and/or drafts.

3. Remember, you need a total of 40 vocabulary words before the end of the quarter.

Works Cited Page

I hand out a Works Cited page for "Til Death Do Us Part."

I show you Bibme.org.

We go to the lab where you use your two sources to create a Works Cited page.

Homework:

1. Work on getting your second draft ready by Tuesday.

2. Remember that you need to have 40 total vocabulary words by next Friday.

Draft #1 MLA Paper

You read drafts and we look at the schedule.

Tomorrow we'll look at putting your Works Cited page together with Bibme.org.

In-Class Essay Practice

MLA questions? Draft #1 due tomorrow.

You look over the scoring guide for the in-class essay, and then you write a sample prompt.

Homework:

1. One vocabulary word.

2. Have you first draft ready -- no citation required, but have at least two sources pinned down, please. Remember, three are required, two from SCC databases. You may certainly use more than three.

MLA Citation / Five-Paragraph Essays

First of all, you read an example of the kind of paper you are writing. Remember, your first draft is due Thursday of this week.

We look at in-text citations and the Works Cited page.

THEN we talk about the in-class essay, what that entails, and you read an example Five Paragraph Essay.

If there's time you'll practice creating an outline under pressure.

Homework:

1. One vocabulary word.

2. Be working on your first draft.

Database Research

Before you go looking for information, I'd like to show you an unusual example of attribution.

And here is a related link.

Then we go down to the lab rm. 184.

Turn in Final Version/ New Assignment

You turn in your Sum/Response about an Image.

I hand out the assignment sheet for the last paper.

We look at what the class blog has to help you.

We go down to 184 to practice accessing information through the SCC Library databases.

Homework:

1. Decide on two possible topics for your paper that you can research information on tomorrow.

2. One vocabulary word.

MLA Informative Writing

Plagiarism again. First of all, Kaavya. Then, there's Helene.

Then you look at the tool we're using to prevent plagiarism, the MLA style for citation.

Draft #2 Summary and Response about an Image

Be sure that you support your opinion clearly in your essay.

Homework:

1. Proofread and get this paper ready to hand in on Wednesday.

2. A vocabulary word.

Another Way to Write about an Image

First of all, you describe what you see.

Then read the handout.

In your journal aswer this question:

Are the authors discussing the effectiveness of this painting? If not, what are they discussing?

Homework:

Continue working on your paper; Draft #2 is due Monday.

More Rhetorical Analysis

We finish the Hoepker photo discussion.

Homework:

1. Continue to work on your Summary/Response about an Image.

2. One vocabulary word.

Peer Review

Today your first draft is due for the Summary/Response about an Image.

You do the peer review; the second draft is due on Monday.

Rhetorical Analysis

The three rhetorical appeals: Everyday Writer page 46 .

Freewrite: Consider your own writing/communication. List the three appeals (ethos, logos and pathos) and then come up with an example of each in your own work. Try to have each example be an entire work that was dominated by one of the appeals.

We do some thinking and writing about questions of rhetorical effectiveness in order to practice.
First of all, look at the pictures here and then on this page.

Then you read the handout. And other things.


Homework:

1. Your Draft #1 about an image is due tomorrow, Wednesday.

2. Vocabulary word in journal.

Summary/Response #2?

First of all, take time to finish the editing handout and we'll go over the back ("Accidents" with my car....).

Then you read Everyday Writer pages 370-375 and put exercises 38.1 and 38.3 in your journal, the even numbered sentences.

While you do so I'll look at what you've chosen to write your next paper about.

Homework:

1. Begin writing about your chosen image. The first draft is due Wednesday.

2. Add a vocabulary word to your journal.

Image Sum/Response Assignment

You hand in your first Summary/Response papers.

A few more examples of images to analyze, and then you may go look for possibilities. On Monday you should have the image you will write about. Be ready to show it to me or explain what it is. You do need to choose something that has a clear rhetorical purpose; controversy is good.

Summary/Response #2 about an Image

You do some more editing practice.

Then we discuss Summary/Response #2 about an Image. See these examples of possible topics:

The Fall of Icarus

"Amerika"

The Haka

Comma Splices and Editing

We look over Section 36 in Everyday Writer, and do some practice editing.

Then you edit your own papers; the final version is due Friday.

Draft #2 Peer Review

We discuss plagiarism in this context.

You read drafts.

I collect journals.

Homework:

1. Revise and edit; the final version is due this Thursday.

Misc. Grammar

Questions about Summary/Response?

Then we'll look at misplaced modifiers, and you read section 35, doing exercises 35.1, 35.2, 35.3 and 35.4 as you go. Do the odd numbered sentences only, writing them in your journal.

When you are done with that you may work on your draft.

Homework:

1. Prepare Draft #2 for tomorrow. Be sure that you have an introduction that begins with a hook and clearly cites your article.

2. I'll collect journals tomorrow.

Draft #1 Summary/Response

Let's check on the rhetorical situation here:

Genre: summary/response essay which is very similar to a book or movie review.

Audience: someone who has NOT read the original (so they would not need to). This is an artificial requirement; many of your readers WILL have read the article, but you are writing as though we had not.

Purpose: to provide a clear, unbiased account of the article, and then share your reaction to it.

Homework:

1. Reread your article and work on revising your draft. The second draft is due on Tuesday.

2. I'll be checking journals next week also. You'll need at least twenty vocabulary words plus assigned work (see past entries of this blog.)

Summary/Response

Draft #1 is due tomorrow. You MUST have both some summary and some response in this draft to get credit for it.

Go work on it now.

Homework:

1. Create Draft #1 of your Summary/Response.

2. One vocabulary word. You should have 20 words by the end of this week. I will be checking journals next week for midterm grades.

Summary/Response Examples

I hand out two examples of Summary/Response papers that meet this assignment.

You read the first one and label the places where this writer includes the items listed on the back of your assignment sheet for this paper.


Here are links to the articles that the two handouts refer to:

Barbara Ehrenreich's "Teach Diversity--with a Smile"

"'My Lobotomy': Howard Dully's Journey"

Homework:

1. Continue to read your article. In your journal create a page of notes that pin down the main point and present the organization of the article-- graphically, if you prefer. List the author's support or sources; decide which are key and which don't need to be mentioned.

2. One vocabulary word.

Summaries

First of all, we figure out which article you are going to be reading.

We look at pages 115-117 in Everyday Writer. When you read your article, think about its structure, and ask as many questions as you can. Don't be passive!

Then you read a handout and do some work with it.

Homework:

1. Print off your article in the lab and read it several times. Begin marking your copy with questions, labels, and structural cues. The first draft of your Sum/Resp to this article is due this Friday.

2. One vocabulary word.

Turn in Memory--Begin Summary/Response

You turn in the final version of your Memory essay.

Then we discuss the next assignment -- Summary/Response.

Articles to choose from:

Link to "How David Beats Goliath" by Malcolm Gladwell. (How can underdogs win?)

Link to "Hellhole" by Atul Gawande. (Is solitary confinement torture?)

Link to "Troublemakers" by Malcolm Gladwell. (Pit bulls and profiling.)

Link to "Most Likely to Succeed" by Malcolm Gladwell. (How do you hire a 'winner'?)

Link to "What Helen Keller Saw" by Cynthia Ozick. ( Controversy in Helen Keller's lifetime.)

Link to "The Itch" by Atul Gawande. ( The neuroscience of itching. Haunting hook.)

Link to "Offensive Play" by Malcom Gladwell. (How similar are football and dogfighting?)

Link to "Personality Plus" by Malcom Gladwell. (How useful are employers' personality tests?)

For tomorrow, you must look at these articles and make a first choice and second choice. Tomorrow we'll find out which are the most popular and choose accordingly, so that each article has at least two people writing about it.

Return of the Papers

Commas -- style or rules?

I hand you your papers.

In your journal, list one comment on your paper that surprised you and one thing (or more) that you already knew.

Also make an error list. List the number of the error and then use the Everyday Writer ( Top Twenty) and write an explanation of what you did.

I hand out another example of writing about memories; read that one, and, if you wish, look at this example of a writer near the end of his career. That's E.B.White's "Death of a Pig."

Homework:

1. Prepare the final version of your memory essay. Bring all drafts and comment sheets to class Monday.

Draft #2

You read each other's drafts.

Rather than lengthy essays, I'd like pieces that are well-structured; try to give each other feedback about clearly building the whole paper around the dominant idea.

Tomorrow I'll return your observation papers.

Homework:

1. Think about your feedback and what you want to accomplish in this paper. Work on it, but leave yourself time for a thorough edit before the final version is due on Monday.

2. One vocabulary word.

More Remembering

Freewrite: Think about your childhood and presents.

Was there once ONE thing you just had to have?

Was there something that others might not approve of (for gender or other reasons)?

Was there one thing you never got, or one item you received but always wondered why ?

Or why you ever wanted it in the first place?



Then read the Rodriguez piece.

Annotate your copy of his essay for his use of sensory detail/specific scenes/contrasts/conflicts/point of view. At the bottom explain what the point of this piece is.

Do Ex. 26.2 (page 269) in your journal.


Homework:

1. Prepare your second draft for class tomorrow. Make sure that your scenes are building your main idea, not distracting from it.

2. One vocabulary word.

Draft #1 Remembering

Consider with me again these words:

"Even to see it drifting out of orbit in boredom, or rolling up out of fatigue, not to mention floating back at attention in excitement (bearing witness, a friend has called it), deeply suitable to my personlaity, and even characteristic of me."

You read each other's drafts.

Homework:

1. Take your draft home and improve it. Draft #2 is due Thursday.

2. One vocabulary word.

Remembering

Freewrite: Please write awhile on Alice Walker's "Beauty." Discuss her use of scenes and detail, and then spend some time on what her point is. How many different ways does she try to get across her point?

Then as groups answer the questions on the handout.

In the Everyday Writer we look at parallelism, pages 266-269, Section 26. Please write out Ex. 26.1 in your journal.

Homework:

1. Draft #1 due tomorrow.

2. One vocabulary word.

Remembering

Helen Keller's writing: you mark it and we discuss it.

Look at this.

Homework:

1. Work on the first draft of your remembering essay.

Papers Due/ Remembering

You hand in your Observation/Description papers. But before you do, please reflect on the process of writing this paper. On the back of your writer's page, please list the stages of the writing process and comment on each: choosing, collecting, shaping/drafting, revising, editing, publishing. What was easy, what was difficult, what could you do differently?

We discuss the next assignment: Remembering.

Freewrite: spend some time brainstorming about possible topics that you could write this next paper about.

Here is an example of this kind of writing.

Homework:

1. Read Helen Keller's memory piece.

2. One vocabulary word.

Editing

First of all, Everyday Writer pages 275-278.

Then editing handout.

Review of format: page 155 in Everyday Writer.

Homework:

1. Final version of your Observation paper due tomorrow. Please remember all drafts and comment sheets to hand in with your final version.

2. One vocabulary word.

More on Description

First of all, describe this image for an audience to imagine.


Now, read Thomas McGuane's description.

Write the answers to the questions on the back of the sheet in your journal.

We discuss this paragraph.

Homework:

1. Be revising your second draft. Edit carefully. The final version is due Thursday.

2. One vocabulary word.

Draft #2

Before you look at each other's drafts, read in the Everyday Writer Section 24c, pages 260-261.

You will choose three of the five sentences in Ex. 24.3 to rewrite in order to change the emphasis. This can be completed after you've finished commenting on drafts.

You'll read and comment on second drafts. Now is the time to give each other input about using the different techniques for writing about observation and sentence-level issues of clarity and variety.

Homework:

1. Begin to polish your draft into the final version, due on Thursday this week.

2. Finish Ex. 24.3 in Everday Writer.

Mowat and Sentence Style Sec.24

First of all, Mowat and "Observing Wolves":

Identify a scene where Mowat helped you "see" the action. How did his writing accomplish this? List specifics and relate them to the techniques for writing about observation.

Then we look at Coordination and Subordination, Everyday Writer section 24. You do Ex. 24.2 page 260.

Homework:

1. Work on creating Draft #2 of your Observation paper. Due Monday.

Draft #1 Peer Review

Journal freewrite: How do you feel about having peers read your writing? Past experiences?


A new rhetorical situation: read analytically/respond constructively. Points awarded on that basis.

See the graphic on page 92.

Levels of Revision:

1. Global

2. Structural

3. Sentence level style and clarity (grammar/punc.)


Homework:

1. Read "Observing Wolves" by Farley Mowat.

2. One vocabulary word.

The Writing Process

Rhetorical Situations:

What is rhetoric?

Well, some background:

Sparta versus Athens




Athens now and then





Develop your own rhetorical triangle. We discuss.



Free write: Talk back to the graphic on page 48, relating it to the process of beginning your Observation paper. Feel free to critique its design as you respond to it.

Homework:

1. Bring your first draft of the Obs/Description paper to class tomorrow.

2. One vocabulary word.

College Writing Ev. Writer sec. 2

Freewrite: What are the characteristics of good writing? Can you come up with three things good writing must have? Do you have some favorite writers/writings that are examples of good writing?What have you written that you really liked?

In class you read pages 12-15 of the Ev. Wr.

We discuss Ex. 2.1.

Then you think about Ex. 2.2 and write or type at least a page for me in response to these questions.

Homework:

1.Read in the Everyday Writer pages 45 to the top of 53.

2. Continue to work on the first draft of your Observation/Description paper, due Thursday.

3. One vocabulary word in your journal.

The Iguana/Vocabulary/ Getting to Know the Everyday Writer

First of all, you look over Dinesen's "The Iguana." Form groups and annotate her use of the techniques for writing about observation.

Now we discuss the vocabulary section of your journal. From now on you need to add one vocabulary word for each day that class meets. For each entry:

1. List the word.
2. Quote a chunk of the context so we can tell how it was used.
3. Write your guess for what it means.
4. Copy the definition from a dictionary that matches that context.

For example:

1. impetuous
2. "the live impetuous blood pulsating"
3. not controlled?
4. forcibly rushing (OED)

Now do the handout that gets you in to The Everyday Writer.

Homework:

1. Finish the Everyday Writer worksheet and continue working on the first draft of your observation/description paper. Email any questions you have for me.

Words?/ Observation

First of all, you write in your journals about the prompt below. For all prompts like this you are to freewrite beginning with one of the questions. You do NOT have to cover all the questions mentioned; you may allow your writing to take you in whatever direction you please. However, you may respond to every question on your own time (there won't be enough time in class).

React to the article about Saxon words. Do you prefer short "strong" words, or do you like the long, impressive ones? What do YOU think is more effective? Can you think of an instance when a single word you chose made a big difference?

Now we will move on to your first writing assignment so that you can begin if you wish over the weekend.

First of all we read about Sam Scudder. We discuss observation. The student.

Here's a link to the Scudder article if you lose your copy.

And here is an example of the kind of writing that meets this assignment ( see handout also).

If there is time, you'll get into groups to discuss "The Iguana."

Homework:

1. Identify what you will observe for your Observation/Description Essay. You may begin taking notes as you observe. You are required to have two full pages in your journal of notes/drawings/diagrams related to this observation, but they can be done at any time throughout the work period for this essay.

2. Draft #1 is due on Thursday July 22 next week.

Why is Spelling English so Hard?

Consider the words knight, night, through, bough, cough, rough, come, give, gone.

Take a short pretest about the history of English.


We will visit the BBC on the history of English.

Language family trees.

Anglo-Saxon art

Anglo-Saxons vs. Vikings

Viking styles

Norman castles


I give you a handout to read for tomorrow. Read it, underline any words you are not sure of, and be prepared to freewrite on a related topic tomorrow.

Homework:

1. Read the handout "Are You Saxy Enough?"

2. If you are not sure about the meaning of a word, underline it.

3. Be sure you have something to use for a journal in class tomorrow.

Greetings

Today the Summer Quarter begins.

We'll hope to have the textbook soon; no homework tonight.