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.