Observation

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


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

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

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

For example:

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

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

Homework:

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

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

Genres and Observation

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

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

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

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


Homework:



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


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


3.  Read "The Iguana" for discussion Monday.

Purpose, Audience, Genre

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

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

Now you will do a reading and discuss it.


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

Homework:

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