The Final

Some of you take the final.

Have a safe and restful break.

Count Day

I return your daybooks.

What do you need to do?  Read.  Find something -- cracked.com/ kotaku.com(blocked)/ discovermagazine.com/ mikeroweworks.com/mikes-office/farming///jalopnik.com/


You fill out the handout and count your pages.

If you need to take the final, you need to read ONE of the following:

“NFL: Dodging the Concussion Discussion?” by Frank Deford

 pages 573-574 in The Bedford Guide  

OR 

“Be Cool to the Pizza Dude” by Sarah Adams pages 615-616 in

 Bedford.

About Writing

The power of writing.

The young army officer:

Newly arrested:

 



Released after eight years:

The first eye-opener:

The big secret:

 

 

The Berlin Wall came down twenty years later, and soon so did the Soviet Union:

 

 

 

Turn in your daybooks.

 

Tomorrow, bring all your papers -- the version that was graded is what will be counted.  Also, bring the grading grid/rubric for each paper.

 



Final Version Due

Blastoff.  Dec. 7, 1972  The hammer .

You get your Problem/Solution paper ready to hand in.

Rhetoric, again, my friends.  The ancients, et al?

Now, the moderns: we watch this. Here's a quick summary of the same thing : take notes.

Now, we discuss these "principles." Do you have an example of someone using one of these on you?

Or did you already use these ideas? How could these be used in writing?

Daybook Assignment: You need to describe/write two applications of these principles of persuasion to your final paper's problem in the real world, or your in writing about it.

Homework:

1.  Do the daybook assignment, above.

2.  Your daybook will be turned in on Monday.  For extra daybook credit,  write a persuasive letter that uses one or more of the above principles.  You choose the audience/purpose/topic, and you must fill at least one page. You are trying to get someone to do something.

3.  TWFTD:  ethics in OED.

Editing

We go over some answers to yesterday's comment sheet. Do you all know how to get the in-text citations right?

Today you do some editing, then work on your own paper's editing.

Final Version due tomorrow.

Homework:

1.  Final Version Problem/Solution with MLA Citing due.  Bring all drafts and purple sheets.

2. TWFTD:  manipulation in OED.

Draft #2 Due

Today class will not meet.

Go to our class in Moodle and upload your Draft 2 with Works Cited page.

Then read the two example papers there and fill out the purple handout from class Tuesday.  If you have lost that handout, there is a copy of it on Moodle as well.

Homework:

1.  Get your paper in shape to hand in on Friday.

2.  No word for the day today.

Shared In-Class Essay

Today you write the Shared In-Class Essay -- for assessment and 5% of your grade.

Read the prompt.  Think.  Make some notes.  Write.  Read it through before you hand it in, please.

Homework:

1.  Draft 2 is due tomorrow. 

I am not on campus tomorrow, so you will go to Moodle to complete tomorrow's work.  You upload your Draft 2 into TurnItIn in Moodle, with the Works Cited page. (This may throw off your percentage of match -- that's okay.)

THEN, you read two example papers that are there in Moodle, and fill out the purple handout that I give you today in class.

2.  TWFTD:  domestic in the OED.

Computer Work

Today we go to the lab.

There, you will use TurnItIn to work on your paper. Exact matches should be less than 15% of your paper.  If you have more, work on paraphrasing your information.

Also, you will post three "blurbs" for papers you have written for this class in a forum in Moodle.

Also, you'll read or listen to the essay that tomorrow's Shared In-Class essay is about. Here's the reading for tomorrow's timed In-Class Essay.

Homework:

1.  Buy a bluebook for class tomorrow.

2.  Read and think about the essay "Teacher" by Nick Capo.

3.  TWFTD:  meticulous in OED

Draft 1 with Research and Rammstein

I check for Works Cited pages while you watch Rammstein.

You read two drafts and fill out comment sheets.

Homework:

1.  Read this paper online.  It is guilty of plagiarising in several ways; that is, it has failed to tell us where outside material came from.  In your daybook, explain what you think should be cited and describe how it would be done. [AND for extra credit, fill at least a page in your daybook about the Amerika video.]

2.  Upload your Draft #1 into Moodle;  make sure that your paraphrasing of information is appropriate.

3.  TWFTD:  usurp in OED.

Remember EasyBib ?

We go over "My Friend Michelle" questions.

Author tag = signal phrase --- circle them all in "Michelle." Copy her signal phrases into your daybook.

In your daybook, write out her in-text citations #2 and #3 using parenthetical citations.  Copy out the whole sentence....

You MUST have a Works Cited page with your draft tomorrow, with at least ONE source on it.  So get back into EasyBib, start a project, and remember how it works.

I show you the grading rubric for this paper.

We go to the lab.

Homework:

1.  Draft 1 of Problem/Solution with Research is due tomorrow.

2.  TWFTD:  your choice, from your sources.

"My Friend Michelle" and Research

Daybook Check #4: In the article "Pitter Patter of Rain Might Reveal a Bridge's Structural Integrity," by Andrew Liszewski, he talks about...

You read "My Friend Michelle."

Please underline every in-text citation.

Please check each in-text citation against her Works Cited list.

Answer these questions in your daybook:

1.  Does each in-text citation lead to a source on the Works Cited list?        Give details.

2.  Is each source that is listed on the Works Cited list get mentioned in the essay?     Give details.

3.  If you wanted to look up the alcoholism test in the book Getting Them Sober, what page would you go to?

4.  Look at the Works Cited list on page 636 in Bedford.  Does "My Friend Michelle" use any online sources?      Does Juliet Schor use any online sources?       Which list indicates this more clearly and how?

Time to research.  Remember the TWO daybook tasks related to sources:  Monday's 4 internet sites and Tuesday's database handout.

Homework:

1.  Research.

2.  TWFTD:   a word that you run into as you look at sources

Databases

Hand in your Mike Rowe essays.

Now an example of giving credit where credit is due: Virginia Lee Burton. Who leads us to this story.

We look at the SCC databases. You go to the LRC on The Hub (under Student Services) or click here. Click around on the different collections; the most useful to you will be EBSCOhost and Gale/Cengage. Each one works a little differently, but each inside each one, if you find something useful, find the button that emails it to you. That way you don't have to remember anything about it; it's in your email.

I hand out a worksheet. This must be filled out before this research is done. You may or may not use the sources you list here; this is to practice finding the information.

Then off to the lab to look at possible sources and fill out your worksheet.

Hand in your daybooks.

Homework:

1.  Find sources using the CRAAP test and SCC databases.  Do yesterday's homework and today's handout in order to practice thinking about your sources.  As you do this, identify sources and information to put in your paper.

2.  TWFTD:  attribution in OED.

Sources: The CRAAP Test

More problem/solution? These films.      This film.

I return your papers.

What is it about the internet? Sources and reliability. Google: famous failures. See this? Compare to this. How about googling charitable giving statistics?

Let's think about the C.R.A.A.P. test for this site. Take notes.

Currency? Relevance? Authority? Accuracy? Purpose?

Pay attention to these factors as you look at sources.

Now.  Go to the lab, and find at least 4 different sources that apply to your topic.  Two of them should be reliable, according to the CRAAP test, and two should fail the CRAAP test on some point. You must provide the URL, describe each site, and explain how it either meets or fails the CRAAP test.

Tomorrow (Tuesday) you will hand in your daybooks to be checked.

Homework:

1.  Find 4 online sources that pertain to your subject.  Two should pass and two should fail the CRAAP test. Record their names and the reasons they pass or fail. This will NOT be in the daybook check tomorrow, so you may begin it but not have it done for tomorrow.

2.  If you have not turned in your Mike Rowe short essay, that is due tomorrow.

3.  Have your daybook ready to hand in.

4.  TWFTD: reliable in OED.

Writing Short Essay #5: Mike Rowe

You have time during class to type up Short Essay #5. Choose ONE of the topics below:

Topic #1: After you have summarized the talk as a whole in one paragraph, think about what Mike Rowe says about the “forgotten benefits” to hard work.  Do you agree?  Can you describe the benefits of hard work?  Or if you disagree, explain why. Use connected paragraphs and an appropriate conclusion.

Topic #2:  After you have summarized the talk as a whole in one paragraph, think about the kinds of dirty jobs Mike Rowe listed:  welders, plumbers and electricians.  Some American companies can’t find American workers to hire for manufacturing jobs.  SCC Milford used to have waiting lists for many of its programs; that no longer happens. In your view, how can America fill these jobs?  What are some strategies this school or businesses could use to recruit young Americans to these jobs? Or do you disagree that this is a problem? Use connected paragraphs and an appropriate conclusion.

Topic #3: After you have summarized the talk as a whole in one paragraph, think about how Mike Rowe organized and presented his message.  This man is a pro with rhetoric.  Analyze and evaluate Mike’s presentation; what specific words, images, ideas, actions, did he use to make his point?  What was effective, and why was it effective? Or not? Use connected paragraphs and an appropriate conclusion.

 

This short essay is due Tuesday, November 27, at the beginning of class.

Homework:

1. Fill one page in your daybook with thoughts on the Mike Rowe prompt, before writing that short essay.

2. TWFTD:  peripeteia in OED 

How's your Problem/Solution Paper? Mike Rowe

I return your Summary/Analysis papers.

In your daybook, do this:

1.  Summary score:        

2. Some comment by Kate related to summary (including circled terms):

3.  Analysis score:      

4. Some comment by Kate related to analysis:


Tomorrow I'll return your Short Intellectual Property essays.

Do you have any revision questions for me?

Okay, today you watch the video that is the basis for the new short essay topic. Mike Rowe.

Tomorrow you have class time to type up your short essay (see handout and Moodle) on this video.

The short essay is due Tuesday of next week; I'll accept them on Monday, of course.

Last for today, Mike the Headless Chicken.

Homework:

1.  Your Final Problem/Solution essay is due, with all comment sheets and drafts.

2.  TWFTD:  anagnorisis in OED

Draft 2 Problem/Solution

Do you know LifeHacker?

Commas again:  Ex. 38.7 page 99.

You read drafts.  Your job is to THINK.  Is this paper doing what it needs to do?

Homework:

1.  Choose an article of interest to you from LifeHacker.com.  Read it and write a two paragraph summary in your daybook.  The first paragraph should explain how the article presented the problem; the second paragraph should explain the solutions covered. Be sure to cite the source! ***

2. The Final Version of this paper is due on Tuesday of next week.

3.  TWFTD:  insomnia in OED.

***cite the source = mention the title, author and location of whatever it is you are writing about.  ALWAYS DO THIS CLEARLY OR YOU ARE PLAGIARIZING. But you know this.

Revising Problem/Solution

Put your Problem/Solution draft onscreen. You must highlight the sections of your draft in the following ways. If any of these sections are lacking, work on them.


A thesis:  one sentence that contains both the problem and the solution.  This may be in your introduction, or it may be in the middle where you transition from problem to solution.  When it is written, highlight it in RED.

Statements to convince us of the importance of your problem. These would include the effects of your problem. Highlight these with green. If any of these use Logos, Ethos or Pathos, label them.         

Statements that analayze causes/reasons the problem exists. Highlight with grey.

Go back to the beginning and work on your hook.  Highlight it with yellow.    

Any statement that motivates us to help with the solution. Hightlight this with blue.

Your solutions. Pink.

At the end of class, save this file and continue to revise for tomorrow. Upload the highlighted version to Part 2 in Moodle.  Print a plain version for class tomorrow.

Homework:

1.  Draft #2 is due tomorrow. You need to print a version without all the highlights; upload the highlighted version to Part 2 of the Moodle link.

2.  TWFTD:  Choose a word related to your problem.  Look it up in the OED.

Draft #1 Problem/Solution

We discuss commas rules, Section 38 in Everyday Writer.

Then you prepare your drafts, exchange, read, and comment on two drafts.

NOTE:  Your job is to help the writers decide whether their problem/solution IS WORKABLE!  Help each other;  if you think someone should choose a different topic, SAY SO.

Homework:

1. Please upload your draft in Moodle before class tomorrow.

2. You do Ex. 38.1 page 93.

2.  TWFTD: pathogens in OED.

Working on Your Draft #1 Problem/Solution

Grammar:  do the "Drowning Doesn't Look Like Drowning" handout. 

We look at the website this came from. What is the problem?  Support?  Solution?  What action is required of us?

Let's look at your problems. Please do NOT write about a topic you HATE.  How about student debt? See this?  How about living with China in the future? See this?

Bike questions?  The beginning and the three appeals.

Time to work on your draft due tomorrow.

Homework:

1. Draft #1 for Problem/Solution Due tomorrow.

2. TWFTD:  proposal in OED

Short Essay #4: Problems with Intellectual Property

Problem/Solution Forum:  Today while you're on a computer, you must post to a new forum in our class in Moodle.  It is a forum where you will post the problem that you're writing your long paper about, with at least one solution you will write about.

Today you have time to type your fourth short essay: Problems with Intellectual Property.

Turn it in at the end of class, or at the beginning of class tomorrow.

Also turn in your daybooks today.

Homework:

1.  Short essay #4 due at the beginning of class.  Tomorrow you must begin work on your long Problem/Solution essay.

2.  TWFTD:  none

Problem/Solution Short and Long

Complete this sentence:  In his essay "Why Prisons Don't Work," Wilbert Rideau _____

We look at a student's paper, "It's  Not Just a Bike" pages 188-189 Bedford. You have questions to answer in your daybook (see handout -- and on Moodle).

Now watch this video about copyright. I hand out the prompt for the next SHORT essay on Intellectual property.  You are focusing on the problem here, NOT solutions.

I return the "Utility of Close Observation" short essay.

Homework:

1. For Monday, you must have decided what your LONG problem/solution paper will be about. There should be at least a page of brainstorming ideas for this in your daybook.

2.  You will have time on Monday to type up the short essay on Problems with Intellectual Property, due Tuesday.  Draft 1 of  the LONG Problem/Solution will be due Wednesday. You are working on TWO SEPARATE WRITING TASKS AT ONCE!

3. Finish reading "It's Not Just a Bike" and answer the questions in your daybook.

3.  TPFTD:  intellectual property    --define as a phrase!

4. Daybook check Monday.

Some Problems: Intellectual Property

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

First of all, plagiarism stories: Viswanathan  Why did the publisher cancel her contract and destroy her books? Do you think this was appropriate?

 Helene Why did the publisher NOT cancel her contract, etc.? 

 Herr Guttenberg. Was this the right outcome for Germany?

Beyond "plagiarism" to "intellectual property":  

 Book covers?  Was this a case of theft?

A business model? How could this be stopped?

 If the courts are in charge...  Do you agree with this ruling?

Better news, for some:  music...  TV   iTunes

All the questions above are answered in the daybook.

Homework:

1.  Tomorrow your next short essay is assigned.  It's due at the beginning of class Tuesday next week. This short essay is about  a problem of my choice; the long essay Problem/Solution is the problem of YOUR choice.

2. TWFTD: nebulous.

Begin Problem/Solution

Look at this interesting effort. This is what professional journalists do for us...

Hand in your Summary/Analysis paper.

Then we look at the next kind of paper you will write.

Daybook writing:

Look at the pictures on pages 134-135 of Bedford.  Think about these families and situations.  Write a paragraph that describes what you see in these pictures.  Then create two columns on the page, one labelled "Problems"  one labelled "Solutions." Brainstorm at least 3 problems and more solutions that these pictures bring to mind.

Now we read an example of the next paper you will write.  Bedford pages 185-187, "Why Prisons Don't Work."

In your daybook, answer questions 2, 3, 5 and 8 from page 187.

Homework:

1.  Finish answering the questions above.

2.  Begin thinking about a problem you can discuss, with actual solutions you can propose and explain.

2.  TWFTD:   verify in the OED.

Editing and Proofreading

Fun in the lab:

You must go to Moodle for your class and post to the "Sentence Error" forum there, below the TurnItIn link.  You must find two examples from your Long Observation paper of any of these errors: comma splices, run-ons, or fragments.  You must type the whole thing into the forum post AS AN ERROR.  Don't label what kind of error it is.

 A classmate will have to post a fix for it, and label the type of error it is.

Then you have time to work on your Summary/Analysis paper through TurnItIn.  Ask me about any grammar issues you have.

Homework:

1. The Final Version is due tomorrow, with Works Cited page.  Be sure to bring all tan sheets: Writer's Page, Comment Sheets, AND the annotated copy of your article.

2.  TWFTD: rehabilitation.

Draft 2 Summary/Analysis

I return your Long Observation papers.
Look over the scoring grid and the comments on the paper.

In your daybook:
1.  Copy down the strengths and weaknesses I listed.
2.  Look at the scores in each category and list your two hightest and two lowest categories.
3.  In all the comments you see, list one that surprised you and explain.
4.  Make a tally of all your grammar/usage issues. Include sp//ro/cs/frag/tense/cap/commas:coord-sub

I check Works Cited pages with your drafts.

Get into your same groups and read today's drafts.  These are also to be uploaded into Moodle/TurnItIn today, for work tomorrow.

Homework:

1.  Upload your Draft 2 into Moodle/TurnItIn Part 2.

2.  Begin preparing your final version, due Wednesday.  Have grammar questions for me tomorrow.  The goal is to fix the errors that were most common in your  Long Observation paper.

3. TWFTD:   your choice from another class.                     

Revising Using TurnItIn/Works Cited Page

Survey:

Have you mentioned ANY of the appeals?  Think -- logos?  ethos?  pathos?

How is your paraphrasing?  Check the percent of matching.  Fifteen is okay-ish.

 Schor's essay has a Works Cited page.  You need to create one for this  paper, citing the article you are discussing.  If you mention both articles, both must be listed. If you already know how to do this, go ahead on your own. 
 
If you are not sure, you may use online tools to help you. SCC has paid for a deluxe version of EasyBib.  I am posting helpful videos about it here, but if you want to figure it out on your own, that's fine too.

Click here  to go to EasyBib. Open it in a window next to this one.

1. Log in and create an account.  That way it will save your information, and you can work on it from any computer.  Remember what you choose for password, etc. (write it in your daybook?) They will NOT send you spam. If you don't log in, everything will be lost when you quit.

 Click here for an introductory tutorial.

2. You will "create a project" and call it Sum/Analysis.  Then click on "Bibliography" to start. 

3. Then click on this tutorial on how to enter the information for a book.

NOTE:  The Bedford Guide is your source, and you must enter ALL the authors.  Your article is treated as a chapter/essay within that source, and you must click on "Add another contributor" and select "Section author" in order to match your author to his/her article within Bedford.

3. When you type information in, you must make correct capitalization and spelling choices;  the computer does it YOUR way.

4.  After filling all the useful boxes, click the "create citation" tab at the bottom.

5. The next page will have a "Print as Word Document" button.  Click on that and a correctly formatted page in Word should open (you may have to disable a pop-up blocker). Print it.

Homework:

1.  On Monday have a revised draft of this essay and a printed Works Cited page.

Peer Review

Here's someone describing the "problem" and some solutions.

You read and comment on two of your peers' drafts.

This is an important opportunity to help each other make sure that you have read and understood the article.  If a student's writing is not clear to you -- if you're not sure what they are saying, or what they understand about the article -- MAKE THAT CLEAR.

Just like with Legos, the test here is being clear and easy to understand.  You are making the article easy to understand for an audience who has never read it.

Today at some time you must upload your draft into TurnItIn in Moodle. I'll be able to look at it there, and hopefully you'll get help for changes.

Homework:

1.  Draft 2 is going to be due on Monday. It will also get uploaded into Moodle on Monday (as Part 2).

2. TWFTD:  materialism

Draft 1 Due

Form groups of three who wrote about the same article.

First of all, using your annotations and your drafts, together create an outline of the article you read.  Your outline should show main points and support for those points.

Each group puts the outline on the board.

As there is time, you will fill out the Writer's page.  Tomorrow you will read drafts;  feel free to improve your draft based on today's discussion.

Homework:

1.  Improve your draft and bring it to class. It should have both summary and analysis in it.

2. TWFTD:  consumerism as it is used in your articles. 

Practicing Summary/Analysis

Get into groups at the board with your annotated articles.

Each group must create a graphical representation of their article (think flow chart).

Begin your rough draft.

Homework:

1.  Draft 1 due tomorrow;  have a hard copy ready at the beginning of class.

2.  TWFTD:  a word from your article.

Summary/Analysis

We look at your evidence questions. How about the sibling annotations?

I hand out print copies of the articles for annotation.

Time to annotate.

Get into groups (or not) and label points, support, evidence.  Circle words you're not sure of. Write down questions and comments.

This annotated paper will be handed in with your Final Version.

I collect the daybooks.
                        Special add-ins:  Notes for the long observation paper
                                                    Annotated sibling handout
                                                    Annotated letter re: The Tweet

Homework:

1.  Continue to read and analyze the article.  Your rough draft is  due Wendesday. Remember, you are doing both summary and analysis. There will be some time for writing tomorrow.

2.  TWFTD:  pick a word from your article.

Critical Thinking

How did you define "critical thinking"?  Groups discuss, compare graphics, agree on a definition, and put it on the board.

We look at pages 36 and 37.

You read pages 40-43.  Answer these questions. You may work in groups if you wish.

1.  List the four types of evidence discussed in detail.

2. In the "Types of Evidence" paragraph, it describes four other types of evidence that are not part of their current discussion. However, that list includes what I hope you will provide as support in a short five paragraph essay.  What are they?

3.  Give an example of a fact:
      Give an example of a belief:
       Give an example of an opinion:

4. Explain how "interpreting" a statistic is different from misleading with statistics.

5. Explain why an auto tech student's analysis of the Ford Mustang's design flaws should be more convincing than mine. {What other factors might interfere with his/her effectiveness?}

6. What are possible problems with "firsthand observations"? {aka anectodatal evidence}

What are the rhetorical appeals? 
 
First of all, remember rhetoric?

Aristotle's Three Appeals: Ethos, Pathos, and Logos

Okay, let's hear it from someone else. 

Now read pages 43-44.

After reading those pages, I want you to annotate the handout.  It is a letter;  label each paragraph with one of the three appeals.  If any appeal is missing, note at the bottom why it is left out, and come up with an example of that appeal that could be added to the letter.

Homework:

1.  Finish whatever of the above you did not finish in class.

2.  Read pages 634-636 and 638-640 in Bedford.  Decide which of these articles you will write the next long paper on.  (It's up to you whether you write about one you agree with, or one you disagree with.)

2. TWFTD:  retard in the OED: you must find out how long it has been used as an insult (in writing).

Reading

Turn in your short essay on the utility of close observation.

I. We look at your sentences from yesterday. "Education is..."

II.  Meet William Kamkwamba.  Reading can change your life.

 William Kamkwamba. first time at TED.

Now, William later.

His website.

III. What is  critical reading? Find the answer on page 17.

Read pages 20-22 in Bedford under "Responding to Reading." Think about this.

Take the handout and annotate the reading on it.  Make sure this is in your daybook for the next check. Use symbols; provide a key to those symbols. Show that you are analyzing the reading, and discovering its structure.

Homework:

1.  Finish annotating the handout.

2.  Google "critical thinking" and select "images".  Choose one of the graphical representations that best matches your definition of critical thinking; either print it and add it to your daybook, or sketch it in to your daybook.

3.  TWFTD: annotate

Typing a Short Essay

We track down a word:  savant.

I.  Yesterday you read "The Surfing Savant."  Now finish this sentence:

In his article "The Surfing Savant," Paul Solotoroff ________ ...

II.  Review of coordination and subordination: Combine the following sentences (clauses) four different ways using subordination (p. 239) and coordination (fanboys).

Education is an elusive word.

It often means different things to different people.

Then you have time to type up your short essay "The Utility of Close Observation."

Homework:

1.  Finish and print your short essay.  Have it ready to hand in at the beginning of class tomorrow.

2.  TTFTD: critical thinking.  This is a TERM. 
Look at different sources and what they say; write  a short paragraph definition.

Obs/Description Due + New Short Essay

I. Assemble your Observation papers. Hand in.

II. Putting description to use.  Who is Clay Marzo? Read "The Surfing Savant" by Paul Solotaroff.

Answer these questions in your daybook: 

1.  List at least three pieces of background information (facts about Marzo) Solotaroff provides.

2.  Which paragraphs describe the interview? (give numbers)

3.  List three descriptive details from that interview you found effective. Explain why/how they worked.

4.  Solotaroff uses this comparison in par. 4:  "His body is a travelogue of scars and welts..."  Explain that in your own terms.

II.  Return of the Audience Awareness short essays.   You read your own, score it, and then get yours back.

III. Prompt for the Short Observation essay.

Homework:

1. Finish the questions about "The Surfing Savant."

2. Do SOMETHING in your daybook that is a brainstorm for tomorrow's short essay.

2. Tomorrow you will have time to type up your Short Observation essay. It is due Thursday at the beginning of class.

3. TWFTD:  elusive.

Editing and Proofreading

I return the Lego papers. In your daybook:  After looking at your grade sheet and my comments, you record one strength and one weakness of your work on this project. Save the graded paper!

Something to think about in your observation paper is using a comparison to help us imagine what you describe.  These are similes and metaphors.  For instance, look at the handout and Snopes.  Copy down your two favorites into your daybook, please.

Now we work on the computers, where you open your draft in Moodle and see about corrections/changes. Do you know about search and highlighting?  Check all your their/there/they're, for starters.  Avoid "There is"  or "There are".  Is dialogue punctuated correctly? You final edit should be on a printed out version of your paper --and read it out loud!

Homework:


1.  Bring to class your printed final version, MLA style (see yellow handout and on Moodle), and hard copies of all drafts and comment sheets.

2.  TWFTD:  sinister in the OED -- be sure to scroll down through all meanings.

Draft #2 Observation/Description Long Essay

You must do what the bottom of your blue Writer's page insructs and attach  it to your Draft #2, with two new comment sheets.

I show you how to upload your draft to TurnItIn through Moodle.  We go to the lab, where you do that, and you read two drafts by your classmates.

Homework:

1.  Read comments and make revisions.  Monday during class there will be some time for editing using the TurnItIn software, and my input. The Final Version is due Tuesday. What will you do to improve it?  You earn points for making changes.

2.  TWFTD:  thing in the OED.

Sentence Variety

What did you learn about American English from the 10 minute history of English?

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

Make up two short sentences about sports.

Now you combine them.

Do Ex. 24.1 from page 27 in the Everyday Writer exercise book in your daybook.  Recopy the paragraph using subordination and coordination to make it read more smoothly.

Homework:

1.  Draft #2 due tomorrow, 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! Make sure your draft will be accessible in the computer lab on a computer, in a readable file. Also bring a hard copy to class.

2.  TWFTD: obnoxious in the OED.  Notice how meaning has changed over time.

Draft #1 First Long Essay: Obs/Description

Today you practice more analytical thinking.

#1  Read and React:  use ! and ?

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

#3  Evaluate:  What works well?  What could be improved?

AND do this in a supportive fashion. I'm awarding you points on the quality of your input.

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 Friday. How will you save it? On Friday Draft 2 must be available electronically in the computer lab in order to upload it to TurnItIn in Moodle. BACK UP A FLASH DRIVE!

2. Watch this NSFW video about the history of English. In your daybook, answer these questions:

A. Explain the difference between the following words in meaning and etymology:   cow, sheep, pig   vs.   beef, mutton, pork.

B. List two common phrases Shakespeare coined.

C.  List two common phrases from the King James Bible.

D. Of the 1.5 billion people who use English, what are the 3 types of speakers they describe (1/4, 1/4, 1/2 each use the language how?)

{Note: there is a "transcript" button under this video that is supposed to show you what the narrator is saying.  It is a hoot! Is this a computer trying to do this task? For extra credit in your daybook, you may copy out a section of the transcript with your corrections to it -- 10 daybook points per correction.}

2. TWFTD:  "rough" in the OED --see yesterday's post for instructions.  The link to the OED is on the left.

The OED and "punk."

Writing your first draft: think about organizing your material.  Will you move through time or space? Are there events to organize, or impressions?  Describe in a way that puts all our senses to work.

Homework:

1.  Bring a hard copy of your Draft #1 Observation/Description to class.

2.  TWFTD: "punk" from the OED.  You must choose a quote used in the OED, give the year only (not the source, unless you wish to), and give the definition that matches that quote. So you have an entry for "punk" from yesterday, AND one from today.

Why is English so Hard to Spell?

Hand in your short essay and daybook (at the end of class).

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.

What does England look like in the year 0?  -ish? Well, this is already 2,000 years old.

Think Roman Empire.

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.

Here are some related links of interest on this topic:

The History of English in 10 Minutes Video

An animation of one of Chaucer's Tales

National Geographic on the buried Vikings



Homework:

1.  Wednesday the first draft of your observation paper is due.  It can be either hand-written or typed and PRINTED OUT BEFORE CLASS.  See the back of the blue assignment sheet for drafting help.  Also, Bedford pages 88-90.

2. Tomorrow (Tuesday) there will be SOME time to work on your draft, but there will be some other work as well.

3. TWFTD:  punk.  What can you find for the origin of the word?

Work Day Short Essay #2

Today class does not meet.

You are to type up your five paragraph essay on Audience Awareness.

Be sure to follow the formatting on the yellow handout that you got when you typed your Lego directions. A copy of that handout is in our Moodle class.

The Audience Awareness essay is due Monday;  so is your daybook.

Writing a Short Essay

1. We go over the apostrophe exercise, Ex. 41.1. Do you have any examples to add to this site?

2. Instructions for the Apostrophe Quiz: Number in your daybook 1 - 16.  Write down each italicized word and decide whether or NOT it should have an apostrophe added to show possession. Some words need an apostrophe, some DO NOT.

1 Scudders teacher made him look at that fish three
2 days.

The experience paid off since Scudder became an entomolgist who got to work on some amazing 3 insects 4 classifications. {classifications of some amazing insects}

I saw his picture in a little 5 museums display about the best-preserved insect 6 fossils ever found. This is in Colorado, almost in 7 Pikes 8 Peaks shadow, in the 9 mountains west of Colorado Springs.

Unfortunately, 10 Scudders education was weak in this area.  He wasn't trained in digging up 11 fossils. At that time, no one was; it was a new science.

As a result, Scudder did not record every 12 fossils position in the 13 layers of the shale as he dug them out of the hillside. The modern 14 museums opinion of this failure was clear in 15 its 16 displays.


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

4. Now for a prompt (green handout):

A key to effective writing is considering the audience. At least, that's what I've been saying and trying to cause you to experience for the last week.

Do you agree or disagree? Take a stand on whether or not it's important to modify your writing based on who your audience is; then give examples that support your position.

Prompt: Write a short essay (5+ paragraphs) that explores the importance of analyzing/considering the audience for any written task. Use specific examples to support your points. Any kind (genre) of writing can be used as an example to support your point: texting, email, job tickets, forums, ads, books, etc.

You should state your point in a thesis; your 5 paragraphs should include an introduction, three body paragraphs, and a conclusion.

Your purpose in this essay is to take a position on just how important it is to consider your audience before you write, using interesting, relevant, and detailed examples to support  your view.

Homework:

1. Fill at least one page in your daybook brainstorming about the prompt. You may write out an entire essay if you wish.

Class tomorrow is a work day.  I will be at a conference in Lincoln, so class will not meet.  You should use the time to type up your essay.  It is due on Monday, as is your daybook.


2. TWFTD: fanatic

Writing for the Audience

You turn in all related Lego papers, including the final version of your directions. You decide whether you turn in your parts in the bag or dumped in the bin.

A.  And how did the Lego build go for you?  Assumptions?

We discuss the nomenclature problem, and you thinkwrite about it.

Did you spend time considering what your audience might need?  How did that work for you?

B.  Now, read Bedford pages 609-612, "Lazy Eyes" by Michael Agger. See it online here. You will answer the questions below in your daybook:

1.  Which one of the blue links in the article would you click on if you were reading this online? (You must list at least one and tell why.)

2.  What is btw (in paragraph 5)?

3. To go with the heading "It's a Jungle Out There" Agger explains Nielsen's  hunting metaphor.
         What are readers ("humans") called?
          What are we looking for in an online article?
          What is information equivalent to?

4. List at least 3 ways Agger shows (illustrates/demonstrates) what he's writing about.

5. Finish this sentence in a way that sums up the point of this article. Copy it ALL down:

          In his article "Lazy Eyes," Michael Agger ....

C. When you finish this, look at Section 41 in The Everyday Writer about apostrophes (pages 341-343).

Then do Ex. 41.1 on page 105 in the Exercise book.  Number 1-10 in your daybook and just write down the italicized words with possession added.

Homework:

1.  Fill one page of your daybook with a freewrite on this topic:  think of examples from your past where you thought carefully about the audience you were writing for.  Or give examples where you WISH you had thought carefully about your audience for a piece of writing.  How might things have been different? Texting and FB count as well as other writing. If you have no personal examples, write about whether you think Agger's points about online writing (and online readers) are true.

2. TWFTD:  ludic

Legos: The Build

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



First of all, everyone brings their directions up to the front tables.  Everyone picks up three loose Legos and votes for the three easiest-looking sets of directions that you see up here.

Then, here's what you'll do.  When I hand them out, you'll follow the directions.  As you build, you should have a pencil in your hand.  You MAY write on the directions with comments, question marks, and questions that you have as you are building.  Talk back to the page.

Then when the build is complete, you must score it and write about it on the green comment sheet.  Remember, thorough comments earn you points.

Everyone builds two.

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. Brainstorm ideas for changes to your directions. Come up with as many ideas for change -- even "silly" ones -- as possible. List them on the green brainstorming sheet.

2.  Make typed changes to your directions and print the new version before class. You do NOT have to make all the changes that you brainstormed. The revision is worth 1/3 of  your grade on this project. Show that you are thinking. You will hand in all versions tomorrow -- two typed versions and your rough draft and all green sheets.

3. TWFTD: superfluous

Legos Day Two Fri

We look at the answers to Ex. 22.9 page 22 in the exercise book.

I give you a directions sheet about MLA style, and you type up your directions. THE LAYOUT BELOW YOUR TITLE IS UP TO YOU.

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


Homework:

1.  Finish typing your directions and print TWO COPIES so they are ready for a classmate to follow Monday. Have them printed BEFORE class starts. Have your answer picture ready as well. And don't leave the Legos at home!

2.  Read the handout about Lego nomenclature.  Write out the answers to the questions at the end of the handout IN YOUR DAYBOOK! The first daybook check is Jan. 18.

2. TWFTD: nomenclature

Legos Day One

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

Thinkwrite 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.) Take care of the picture to use for the answer key.

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

Aristotle's Equation

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, like this:

MP3 Player:
Audience-
Purpose-
Genre-
Style-
Content-

 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 and then share 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

3. Tomorrow the Lego project begins. That will be your first short "essay," which is NOT an essay at all.

The Writing Process

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

Copy and thinkwrite. Discuss.
                Here's a link to an article about 10,000 hours of practice.
                And here's another link on the same topic.
                 Would you like a video on it?
          
Groups share lists. Discuss.


All look at 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? 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. Copies are available in the Moodle version of this course. Answer questions.

What is revision? We look at the syllabus again.

Read pages 6 and 7 from The Bedford Guide.

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

Describe either your worst writing experience or your greatest writing success. Tell us the story.


Homework:
1. Get your books if you have not, including something to use for a daybook and a folder to hold all your returned papers.

2. On the first page in the daybook, write today's date and "Steps 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.

Writing the Final

For those of you who must, and for those of you who choose to take the final, here are your directions:

You may either write or type your reponse to the prompt I'll hand out.  You may use the reading and any other references as you write about it.

Your grade should be complete in Moodle by Thursday afternoon;  but the Moodle version of our class will disappear after Thursday at midnight. Then your grade will be in WebAdvisor, but I'm not sure how soon it will appear there.

Have a safe and relaxing break!

Page Count Day

First of all, this.

Then, fill out the handout about your papers, and count the pages.

If you do NOT have 25 pages, pick one of the readings at the bottom of the handout and read it for tomorrow. Bring paper and the book with you tomorrow -- you may use the book while writing the final.

If you wish to take the final to see if it will help your grade, you may. I will only use the points if they DO help your grade.

Here are the reading choices for the final:

"NFL: Dodging the Concussion Discussion/" by Frank Deford on pages 573-574.

OR

"Lazy Eyes" by Michael Agger on pages 609-612.

Hard Work Short Essay

Remember Curiosity and the Seven Minutes of Terror?

Now meet the folks who made the gears that are up there driving Curiosity around.

You finish the short essay on Mike Rowe. Hand it in.

You hand in your daybook.

Tomorrow bring all Final Versions with their grade sheets for the page count.

Final Problem/Solution Due

Hand in your final Long Essay.

Remember watching TED? We watch Mike Rowe.

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

Homework:


1. Use the "interactive transcript" feature (click on the button to see the text of his talk) under Mike's video to find and copy two vocabulary words of your choice with quotes by Mike Rowe into your daybook.
 
2. Fill one half of a page in your daybook brainstorming about Mike Rowe's point and talk. The short essay on Mike Rowe will be due at the end of class Monday.

3. TWFTD: Machiavellian.

4. You will turn in your daybooks for the FINAL CHECK on Monday.

5. Tuesday you must bring hard copies of all your Final Versions for Page Count Day. This is your portfolio.

6. Wednesday is the Final and the last day of class.

Editing

Put your answers to yesterday's quiz on the board.

Then you have time to get your draft in shape for handing in Friday. Use TunrnItIn for editing, and pay special attention to MLA details and marks I put on your graded Problem/Solution paper.

Homework:

1. Final version due, with the graded version of the Problem/Solution paper and all drafts, as well.

Draft Due Problem/Solution MLA Style

In-text citation quiz.  Do the following in your daybook:

1. You have an article titled “New Moon Discoveries,” written by Jerry Lewis and published in Nature magazine, that says this:

"In 2012 it was determined by the observations of over 27 middle school students that the moon closely resembles cheese.  Based on their use of a telescope purchased at WalMart, the seventh grade class of Mrs. D. Rose now believes that the moon is made of cheese."

How would you include that information in a paper with a correct MLA style in-text citation?  Paraphrase the information and cite it as though you are writing it into your paper.

2.  You have an article by Milly Smith titled "The Stars Are Falling" that was published in Space magazine. Here's a quote:

"The night sky is full of stars we can't see."

Write down a sentence that contains this quote and cites it correctly, as it would fit into your paper.


Now you fill out the Writer's page for your draft, and exchange papers.
Also, submit your draft to TurnItIn using Part 3 in the Problem/Solution upload in Moodle.

Homework:

1. Use TurnItIn and draft input to make changes and get your paper ready to hand in on Friday.  There will be time tomorrow during class to ask questions and edit.

2. TWFTD:  debacle