Understanding Your Article

Read and take a page of notes about your article in your daybook. Fold the page in half so you separate the objective/summary side and the subjective/eval-reaction side.

Based on your reading of your article and the notes you have taken, answer the following questions in your daybook:

1. What is the main point your author is trying to make?

2. Copy down in quotation marks one sentence from the article which states this point (or comes close):

3. List at least three pieces of support or evidence this writer gives for this point:

a.
b.
c.

4. Which of these are STRONG, in your view? Why?

5. Which of these is WEAK or ineffective? Why?

6. Are any of these hard to follow or not clear?

7. Can you think of any OTHER examples/people/experiences/sources that would support this point? List:

8. Can you think of any other examples/people/experiences that would disprove this point?

Based on those questions begin your draft. Draft 1 due Tuesday.

Homework:

1. Complete the page of notes on your article.

2. Complete the answers to the questions above (write them in your daybook.)

3. Begin writing the draft due Tuesday. Use the tan assignment sheet to make sure you include all the required elements.

4. TWFTD:  your choice from your article.

Summary/ Evaluation/ Response and Pat Bourne

You do some writing.

We discuss the Pat Bourne questions.

I hand out the assignment sheet for the next paper.

We look at an example of the kind of writing for the next paper. You read it. Rename a copy of my example paper (found in Moodle) with YOUR last name and save it.


1. Make the first and last sentences in the paper red. The first should be a hook. The last is a “clincher.”

2. Italicize the title and author of the article I'm writing about.

3. Make the thesis orange.

4. Make the summary yellow.   



5. Make any evaluation of the writing green.



6. Make any response to the content of the article pale blue. 


7. Underline any quotes. These are places that used the exact words of the article.

8. Make BOLD any time I used “the writer”  or "the author" or "the article"– any time I used author tags (and would have used a name if there was one on this article).


We discuss how this relates to the  assignment sheet. Special attention to what is OBJECTIVE and what is SUBJECTIVE in this assignment.



Homework:

1. Decide which of the readings you want to write about for the next paper (see handout). You MUST choose one for tomorrow.

2. If you did not finish, post your colorized paper to the forum in Moodle.

3. TWFTD: your choice from Pat Bourne OR Kate's example paper.

Solo Paper #2 Due

First of all, print one copy and hand in your Solo Paper #2. Let's think about beginnings...

Now, comma rules and conjunctions review in the daybook.

Look at the following sentences and decide what needs a comma:

Coordination--

1. The auditorium was filled with people but the sea of faces did not intimidate me.
2. I had read the heroine's part and I had sung a song.

Subordination --

3. They had chosen me for the role even though I was untrained.
4. Although I was untrained they had chosen me for the role.

Next we look at your answers to Ex. 25.2 in The Everyday Writer.


Last of all, read the handout and write the answers to  the questions at the end in your daybook.

Homework:

1. Finish reading the handout and answering the questions.

2. TWFTD: mastectomy in OED.

Typing Your Summary/ Reaction: Solo Paper #2

If you did the homework, you have read and written notes about either A. "Getting It All Done" by Gareth Cook p. 605-606 or B. "The Creation of Discontent" by Juliet Schor p. 611-613.

You now have today's class and tonight to type up your short essay about that article. Use the yellow assignment sheet to guide you; read the grading rubric on the back.

This is practice for the in-class essay that will happen at the end of the quarter.

Homework:

1. Finish typing this essay to hand in tomorrow. Bring the yellow assignment sheet as well.

2. TWFTD: your choice from the reading/ from OED.

Summary/ Reaction Solo #2

If you did the homework, you have read an article in The Bedford Guide. That reading is going to be the topic of your next Solo paper. You are going to write this paper very quickly, as practice for something called the In-Class Assessment Final essay near the end of the quarter. The choices:

A. "Getting It All Done" by Gareth Cook p. 605-606
B. "The Creation of Discontent" by Juliet Schor p. 611-613.

Today we go over the assignment, and you will have about 20 minutes to take some notes in your daybook. Take time tonight to continue taking notes.

Tomorrow you will have class time to type up your Solo #2 paper. You may work on it for homework as well, but this will give you an idea how much you can accomplish in 50 minutes.

We also look at Ex. 25.2. Please do this exercise, using conjunctions AND dropping words AND rearranging information, to try and make one smooth sentence for  each. PAY ATTENTION TO MEANING!

Homework:

1. Finish Ex. 25.2 in your daybook.

2. Fill one page with notes about the reading. Use two columns, one for putting what the article says into your own words, and one for recording your reactions/thoughts/questions.

2. TWFTD:  your choice from your reading, using the OED.