Final

No class tomorrow.  If you need to hand in something or want to pick up your daybook, I will be in or near my office all day tomorrow.

Page Count Tuesday

We look at Section 28 in the Everyday Writer.


Take out your longest paper. As you read it, use a pencil to cross out words or phrases that are unnecessary or wordy. (Or do this on the computer, underlining the wordy stuff.) When you are done, count up how many words you crossed out ________. Divide that number by the word count of the whole paper. What is your percentage of fluff? _______


In your daybook copy down the words in bold and answer these questions.  When possible, explain why you are choosing each paper:


1. Which paper do you like the most?


2. Which paper do you think is the best?


3. Which paper got the highest grade?


4. Which paper is the longest?


5. Which paper got the lowest grade?


6. Which paper do you wish you had spent more time/effort on?


7. Which paper was hardest to write?


How many total pages did you finish for class? _______ I must initial this number.  Everyone gets 2 pages for the bluebook essay and 2 pages for a good MLA style Works Cited page on the Informing essay.

If you have fewer than 22 finished pages, you need to do some reading before taking the final tomorrow.

Homework:

1.  For the final, read  in The Bedford Guide.

Write Your Last Short Essay

If you are taking the final for this class,  return your books on Wednesday, not before.

Today you type up your last short essay, on Mike Rowe's TED talk.  See Friday Dec. 9 for details.


Tomorrow I will collect daybooks, and you must bring all your finished papers for counting pages and doing some daybook activities.

Final Version Due

Hand in your final Long Essay.

What about "Amerika"?  Thinkwrite, please, if you did not on Monday, what you think the point of this music video is.

Then what I think.

Then.  Remember watching TED?  We watch this.  

What is Mike Rowe's point?  What does he want to do?

Homework:

1.  Copy two quotes by Mike Rowe from this video into your daybook.  Use the "interactive transcript" feature beside the video to do this.

2.  TWFTD:  Machiavellian

3.  Here are the two prompts to think about for Monday.  You will write on one:

A.  "Getting it wrong" happens to everyone.  In fact, there are benefits to making mistakes.  What are those benefits?  Or what is necessary in order to experience the benefits of a mistake? 

B.  There seem to be few young people interested in the kinds of dirty jobs Mike Rowe listed.  He says there are "forgotten benefits" to hard work.  Do you agree?  Can you describe them?  Or if you disagree, explain why.

Editing

We watch a video.

We check the answers for Ex. 33.6.

Edit your papers.  Use TurnItIn and ask me about issues. I will subtract 2 points for any misspelled there/their/they're. Italicize and capitalize names of magazines.  Watch pronouns.

Homework:

1. Final Version with all papers and ads due.

Draft #2

In your daybook, describe how writing the essay yesterday went for you.  Do you like writing something quickly and forgetting it, or is it difficult having little time to prepare?

In your experience/expectations, is "real world" writing more or less like yesterday's exercise?

You read drafts.  Read the draft BEFORE you look at the ads.

 Upload your draft to TurnItIn.com.

Homework:

1. Finish your draft so that you can edit it during class tomorrow.

2.  Final version due Friday.

Timed Essay

Today is the timed shared in-class essay.  Please choose a prompt, do what it wants, and provide lots of unique, interesting detail!

Homework:

1. Draft #2 of the Rhetorical Analysis is due.  Bring your ads, and have an electronic version of the draft as well. 

2.  Upload your draft to TurnItIn.com before class on Thursday.

Moving Images

First of all, what about the pronouns you choose?  Look at the reading from Friday, "What's the Point?"

Everyday Writer Section 33.  We look carefully at page 304-306. You do Ex. 33.6 on page 77-78 in the exercise book.  Then look at 33.8.  Where is the indirect use of "you" and how would you rewrite that?

Then it's more visual rhetoric -- moving pictures.

So get out your daybooks to think about WHAT'S THE POINT of this video.

In order to get there, write down these questions:

1.  How is color used in this video?
2.  What shots can you notice that allude to other images or ideas?
3.  How are close-ups of faces used?

AMERIKA - AMERICA

Refrain:We're all living in America,
America is wunderbar.
We're all living in America,
Amerika, Amerika.

When I'm dancing,
I want to lead,
even if you all are spinning alone,
let's exercise a little control.

I'll show you how it's done right.
We form a nice round (circle),
freedom is playing on all the fiddles,
music is coming out of the White House,
and near Paris stands Mickey Mouse.

We're all living in America...

I know steps that are very useful,
and I'll protect you from missteps,
and anyone who doesn't want to dance in the end,
just doesn't know that he has to dance!

We form a nice round (circle),
I'll show you the right direction,
to Africa goes Santa Claus,
and near Paris stands Mickey Mouse.

We're all living in America,
America is wunderbar.
We're all living in America,
Amerika, Amerika.

We're all living in America,
Coca-Cola, Wonderbra,
We're all living in America,
Amerika, Amerika.

This is not a love song,
this is not a love song.
I don't sing my mother tongue,
No, this is not a love song.

We're all living in America,
Amerika is wunderbar.
We're all living in America,
Amerika, Amerika.

We're all living in America,
Coca-Cola, sometimes WAR,
We're all living in America,
Amerika, Amerika. (from about.com)



Here is a link to another student's interpretation of the song.


And if you have time for some more rhetorical analysis of videos, watch this.
Homework:



1. Buy a bluebook for tomorrow.  You know how to write a 5 paragraph essay.  Be sure that you FOCUS  ON DOING WHATEVER THE PROMPT ASKS FOR.

2. Draft #2 is due Wednesday.

Draft #1 Due

Your Draft #1 of the Rhetorical Analysis is due.

You are reading two papers today, not student drafts.

Fill out one comment sheet that will be handed in with the final paper.  Then answer the questions about "What's the Point" and include those with your daybook.

Homework:

1.  Work on your draft.  Draft #2 is due Wednesday.

2.  Tuesday is the timed (45 minutes) in-class essay. You need to have a bluebook to write the short essay answer to a prompt that all SCC comp classes will be writing about.  Another instructor will score your essay.

Analyze Your Ads

Some ways ads are risky:  figuring out what your audience might think?  Taking a gamble? Another kind of gamble?

And how about realistic, again?

Okay, take time to begin typing up your first draft of this paper.

Homework:

1.  Draft #1 due tomorrow.

2.  TWFTD:  fraud in the OED.

3. Daybooks collected for check tomorrow.

Writing About Images

First of all, you watch a video about rules of composition.

Now you will practice thinking about some of this.  Look at the pictures on pages 134-136 in Bedford.  Open your daybook to a two page spread. 

On the left-most side, create a list of bolded items from the checklist on the back of your assignment sheet.  Then across the top label a spot for each of the pictures: Sudan, Guatemala, U.S. 

Create columns of analysis for each picture. Comment about each photo in each row.

Homework:

1.  Nail down your image choices and bring them to class tomorrow. Begin making notes about your ads using the checklist. You must have ONE PAGE OF NOTES about your ads for the daybook check Friday.

2. TWFTD:  propaganda in the OED

Visual Rhetoric

Look back through your daybook and find the definition of rhetoric.  If you can't, look it up.  Everyone write it down again. 

Let's make a list:  what makes writing effective?

Now.  Look at "The Fall of Icarus" on my desktop.  What makes an image effective?  Then you look at this photo.

Look at pages 285-300 in The Bedford Guide. Read them.  In your daybook, make a re-visualization of the graphic on page 286.

I hand out the assignment sheet for this paper.

Homework:

1.  Start looking for two ads that you will be able to write about, one a success, the other a failure.  Look either in magazines or online.


2.  Finish reading pages 286-300 in The Bedford Guide. Draw a version of the graphic on page 286 in your daybook (be creative!).

3.  TWFTD: manipulate  in the OED

Informing Due and Intellectual Property Short Essay

Turn in your long Informing MLA Style paper.

Then type up your Intellectual Property short essay. Here is the prompt:

"Intellectual property" is a term that takes the idea into the courts, as the government attempts to define and enforce just which ideas belong to whom. For example, the Australian courts ruled that Men at Work had to pay for the use of a two-bar tune that the world associates with Australia.



Think about the difference between "having" an idea, "using" an idea, and "stealing" an idea.


Come up with a statement reflecting how you think we should treat the ideas of others, and then support your thesis with two or three paragraphs. Use specific, interesting examples to back up your views.

If you need more time to finish the short essay, you may hand it in on Monday Nov. 28.

Have a lovely holiday.

Editing and Intellectual Property

Short essay on observation.  I return yours.  You read and score it in your daybook.

Give it a score from 5 down to 2 in these categories:
Beginning
Main Idea
Organization
Development
Conclusion
Punc/Sp/Grammar

Then decide on an overall score which combines all these:

Then I give you your score sheet.  In your daybook comment on the differences between scores, and my comments, and what you think about your essay as you read it now.

Now, you get the new topic for a short essay, due tomorrow.
 
We look at two videos.  The first is a little radical. The second is very radical.


Then,


TurnItIn for your Informing MLA Style draft:  upload and edit.  Ask me any questions you might have about editing.

Homework:

1.  The Final Version of your Informing paper is due tomorrow.  Bring all related sheets.

2.  During class you will type up a short  five paragraph essay on Intellectural Property -- see the prompt.

3.  No words this week.

Draft #2 Due

First of all, remember why you're writing this paper?  Practice at this. 

But look at the site where this was made. And here is another video of theirs. 

Take some time for a "thinkwrite" on this topic.  If making copies isn't stealing, why is it illegal?  Should this change?  How will video game companies be convinced that copying their games is not stealing them?

Now you read drafts.  Get out the writer's page from Monday, answer the question about your thesis or point (it does NOT have to be stated in the introduction).  But by the end of the paper we should know what your point was.

Homework:

1.  Work on the final version of this Informing Paper.  The Final Version is due Tuesday. On Monday you will post this paper on TurnItIn, so have an electronic version available.

2.  You should have 5 words of your own for TWFTD this week.  Be sure you have a quote showing how the word was used originally.

EasyBib

Mike Mulligan leads to this.

Today you continue to work on your draft for tomorrow.  It is time to put the information from your sources into EasyBib. Hey, come up with a GREAT hook! Give us lots of vivid details, please, especially if you're writing about a trip or a place.  Do NOT bore us with "and then we..."

On Monday you will upload the draft to TurnItIn, so be prepared with the electronic file.

Homework:

1.  Draft #2 due tomorrow.  It must have a Works Cited page with at least two sources on it.

2.  TWFTD:  5 words this week, your choice, from your sources. The next daybook check is not until Dec. 2.

MLA and Databases

We look at the answers to "Til Death Do Us Part."  Then you read another example of this kind of paper:  "My Friend Michelle."

In your daybook, answer these questions:

1.  Underline all in-text citations.  2. Does each in-text citation lead clearly to a source on the Works Cited list?  3. Is every source listed on the Works Cited actually cited in the text?  List any problems you find.

Then we go to the lab and you continue to find information to include in your paper.  Draft #2 is due Friday.  It should have a Works Cited page and information from two or three sources included in it.

Remember the pig in the flood in the Philippines?  Well, it's been flooding in Thailand and it's still flooding there....

Homework:

1. Work on this paper, finding information and writing your draft.  Draft #2 is due Friday.

2.  TWFTD:  find 5 words for this week from your sources.

Intro to Databases

We go over yesterday's grammar assignment.

This leads to the library databases. Copy off the board the flowchart for using the databases.

Then we talk about search terms by looking at this. And then we try this.

Now try to come up with a statement that leads to three search terms with synonyms and write it on your handout.

Then we go to the lab.  You are to search three of them:  Gale, Wilson, and Ebsco.  Write the information from a source from each one on the handout.  These may end up being useful in your paper, or they MAY NOT.

Homework:

1.  Fill out the handout for three sources, one each from Gale, Wilson and Ebscohost.  Then look further for sources that would be useful for your paper. We will be working on this tomorrow, as well.

2.  Be on the lookout for TWFTD words in your sources;  you must find five words for this week on your own. You may use any dictionary for the definition that matches the context.

Draft #1 Informing

Fragments?  Do Ex. 37.1 and eliminate them.

Now you read drafts.

Homework:

1.  Finish Ex. 37.1.

2.TWFTD: you find a word from ANY source that you are not sure about, and quote the context.  Ideally, you will be finding words in the sources you use for research this week. You may define using whatever dictionary you like.

3.  Continue to add to this draft.

Sources

What is it about the internet?  Sources and reliability. Google: famous failures. See this? Compare to this.


Let's think about the C.R.A.A.P. test for this site.  Currency? Relevance? Authority? Accuracy? Purpose?

You are going to the lab and looking at the links below. Rate each site using the CRAAP test. Write down the name of the site, and then underneath spell out CRAAP running down the page. Next to each letter, write out your assessment of the site in that category. You are thinking in terms of using information from this site for an SCC class assignment of some sort on the history of Veteran's Day.

Here are the links:

1. http://www.military.com/military-report/history-of-veterans-day

2. http://www.history.army.mil/index.html

3. http://www.blackfive.net/main/

4. http://memory.loc.gov/ammem/today/nov11.html

When you are done with this, hand in your daybook and work on the draft that is due Monday.

Homework:


1. Draft #1 Informing is due Monday.

Informing Example Paper

We check Ex. 38.1  You do Ex. 36.1 page 85-86.

Enough for today.  Now you read an example paper.  There are questions on the back page that  you must answer in your daybook.

Homework:

1.  Decide on your topic and begin writing your first draft -- but not in your daybook!  I'll have that over the weekend.

2. TWFTD:  compensate

3.  Daybooks due tomorrow.

Sum/Response Due; On to Informing

Hand in your Summary/Response with all comment sheets.

A bit of grammar: We look over Section 38 in The Everyday Writer.

You do Ex. 38.1 page 93-94 in Ev. Wr. Exercise Book.
In your daybook, number from 1-10 and write the word with the needed comma following it.

Now, the next paper.  We look at the assignment sheet.  What are reputable sources? 

Now for today's daybook assignment:

On a full page, space out the letters A through E in outline style.  Under each letter leave room to number 1-3.  Next to each letter you will write a topic that you can tell a story or two about.  Then come up with three questions related to those stories that would take you to serious sources to answer.

For instance, from my list:

A. Sailing
     1.  Why did our aluminum mast snap?  Is this common?
     2. Can you lightening-proof a sailboat?
     3.  How many people die each year from sailing accidents? How many sailboats are out there compared to motor boats?

B.  Hiking with little kids (losing Peter)
     1. How many hikers are lost each year in CO or USA?
     2. Where do they charge you for search and rescue?
     3. How have gas prices affected RV sales?  manufacture?

C.  Goats
      1.  Why is colostrum so necessary?
      2. How has the formula changed for powdered milk over the years?
      3. What is the growth difference between kids on milk and kids on powder?

Homework:

1.  Finish this list.  You must fill out letters A through E with at least three questions each. Each question that is solid gets 10 points.  I will give points for more than three questions. 

2.  TWFTD: pathogen from the  OED

Revising One More Time

Because it took so long yesterday, you have one more day to get your Summary/Response papers in tip-top shape.

You may upload your paper a second time to see if you caught everything;  use the "Nearly Final Summary/Response" assignment.

When you are confident that your Summary/Response is ready to hand in, I'd like you to do some things with your Long Observation paper. 

1. Use your graded paper to count how many of each of these you had in the paper:  comma splices (c.s.) run-ons (ro) fragmenst (frag) or spelling errors (sp).  You may have to hunt for double-underlined spelling errors, but the rest should be labelled out in the margins. Write these in your daybook. 

2. Then look at the marked-up version of this paper on Turnitin, and find how many of the errors that I marked are also marked by Turnitin.  Please record that in your daybook.

Note:  Anyone who has 22 full graded pages (from all assignments)by the end of the quarter will be able to skip the final for the class.

Homework:

1. Tomorrow you turn in your Summary/Response papers.

2. TWFTD:  command  in the OED

Revising with TurnItIn

We go to the lab.  Everyone goes to turnitin.com, and creates an account.  Your class ID is 4536324 and the password is comploden.


When you have done that, please work at submitting both your long observation paper and your summary/response draft to the two assignments there in our class DO THE SUMMARY/RESPONSE FIRST.  Do not worry about the due dates listed;  I am experimenting with the site.


When you have posted your paper, and I have been able to "see" it from my end, you should be able to see the report on text matches and grammar input.  Let's hope it works!

Homework:


1.  Create the Final Version of your Summary/Response;  have it printed out with a hard copy of ALL drafts and comment sheets.


2.  TWFTD: mandatory in the OED.

Draft #2 Summary/Response

We discuss: if the ideas came from somebody else, how DO you cite it?

In conversation:

In a paper for school:

At work:

In an email:

In an engine:

In a piece of software:

In a song:

And how is your favorite band going to make a living, if you never pay money for their music?


Then you read and comment on drafts.

Homework:

1.  On Monday bring to class a digital copy of both the Long Observation paper and your Summary/Response paper.  (N drive or email will do it.)

2.  Have five TWFTD for this past week.

Plagiarism #1

In your daybook,  define plagiarism.  Here's one.

First of all, plagiarism stories: Viswanathan ,  Helene , Herr Guttenberg.

What's fair use?    Book covers?  A business model? If the courts are in charge... more about music...  TV   iTunes

Look at this survey.  Write your extended comments into your daybook.

Homework:

1.  Draft #2 Sum/Response due tomorrow.

2. TWFTD:  your choice from your article.

3.  Warning:  On Monday you need to have your Summary/Response paper AND your long Observation paper in digital form to use in class.  N Drive would be good....or in your email...

Summary/Response Draft #1

Do these need any punctuation marks?

1. My articles title has quotation marks around it but his article title does not.


2. If you are hoping to get rich why do you keep spending every penny?


3. He was an expert at evasion and obfuscation but not evisceration.

Now you read drafts.

Homework:

1.  Look at your comment sheets and make improvements on this draft.

2.  TWFTD:  your choice from your article.

Misplaced Modifiers and EasyBib

 Everyday Writer Section 35.  What's wrong with these? 

◦The young girl was walking the dog in a short skirt.




◦The dog was chasing the boy with the spiked collar.

And these?

◦Having been thrown in the air, the dog caught the stick.




◦Smashed flat by a passing truck, Big Dog sniffed at what was left of a half-eaten hamburger.

Thanks to Big Dog's Grammar for these examples.   Do this self test on Dangling Modifiers and Misplaced Modifiers. Now you do Ex. 35.1 in Ev. Writer p. 82 in your daybook numbers 2,3,4,6,9,10.


Now we go to the lab, where you register with EasyBib and create a Works Cited page for this paper.

Homework:

1.  Draft 1 due tomorrow.

2.  TWFTD:  a word from your article, with a quote from the article, and a definition that matches. Cite the author as source of the quote, and cite what dictionary you use.

More Summary/ Response

First of all, hand in the short essay from Friday if you owe it to me.

I return daybooks.

The schedule is changing: 

The first draft of the Summary/Response is due Wednesday, the second draft on Friday.

We do a quick review of c.s. and run-ons.

Now, to get you moving on your first draft, you will answer the questions on this handout in your daybook during class today.  If you have questions, ask me.

If you finish these questions before the end of class, begin writing your first draft.

Homework:

1.  Begin writing the first draft of your Summary/Response. It's due on Wednesday.

2.  TWFTD:  a word from your article. YOU CHOOSE THE WORD, copy down the sentence FROM YOUR ARTICLE that uses it, and then find the definition that fits that quote.  You may use the dictionary of your choice, but credit it as your source.

Type a Short Essay

Observation?  Close enough?

Look back at 10/25 in your daybook.  How can you prevent that weakness in THIS short essay?

"To see what is in front of one's nose needs a constant struggle."

- George Orwell

 

 "All of us are watchers – of television, of time clocks, of traffic on the freeway – but few are observers. Everyone is looking; not many are seeing."

- Peter Leschak

We go to the lab where you type up your short essay about close observation.  Here, again, is the prompt:

 In a short essay of five or so paragraphs, discuss what close observation involves, and explain its usefulness.  Be sure to include detailed examples from your own experience, an introduction and conclusion.

I pick up daybooks.  Be sure to include the grey History of English handout and the handout from yesterday, the marked-up purple example of summary/response about P. Bourne.

Homework:

1.  You must continue to read and annotate the article you will write about.  Be sure to underline vocabulary you are not sure of. On Tuesday you must have a rough draft that includes both some summary and some response about the article.  People will read your draft.

2.  no WFTD.

Summary/Response

I. Do Ex. 24.1 on page 27 of the Ev Wr. Exercise book.  Rewrite the whole paragraph, but feel free to use either coordination or subordination to link ideas.

II. Read pages 20-22 in Bedford under "Responding to Reading."

III. Look at the assignment sheet. 

IV. We look at the Pat Bourne handout.  Read, write on the article, and answer the questions in your daybook.

Homework:


1.  Finish the Pat Bourne handout in your daybook.


2.  Look at the articles for the next paper.  You must choose and read one article tonight.  You will have to tell me about it tomorrow.


3.  TWFTD: annotate

Observation Due/ Reading

Turn in your Observation paper with all drafts and blue comment sheets.

In your daybook answer these questions:

1.  What was the easiest part of the process for writing this paper?

2.  What step was the most difficult and why?

3.  Is there anything you would do differently, as you look back?

A book can change a life.


We meet William Kamkwamba.


Now, William later.



 His website.



Daybook work:  We go to the library, where you look at the books on the shelves upstairs.  You must find at least three titles that interest  you.  In your daybook, list the title, author, and what you would expect to find out if you were to read the book. If you have time, begin to read.

Homework:


1.  Read something.  Anything.  For a while.


2. TWFTD:  decimate

Revise, Edit and Proofread

I. First of all,  put these two clauses together FOUR different ways:

I spent two hours last night working on my paper.  This morning I could find no changes in the file.

II. Now, put your paper on the screen, side-by-side with this list.

1. Highlight all There/Here/It  and see if you can rewrite.

2. Highlight the words you easily confuse:  there/their, its/it's, etc.  Fix.

3. Highlight all commas.  Read the whole sentence. Is it correct and clear?

4. Look for coordination that is missing the comma (,and/ ,for/ ,but)

5. Highlight any  ;  (semicolons). Could a period take its place?  Then it is correct.

6. Underline the first sentence of a paragraph.  Is everything in that paragraph somehow related to that sentence?  Check some more.

7. Are any of your paragraphs longer than half a page?  See whether you can separate some ideas.

8. Is there variety in how you begin your sentences?

9. What errors were marked on your Audience Awareness essay?  How can you prevent those here?

10. Double check the format!!!  Font 12, no extra space betweeen paragraphs, last name and page # at top in a header.

ASK ME.  When it all looks perfect, pair up and start reading it out loud to your partner, starting with the last paragraph.  Take turns, paragraph by paragraph.

Homework:

1.  Final Version Observation due tomorrow.  Typed, MLA style. Put your word count next to my name in the heading.

2. Bring the blue comment sheets and writer's page to turn in also.

3.  TWFTD:  euphemism

Words, Analogies, Audiences and Wolves

I. In your daybook, make two columns labelled Latinate vs. Anglo-Saxon words.  Categorize these words:  superfluous, nomenclature, subsequent, follow, name, enough.

We watch this video. So, think about your words. Just because it comes from the Latin, does NOT make it better!

II. Another thing to think about in your Observation paper is using a comparison to help us imagine something.  These are similes and metaphors.  For instance, look at the handout.  Copy down your two favorites into your daybook, please.

III. I return your audience awareness short essays.  In your daybook, after you read my comments and marks, copy down one strength and one weakness of this paper. If you wish to improve your grade on this paper, make the suggested changes and hand it back in.

IV. Finally, read a professional writer's observations in " Observing Wolves" by Farley Mowat.  Read this and answer the questions in your daybook.

Homework:

1.  Read Mowat and answer the questions in your daybook.

2.  Work on your Observation paper.  Final Version due Tuesday, typed MLA style.

3.  Have an electronic version of it available to put on the computer Monday.

4.  TWFTD: nice

Draft #2 Observation

How are you beginning this paper? 

You, again, read each other's drafts.

Homework:

1.  Read comments and make revisions.  The Final Version is due next Tuesday. What will you do to improve it?  You earn points for making changes.

2.  TWFTD:  thing

Sentence Variety

Note:  objective vs. subjective?  See homework on 10/11.


1. The temperature was dropping so I picked all my peppers last night.

2. If it froze last night my tomatoes are probably finished.

3. I wanted bushels of tomatoes when I planted four different varieties.


We look at sentences and Section 24 in Everyday Writer. I explain subordination and coordination.

You could watch these two explain it all....

And then you can listen to this.

Homework:

1.  Draft #2 due, typed. Look at your sentences.  Is there variety in length and structure?  Run spell check.  Be sure all your details help to make your point.  You should be certain what your point is!


2.  TWFTD: sinister  (be sure to read all the way down to the II section).

Draft #1 Observation

Today you read and comment on each other's drafts to practice for revising your own draft.

Revision = to re-see.

Analyze:  Are the details clear?  Do I understand and "see" the scene?

Synthesize:  Does it all add up to make the point?

Evaluate:  What works well?  What needs to be improved?

Copy the above in your daybook.  Then you will fill out the blue "Writer's Sheet" (handout).  I'll pass around 2 "Reader's Sheets" that will be filled out about your draft.  When we're done, all these sheets will go home with you, and you will revise your draft into Draft #2.

Homework:


1.  Make changes/additions to your draft.  Draft #2 typed is due Thursday. How will you save it?  NO FLASH DRIVES!


2.  TWFTD:  tough

Why Is English So Hard to Spell?

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

Take a short pretest about the history of English.  Look at this chart.


Old English spoken for us.


Anglo-Saxon art

Anglo-Saxons vs. Vikings  which leads us to the Anglo-Saxon Chronicle.


After Norman castles we come to Middle English.

Fold your handout and put it in your daybook.

Homework:

1.  Tomorrow the first draft of your observation paper is due.  It can be either hand-written or typed and PRINTED OUT BEFORE CLASS.  See the blue assignment sheet for length suggestions.

2. TWFTD:  punk . You must look it up in the OED (see link on this blog) and pick a definition and quote from there (start with #1). If you do this from home, you will need to enter passwords to get onto the OED.  The passwords are on the blog under the OED link. 

More About Observation and Apostrophes

Editing:

1. Your teachers rubric will determine your reports grade.

2. Your teachers rubrics will determine your reports grades.

In Everyday Writer?

An apostrophe blog.

Listen to an essay that features observation: "In the Laboratory with Agassiz"  .  What college students were wearing then. The fish. Scudder later in life.



Answer in your daybook as I read: 
  
ichthyology-
entomology-
interdicted-
How long did he have to look at the fish?

What was "the best entomological lesson [he] ever had"?

If there is time, Ex. 41.2 in Ev.Wr. Ex. book.

I pick up daybooks!

Homework:

1.  Observe and take notes.  You may add pages in to your daybook later since I have them over the weekend.

2. No TWFTD.

Audience Awareness Essay

Once again, here is the prompt:

Write a short essay ( 5+ paragraphs) that explores the importance of analyzing or considering the audience for any written assignment. Use specific examples to support your points. Any kind (genre) of writing can be used as an example. But your first step is to come up with a thesis statement which makes clear your viewpoint on this topic.

Type this up using the MLA format, including double-spaced lines.  If it is two pages long, that's fine.  There is no length requirement other than 5 paragraphs. Examples are key!

Print and hand in by tomorrow, Friday.

Homework:

1.  Be observing and taking notes for your observation paper.

2.  TWFTD: disconcerting

The 5 Paragraph Essay

Editing practice: The kids were already to go.

We look at Section 22 (is 22.9 checked?) and Section 23 in the Everyday Writer. Look up every day and everyday and write a sentence using each of them . Do the same with amount and number.


We look at the short (five paragraph) essay as a way to analyze/synthesize/evaluate information. See handout.




Then we look at Everyday Writer pages 58-59.


Now for a prompt:

Look over the quotes and writing you have put in your daybook since the first day of class.  Think about the examples of directions you looked at, and the directions you wrote.

Write a short essay ( 5+ paragraphs) that explores/explains/describes the importance of considering/analyzing the audience for any written assignment. Use specific examples to support your points. Any kind (genre) of writing can be used as an example to support your point.


Homework:
1. Fill at least one page in your daybook brainstorming about the prompt. You may write out an entire essay if you wish. In class tomorrow you will type and print your essay to hand in.

2. TWFTD:  fanatic

Lego Directions Due/ Observation

Your turn in all related Lego papers, including the final version of your directions.

"For godsake, keep your eyes open. Notice what's going on around you."  William Burroughs

Here is an interesting place.  In your daybook, describe what you see.

We look at page 78 in Bedford.

Then you read "Communications" p. 82-84.  Discuss.

Read page 85 and assignment handout. List in your daybook 5 places you could observe for this assignment.

Homework:

1. Pick a spot in your room, around the house, or outside.  For 5 minutes (time it) write down EVERYTHING that you see, using the two column method on page 87. That gives you objective and subjective details. You may do this as a list or as sentences, your choice.

2.  Now, try to come up with a place where you would like to do this several different times, for a paper.  Be ready to tell me tomorrow.

3. TWFTD:  subjective (Note:  only one definition needs to be recorded, but it should match the quote you use to illustrate the word.)

Legos Day 3

"Time given to thought is the greatest time saver of all." -                                                               Norman Cousins

As you build projects today, you have to be aware of several things at once. You must follow the directions, but you must also analyze the directions as you use them.

We read pages 25-27 in Bedford. Copy into your daybook the "skills" chart. You will do the "literal" skills as you build. You will analyze and evaluate as you comment on a set of instructions.


How is the layout on the page working?

What is clear and what is confusing in the writing?

Are there problems with the directions or is it the audience (you)?

When all are done, you can see how others did with your directions. Hopefully you have some ideas for ways to improve your own. Remember, even if people easily built your directions, I want you to look for ways to improve what you have.

Homework:


1. Use the green revision sheet to brainstorm ideas for changes to your directions. Come up with as many ideas for change -- even silly ones -- as possible. 

2.  Make typed changes to your directions and print before class. You do NOT have to make all the changes that you list on the green sheet. The revision is worth 1/3 of  your grade on this project. Show that you are thinking.

3. TWFTD: superfluous

Legos Day 2

We check Ev.Wr. exercise 22.9 (or do it on Monday).  


I give you a directions sheet about MLA style, and we go to the lab.

 Look at these links: Legos   we    love.  And  professional builder #1.  Professional builder #2.  Lego "artist" #3. 


Homework:


1.  Finish typing your directions and print so they are ready for a classmate to follow on Monday. Have them printed BEFORE class starts.

2.  Read the handout about Lego nomenclature.  Write out the answers to the questions at the end of the handout IN YOUR DAYBOOK!

2. TWFTD: nomenclature

Legos Day 1

"My play was a success.  The audience was a failure."  by Ashleigh Brilliant

In your daybook: If a set of directions fails, whose fault might it be?  Thinkwrite until I stop you.

You spend 10 minutes working on Ex. 22.9 in the Everyday Writer Exercise book. Look at Section 23 in The Everyday Writer.

I explain the Lego project, and you begin.

Homework:


1.  Finish writing out your directions and be ready to type them up in the lab tomorrow. (If you have not already logged in once on campus, do so before tomorrow.)


2. TWFTD: subsequent (Look in Sec. 23 for help.)

Aristotle's Equation-What is Rhetoric?

We start here.

Audience + Purpose + Genre = Style (how it looks) and Content (what it says)

Look at p. 15 in Bedford and consider the equation for each. Which is more effective?

Now we look at your directions.
 
In your daybook, create a chart for each of the terms in the "equation" and your direction examples that you brought to class. After filling in your chart, think about the effectiveness of each of your examples.  What specific choices in style and content work or do not work?

In groups you will compare the examples you brought to class.  Create a list as a group of the characteristics of effective vs. ineffective directions.  Record this in your daybook as well as sharing with the class.

Homework:

1.  Fill at least one page (one side) in your daybook describing a situation where you were frustrated by ineffective written directions.  As you describe what happened, try to analyze what the specific problems were with those directions based on today's discussions.

2. TWFTD: rhetoric

The Writing Process

"Quantity produces quality.  If you only write a few things, you're doomed."   Ray Bradbury  (SF writer)

Copy and thinkwrite.  Discuss.

Groups share recipes.  Discuss.

All read pages 7-11.  Then copy red headings into your daybook in a way that maintains the hierarchy.

Establish a vocabulary section in your daybook.  Flag.  Enter TWFTD:  drudgery.  Hive definition?  Google. Argh. For this word, today, you may use the quote from the book.  BUT for all other words, you must choose and copy down your favorite quote AND GIVE THE SOURCE --an author and a site or publication.

Homework:


1.  Read pages 12-15 in Bedford.  In your daybook, write out two paragraphs based on the "Learning by Doing" at the bottom of page 13.


2.  Find TWO EXAMPLES of written directions to bring to class.  These could be the directions for any product OR a school assignment OR a "how to" from online OR in a manual. They must be hard copies.

Welcome

You look at the course syllabus. Answer questions.

What is revision?

Page 6 from The Bedford Guide.

Now you please take some time to fill a page (as much as you can) on this prompt: 

Describe your worst writing experience and your greatest writing success. 

Homework:

1. Get your books if you have not, including something to use for a daybook.

2.  On the first page in the daybook, write today's date and "My Recipe for Writing a Paper."  Underneath that title, please use your past experience to put together a list of steps for writing an essay or long paper.

Why Is English So Hard To Spell?

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

Take a short pretest about the history of English.  Look at this chart.


Old English spoken for us.


Anglo-Saxon art

Anglo-Saxons vs. Vikings  which leads us to the Anglo-Saxon Chronicle.


After Norman castles we come to Middle English.

Fold your handout and put it in your daybook as you hand it in.

For the final tomorrow:  Read pages 539-541 in the Bedford Guide. Be ready to write about it.

Books

We meet William Kamkwamba.
Now, William later.

From his book. His website.

Daybook work:  We go to the library, where you look at the books on the shelves upstairs.  You must find at least three titles that interest  you.  In your daybook, list the title, author, and what you would expect to find out if you were to read the book. If you have time, begin to read. 

Hard Work or Making Mistakes

Turn in your Rhetorical Analysis papers.

Then you check yesterday's exercise.

Then you have time to type up your five paragraph essay about either the benefits of hard work or making mistakes.

If you need to, you may finish it to hand in on Monday.

Short Essay Day

First of all, when you use subordination, you create dependent clauses.

Do Ex. 30.19 on pages 59-60 in the Everyday Writer exercise book.

Now. Have you heard of  TED?  We watch this.   What is Mike Rowe's point?  What did he get wrong?  What does he want to do?

So, in the interest of helping him, write a one page freewrite on the topic of the benefits of hard work.  He uses the phrase, the "forgotten benefits" of hard work.  Who should you imagine for an audience?  In addition, you can consider the importance of "getting things wrong." What then?

Homework:

1.  Proofread and prepare the final version of your Rhetorical Analysis.

2.  Think about the prompt and be ready to type and hand in a short essay on the prompt tomorrow by the end of class. Fill one page in your daybook prewriting on this topic.

Draft #2 Rhetorical Analysis

I hand back your informative paper.  You write about it in your daybook.


Homework:

1.  Make changes and improvements to your draft.  The final version is due Friday.  Edit carefully!

Shared In-Class Essay

Read the prompt carefully.  CAREFULLY.

Write. 

Homework:

1.  Prepare Draft #2 for tomorrow.

Propaganda and Effective Writing

First of all, review sentence variety.  Subordination and coordination. Put ex. 24.3 in your daybook.

Why rhetorical analysis?  What about these?    

Let's look at pathos vs. logos.

And what about this?

Then let's talk about mawwage.

All go buy a bluebook for tomorrow.

Homework:

1.  Work on Draft #2 for Wednesday.

2.  Buy a bluebook for tomorrow.

Draft #1 Due

I check in your drafts.  Then you read and comment on two example papers.
The Slate link.  The Dove ad.

Homework:

1.  Read "What's Love Got to do With It?" on pages 501-504.

2.  In your daybook, write a summary of this reading that is at least a paragraph long.  Explain the writer's point, and how she backs it up.

3.  Then write a paragraph explaining your reaction/opinion about this topic.

4. Look closely at the reading and answer question #3 on page 505. You will need to write at least a paragraph to do this well.

The Three Appeals

First we look at this. Then what about figuring out your audience?

The word manipulation.

What are the three rhetorical appeals?

Why should we be aware of this? Well.....

Now you have time to take notes or ask questions about your ad and the design features on the back of the red assignment sheet.

Homework:

1. Draft #1 due tomorrow.

2. Buy a bluebook for next week.

Writing About Images

First of all, look at the graphic on page 286 in Bedford.  Since doing the reading, you now know what this graphic refers to. 

In your daybook, please copy down the information, but redesign the graphic.  For instance, look at this. Put the exact same information down on the page, but change the layout.  Don't change the meaning of the connections between the ideas, however.

Now you will practice doing some of this.  Look at the pictures on pages 134-136 in Bedford.  Open your daybook to a two page spread.  On the left-most side, create a list of items from the checklist on the back of your red assignment sheet.  Then across the top label a spot for each of the pictures: Sudan, Guatemala, U.S.  Create columns of analysis for each picture.

Homework:

1.  Nail down your image choice and bring it to class tomorrow. Begin making notes about your picture using the red checklist.

Rhetoric Again

Look back through your daybook and find the definition of rhetoric.  If you can't, look it up.  Everyone write it down again. And what makes writing effective?

Now.  Look at "The Fall of Icarus" on my desktop.  We discuss its rhetoric.  Then you look at this photo.

Look at pages 285-300 in The Bedford Guide.

I hand out the assignment sheet for this paper.

Homework:

1.  Find an ad that you want to write about.  Look either in magazines or online. Bring it, or a copy of it, to class tomorrow.

2.  Read pages 286-300 in The Bedford Guide.

Informing/Daybook/Short Essay

Today you hand in your MLA style Informing paper, if you wish.

You also hand in your daybook.

And you type up your Intellectual Property short essay.

See you next Tuesday.

Thinking About Ideas

I hand back your interview papers.  You record some information in your daybook.

We look at two videos.  The first is a little radical. The second is very radical.

This is your prompt:

We have discussed plagiarism and its consequences in school and in the real world.  Teachers try to enforce plagiarism rules in order to make students give credit for others' ideas. "Intellectual property" is a term that takes the idea into the courts, as the government attempts to define and enforce just which ideas belong to whom.

Think about the difference between "having" an idea, "using" an idea, and "stealing" an idea.  Come up with a statement reflecting how you think we should treat the ideas of others, and then support your thesis with two or three paragraphs.  Use specific, interesting examples to back up your views.

When I say how "we" should treat the ideas of others, keep in mind that you decide which "we" you want to discuss.  Are you referring to "we" here in school, or "we" as a nation and our laws, or "we" as everybody in the global culture that makes up the internet.

Today in class you have time to brainstorm for this short essay.  Tomorrow in class you have time to type and turn it in.  It is due at the end of class tomorrow.

Draft #2 Informing MLA Style

Today's quote:  "Your head is where ideas go to die!"  from a Dilbert comic strip

Freeewrite:  Discuss yesterday's quote with today's.  What is the difference between having a mind that stretches with new ideas and one that kills new ideas?

You read each other's drafts.  Also, ask questions about citing your sources.

Homework:

1.  Take Draft #2 and get it finished. It is due Thursday. Edit carefully, and check with me about any citation questions.

2.  Tomorrow and Thursday class time will be spent on the next short essay topic;  I'll answer specific MLA questions, but there won't be class time for the Informing paper.

Creating Your Works Cited Page

“One’s mind, once stretched by a new idea,

 never regains its original dimensions.” 

Oliver Wendell Holmes

We look at bibme.org.

Homework:

1. Complete your Works Cited page and

 prepare Draft #2 due tomorrow. You should

 have a couple in-text citations as well as a

 Works Cited page for this draft.

In-Text Citation vs. Works Cited Page

First of all, we look at MLA in-text citation rules once again. See handout.

Read "My Friend Michelle" and answer these questions in your daybook:

1.  After you underline all the in-text citations, see if each one leads clearly to a source on the Works Cited list.  Mention any problems you find.

2.  Which in-text citations do you think should have page numbers with them?

3.  Stone should only list sources in the "Works Cited" that she actually cited in the paper.  Do you find any problems with this?

On Moday I show you how to use Bibme.org, and you have time to put your sources in it. 

SO you need to have at least three in-text citations and three sources for your Works Cited page on Monday.  Draft #2 is due on Tuesday, and it must have both in-text citations and a Works Cited page to get credit for being done.

Homework:

1.  Put at least three in-text citations into your paper, and have the information with you for three sources to put on your Works Cited page using Bibme.org.

Draft #1 Informing

Copy this into your daybook and discuss:

"Curiosity is free-wheeling intelligence."  Alistair Cooke

Read drafts.

Homework:

1.  Continue to work on your paper.  Finalize three sources so you can figure out what information to include in your draft. Tomorrow (by the end of class) you will show me your three sources.

Database Practice

We check yesterday's worksheet on possessives.

Then I review the database process and you go to the lab. You have a worksheet that must be filled out today and Friday.

Homework:

1.  Draft #1 is due tomorrow.  Have at least two pages typed or more handwritten.  As you write, think about facts or information that you could research and add.

Databases

Apostrophe practice into your daybook.

We go over the answers to the MLA detail questions.

Everyone writes on the board what they think their topic is going to be.

We look at an example of attributing a source. And this.

Then, databases.

We go to the lab where you practice accessing databases.

Homework:
1.  Work on Draft #1 due Thursday. Use no outside sources in your first draft. Simply inform us about what you already know; or tell us about an interesting experience.

Informing

Read the handout.

Follow the directions on the handout by writing the answers to the questions in your daybook.  Please answer in complete sentences.

Homework:

1.  You must fill one whole page in your daybook with a freewrite that is brainstorming possible topics for this next paper.  It must be a hobby or an experience that could lead to a few outside sources.

Plagiarism

First of all:  Apostrophe Abuse!!

You exchange comment sheets.  If you need the weekend to finish your interview paper, I will not count it late if turned in on Monday.

In your daybook,  define plagiarism.  Here's one.

First of all, plagiarism stories: Viswanathan ,  Helene , Herr Guttenberg.

What's fair use?  in music...  TV   iTunes  Book covers?  A business model?

Homework:

Finish Interview paper if you have not handed it in.

Apostrophes and Lab

First of all, a review of apostrophes.  Sec. 41 in the Everyday Writer. In your daybook, do Ex. 41.1.  Write down the italicized word with the correct punctuation.



Homework:

1.  Final version of the interview essay is due tomorrow, Friday.  Remember to have all comment sheets and YOUR TRANSCRIPT to turn in with the paper. Also, put your final word count next to my name in the heading.

Short Essays

We look at your short observation essays.

Improve?  Turn in.

Homework:

1. Finish editing your interview essay. The Final Version due Friday. Be sure to put the word count next to MY name in the heading.

2.  Make changes to your short observation essay.  Tomorrow you will print and hand it in.

Draft #2 of the Interview Paper

You read each other's drafts.

Homework:

1.  Revise your paper.  The final version is due Friday.

2.  For tomorrow, have electronic access to your short essay about observation.  I have a hard copy, but you will have the opportunity to improve it during class tomorrow.

Revising

I return your Observation papers.  Read all comments carefully, and then in your daybook:

 1. List 2 strengths of the paper.  If you think there was a strength that I didn't point out, list it.
 2. List 2 weaknesses of the paper.
 3. Put the number of errors of each type you had labelled in your margins:                 
             c.s.
             frag. 
             r.o.
             sp. 
 Then we'll discuss your homework reading,"The Color of Love."  
 Then you get out your first draft of the interview and your transcript.  In the transcript underline two direct quotes that show the personality or some interesting aspect of your subject. In the draft underline or indicate one place where a direct quote would be appropriate.  How do you correctly punctuate quotations?


Homework:

1. Create Draft #2 of your interview paper, due tomorrow.

Draft #1 Interview Essay Due

Use Everyday Writer to write the following in your daybook:

List 6 coordinating conjunctions:

List 3 pairs of correlative conjunctions:

List 5 subordinating conjunctions:

Today you read drafts. Hey!! Anybody interviewing an elderly farmer?  Be sure to ask about THIS !!!!

Homework:

1. Continue working on this essay.  Especially take care of any follow-up questions you have.  Draft #2 is due Tuesday.

2. Read pages 513-517 in Bedford, "The Color of Love."  In your daybook answer Question #1 Considering Meaning on page 517.  Do a good job showing that you read the essay by listing specific information in your answer.

3.  I will collect daybooks on Monday for the second check (for the midterm grade).

Begin Working on Your Interview Essay

Remember, think about a main point or focus that you are going to build this essay around. 

The purpose of this paper is to create a portrait of this person using your words.

1. What one characterisitic or experience of this person interests you the most?


2. Did you run into any surprises?


3. What do you think will interest us the most as we read your paper?

You must have a focus before you start writing about the interview, because you CANNOT include everything that was said.  You MUST pick and choose. If you don't leave any parts of the interview out in a 1500 word paper, your interview was too superficial.  You may ask follow-up questions before the final version is due.

Homework:

1. Have the first draft ready for people to read tomorrow.  You must be here tomorrow to earn points reading two drafts.  Remember, the comment process is practice for reading your own draft and improving it.

Typing up the Transcript

Note:  Check yesterday's daybook to make sure that you have an outline of yesterday's 5 Paragraph Essay on Observation.

Education is an elusive word it means different things to different people.

The sentence above is a run-on. Fix it three different ways, using coordination and/or subordination. Copy it out completely for each fix.

When you type up your transcript, at the top of the page have

Person Interviewed:
Date and Time of Interview:
Location of Interview:

Then begin.  Include any additional notes about how things looked or thoughts you had while you were with this person.

Homework:

1. Finish typing the transcript and have it ready to be checked tomorrow in class.

Short Essay Time

"To see what is in front of one's nose needs a constant struggle."

- George Orwell

 

 "All of us are watchers – of television, of time clocks, of traffic on the freeway – but few are observers. Everyone is looking; not many are seeing."

- Peter Leschak 

 

In your daybook, write down a quick outline of today's essay.  List your thesis with the points under it.  Find in your stuff the gray paper about introductions, but remember, write you introduction last!
We go to the lab where you type up your short essay about close observation.  Here, again, is the prompt:

 In a short essay of five or so paragraphs, discuss what close observation involves, and explain its usefulness.  Be sure to include detailed examples, an introduction and conclusion.

Homework:

1. Bring the notes or recording of your interview to class.  You will have lab time to transcribe (type up) your notes or the recording. If it is a recording, bring earbuds.