Confirming Meetings, Portfolio List, Sample portfolio- Quick Class... We'll be done early.

Portfolio List·  Reverse order. 

"     Web of Risks" on page 432 and answer questions 1-4 under Reading Closely and 1-4 under Examining
Structure and Strategy for class discussion and your portfolio.

·         
 Presentation evidence

      Argument essay and drafts

      C/C essay and drafts

·        
 C/C outline

·         
 Hamlet Explication

·         
 Glass Houses Explication

Explication in class test:  Eggs--basket.

·         
 Reading and Questions:  Struck By lightning 1-6, 1-4

·        
Descriptive Essay and Drafts

·        
 Chapter 5, definition of cliché, three examples of cliché plus summary and 5 most important points.

·        
 MLA format practice page.

·        
Notes

·       
  Journals

·        
Assorted In class work

·         
 Grading of Mother Nature using 6 traits.

·        
 Origami Crane

·        
Narrative Essay and related drafts and documents.

·        
 A Hanging-  10 TS questions.

·       
  Mother Tongue and 10 TS questions.

·        
Diagnostic Essay.  Mark Twain  “Art of Authorship.”

·       
  Last page of syllabus

·        
Library tutorial

Project Completion-

Here are our last two bullet points for our last two project entries!


Let's finish them today. 


Reminders: 

Essays:  Don't forget to earn Stars! 

Meetings:  When's your time and date?

Upcoming Schedule of classes:   14th- Portfolio examples and work list.
                                                 19th- Free day/Catch-up day.  See me for help!   

                                                





Knowledge of Conventions

• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.

Earn two stars to leave....

Processes


Three new bullet points to complete to be finished with this group-

• Be aware that it usually takes multiple drafts to create and complete a successful text

          Define:

          Explain:

• Develop flexible strategies for generating, revising, editing, and proof-reading

          Define:
       
          Explain:

• Learn to critique their own and others' works

          Define:

          Explain:

Final Portfolio Meetings

Nov. 19

4.00 Merle Flores
4.15 Matthew Jernstedt
4.30
4.45 Belinda Spangle
5.00 Angelica Armenta
5.15 Regginald High

Nov 21

4.00 Aly Kennedy
4.15 David Brown
4.30 Isamar Salgado
4.45
5.00
5.15

Nov 26

4.00
4.15
4.30
4.45
5.00 Malissa Alanis
5.15

Dec 3

4.00 Melissa Mancio
4.15 Kinberly Gallardo
4.30 Courtney Kedzierski
4.45 Francisco Aragon
5.00
5.15

Dec 5

4.00 Aisha Shaheed
4.15Vernalda Torivio
4.30 Angelica Jones
4.45 Martha Hernandez
5.00 Sean James Murphy Jr.
5.15 Rico B

Projects, cont.

1.  No Journal-

2.  What bullet points have we completed?  Which do we have left?

3.  Two entries today-  Discuss and define solution.

4.  See the previous blog posting for WPA guidelines.

Submission... Final Projects...

1.  Journal-

What do you have to complete to be successful in class?  What's upcoming that you have to worry about?  Also, turn in essays up front!  The sooner you rewrite for a star, the better!

2. Final Projects....

Let's finish the drafts in class and complete the final version at home-  Half of the bullet points beneath each heading.  I'll choose the ones I think are best to model in class.

Topic:  

 My Knowledge of English 101 Concepts.

Audience:  

 EB

Purpose:   

To prove I know what I should know based upon the WPA guidelines bullet points using my own work from class as evidence.

EXAMPLE OF FINAL PROJECT LAYOUT

WPA Guidelines Final Project

Rhetorical Knowledge

• Focus on a purpose

DEFINE:

This means that I have a reason for writing and I can stick with that reason throughout my essay.

EXPLAIN:   

It is evident that I know how to focus on a purpose since in my narrative essay my purpose was to entertain and I focused on that throughout the essay.  In my first paragraph I wrote, “…………………..”  This, I think, is entertaining, and that is the reason I wrote the essay.  Later, in paragraph 2 I wrote, “……………..,” and that proves that I am sticking to my goal.  Finally, in my last paragraph I wrote, “…………………,” and from all these examples, it is clear I can focus on a purpose.

• Respond to the needs of different audiences
• Respond appropriately to different kinds of rhetorical situations
• Use conventions of format and structure appropriate to the rhetorical situation
• Adopt appropriate voice, tone, and level of formality
• Understand how genres shape reading and writing
• Write in several genres

Critical Thinking, Reading, and Writing

• Use writing and reading for inquiry, learning, thinking, and communicating
• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
• Integrate their own ideas with those of others
• Understand the relationships among language, knowledge, and power

Processes

• Be aware that it usually takes multiple drafts to create and complete a successful text
• Develop flexible strategies for generating, revising, editing, and proof-reading
• Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
• Understand the collaborative and social aspects of writing processes
• Learn to critique their own and others' works
• Learn to balance the advantages of relying on others with the responsibility of doing their part
• Use a variety of technologies to address a range of audiences

Knowledge of Conventions

• Learn common formats for different kinds of texts
• Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.

Arg Cont. + Final Projects-

1.  Journal- 

What's one thing you are concerned about in our class?  Why?

2.  Groups and editing...


1.  Do they have a thesis?  Underline it.

2.  Do they have at least 3 "......" per body paragraph?

3.  What's their purpose?

5.  Are they using in-text citation correctly (Berge)?

6.  What strategy, logos, pathos, or ethos, are they mostly employing to convince?

7.  Underline/circle any typos or parts you don't understand.

8.  Slash through banned words: has, was, were, have, make, take, etc.

9.  Is the format, MLA, correct on the first page? 

10.  Give the writer a compliment.



3.  Final Project Introduction-


4.  HW-  Complete arg essay and submit on Tuesday

Evaluations...

1.  Now is the time when we're allowed to complete evaluations.  I'm not allowed to influence them whatsoever, so let me give directions and then leave the room.  When you're finished, you can leave and make sure to return with at least 3 paragraphs of your argument essay completed.


Thank you!

Arg, cont.

Journal-  Check out these images here.  Pick one, or I can, and tell me what you think it means, based on the context and the picture.  (Explication, kind of)

Class discussion-  What can we learn from "Brains?"

Work Cited and In-text citation question time.

"I'm stumped or stuck."  What process questions do you have?

Review of common mistakes in Arg.

Commercial presentations?

HW-  First two body paragraphs due Tuesday.

Portfolio List

Portfolio List·  Reverse order. 

"Web of Risks" on page 432 and answer questions 1-4 under Reading Closely and 1-4 under Examining
Structure and Strategy for class discussion and your portfolio.

·         
 Presentation evidence

·         
 C/C essay and drafts

·        
 C/C outline

·         
 Hamlet Explication

·         
 Glass Houses Explication

Explication in class test:  Eggs--basket.

·         
 Reading and Questions:  Struck By lightning 1-6, 1-4

·        
Descriptive Essay and Drafts

·        
 Chapter 5, definition of cliché, three examples of cliché plus summary and 5 most important points.

·        
 MLA format practice page.

·        
Notes

·       
  Journals

·        
Assorted In class work

·         
 Grading of Mother Nature using 6 traits.

·        
 Origami Crane

·        
Narrative Essay and related drafts and documents.

·        
 A Hanging-  10 TS questions.

·       
  Mother Tongue and 10 TS questions.

·        
Diagnostic Essay.  Mark Twain  “Art of Authorship.”

·       
  Last page of syllabus

·        
Library tutorial

Arg, cont.

0.  Journal - Place your outline on your desk for me to review while you work on....

1.  Journal 2-  What topic have you decided upon?  What side are you on?  Why?

2.  Logos, Pathos, Ethos, presentations, cont.

3.  Works Cited  (in class notes)

4.  In-text Citation. (in class notes)

5.  Common Mistakes. (in class notes)

6.  HW-  Reading and Questions:  677...."3000 Brains"  Questions:  1-5 and 1-3 in the first two sections.  Please be ready to discuss on Tuesday.

7.  Upcoming HW-  Next Tuesday, return with your introduction and first body paragraph completed.

As a journal, please write your research question on the board.

Discussion and narrowing of topics.

Questions to thesis.

What's next?

Research

Outline.

What should my OL look like?  What's a good way to keep track of sources?

HW-  Invention, Research, Planning.

Portfolio List

Portfolio List-

1 diagnostic essay.

3 groups of thinking skills questions with or without answers.  Hanging.  Mother Tongue Salvation

1 group of questions about readings from the text. Struck by Lightning. 

1 Library tutorial.

1 Origami Masterpiece

3 examples of explication.

3 essays with related drafts and planning.

1 group of notes.

1 group of at least 3 in-class exercises.

10 journal entries.

The first page of a presentation: logos, pathos, ethos.

CW contest

Hello Happy Writers:

The Maricopa Colleges Creative Writing Competition is open. Students registered at any Maricopa Community College are eligible to enter. There is no entry fee.

Deadline is Friday, November 15, 2013.

For details and submission guidelines, visit:

mcli.maricopa.edu/arts/creative-writing

Presentations, 1/2 groups... and list.

1. Journal:

 Review your essay.  Write down any areas where you might have problems.  If you don't have problems, check the list of words attached to your essay and notice if/how you overuse them.  Or, if you don't have an essay to review, what's one concern you have about writing a research-based argument essay?  Why?

2.  Portfolio List... Groups and me... Decisions.

3.  Presentations... Logos, Pathos, Ethos.

4.  What's a question you have about something controversial?  Be ready for discussion on Thursday.  Also, Thursday, presentations continue.  Further, please read "Web of Risks" on page 432 and answer questions 1-4 under Reading Closely and 1-4 under Examining Structure and Strategy for class discussion and your portfolio.

Test.... Moving towards Arg.

0.  Read aloud!  Please?

0.1 Attendance

0.2  Essay Check

1.  Test!  You know it's about explication, and then we'll never discuss this again.  We'll act like it never even happened.

There are various cryptic ways older people might offer younger people advice. The proverb, "don't carry all your eggs in one basket" is one of those ways.  It is intended as goal-setting and investment advice that means...

It means this because....

2.  Important notes-- Groups.

3.  Model ad analysis.

4.  What's next-- Presentations.  More argument notes...

C/C workshop, Arg Explication, cont.

Journal-

How did outlining, planning, help you complete your draft?  Why is this a valuable step in the writing process?

Explication

In our plan to prepare for our argument essays, we'll continue working on explanation and exposition.  Please complete the following paragraph.

    In this scene of R&J, Juliet proclaims that she would rather “leap” off a tower, “walk in thievish ways,” “lurk where serpents are,” be chained with “roaring bears,” or be stowed with “dead men’s rattling bones” than marry Paris.  This means Juliet abhors the idea of marrying Paris.  This can be concluded because…..

Groups

Please read a class mate's essay and answer the following questions on the back

1.  Does the introduction introduce the topic and provide readers with some background knowledge?

2.  Is the last sentence of the introduction a thesis with grounds and an opinion?

3.  Do their body paragraphs contain facts about the topic?

4.  Are their body paragraphs in the order provided by the thesis?

5.  Did they follow one of the organizational plans?

6.  Circle any typos or obvious mistakes.

7.  What's one thing they could improve?

8.  What's one thing you like?

9.  Is there a conclusion that restates the thesis?

10. Do they have a good mix of sentences?


HW-  Have C/C essay ready for submission on Thursday.

Explication, Outlines...and Org, cont.

0.  Descriptive Essay quick read:  Your choice, aloud or pair. Submit if satisfied.

1.  Journal-

Brainstorm a list of possible C/C topics.

2.  Class list.



3.  Analysis, Cont., with explication:

"I have of late--but
wherefore I know not--lost all my mirth, forgone all
custom of exercises; and indeed it goes so heavily
with my disposition that this goodly frame, the
earth, seems to me a sterile promontory, this most
excellent canopy, the air, look you, this brave
o'erhanging firmament, this majestical roof fretted
with golden fire, why, it appears no other thing to
me than a foul and pestilent congregation of vapours.
What a piece of work is a man! how noble in reason!
how infinite in faculty! in form and moving how
express and admirable! in action how like an angel!
in apprehension how like a god! the beauty of the
world! the paragon of animals! And yet, to me,
what is this quintessence of dust? man delights not
me: no, nor woman neither, though by your smiling
you seem to say so."

Though he describes the sky as a “majestical roof” covered with “gold fire,” Hamlet explains that, really, it is no more than a “foul and pestilent congregation of vapors.”  This means that Hamlet is displeased with the world.  This can be concluded because……

 

4.  Topic selection and in class outline beginning.

 

5.  HW!  Return with a completed outline (see notes) and a draft of your C/C essay.

 

 

 

C/C essay, Groups, Preparing for Arg.

1.  Group Journal-  Explication.  See below.

Explication Practice

Some (very) brief notes about effective explication:

Good explication shows why you know what you say you know.

It refers back to the quote or fact you provided and helps readers understand how you reached the conclusion you stated.

It explains the logic you employed to create the meaning you create from the quote.

Your job is to persuade us to agree with you and understand the quote in the same way that you understand it:  we need to know how you figured out what it means.

Here is a pat way to organize explication:

1. Topic Sentence.

2. Quote to support topic.

3. What the quote means in terms of the topic.

4. How you know what the quote means and how you connect it to the topic.

Example, Non-literary:

1. There are many ways that someone can say you are dumb.

2. For Example, Vanessa called me a “bonehead.”

3. When she called me that name, she meant that I was dumb.

4. A bonehead implies that one’s head is made only of bone.  If one’s head is composed solely of bone, then that person must have no brains.  If that person has no brains, they must be dumb, so, through metaphor, a bonehead means a person is stupid because he has no brain.

Practice….Your turn, non-literary:

1.   There are many proverbs that warn people not to accuse or blame others.

2.   For example, many of us have heard the quote, “Those who live in glass houses shouldn’t throw stones.”

3.   This means that you shouldn’t point your finger at others unless you are perfect.

4.   This means this because:

2.  Next Essay... C/C and plans.


3.  Formula for Writing.  :( 

TS
F-  For example,
O-  This means that...
O
F-  In addition,
O-  This shows that...
O
F-  What's more,
O-  This shows that...
O
CS


4.  Groups and reading.  Desc. Essays due Thursday.

Virtual Class-

1.  Please prepare your descriptive draft for review.

2.  Please be sure to complete the homework/reading from last class.

3.  Additionally, please research compare and contrast essay organizational plans by clicking on the hyperlink.  Be prepared to present your favorite version of possible plans to class on Tuesday.

4.  Sorry I'm absent!

Descriptive, Cont.

0.  Attendance and caption contest, here.

1.  Journal-  Descriptive Practice...  Video here.

2.  Descriptive Game... It's like.

3.  Descriptive Discussion... What's the word from the book?

4.  Descriptive Plans... Summary first.

5.  Stories.

6.  HW-  Reading from the book.  Read "Struck By Lightning," and answer questions 1-6 under "reading closely and thinking critically" and questions 1-4 in "considering language and style."

7.  HW-  Desc. Essay Draft due Tuesday.

Stories and Discussion...

1.  Journal- 

If you haven't already, create 3 questions about one of the stories we were supposed to read, or, explain if you appreciated one of the stories, and why you did...

2.  Essays.... Turn in to front desk, please.

3.  Story groups...

Please find one example of metaphor, simile, imagery, concrete language, and an example of sensory description.

4.  Story discussion.

5.  HW and reminders... Descriptive Plan...?  My story/essay.

HW-  Create a story plan.

HW-  Be ready to tell your plan for your descriptive essay.  (story telling)

HW-  Read Chapter 5, description....  Return to class with a definition of cliche and 3 examples of cliche.  Also, summarize and identify the 5 most important points in the chapter.

Editing: self and in groups...

1.  Journal:

Read your own paper out loud with a pencil.  What did you notice?  Why?

2.  MLA Check groups...

2.5-  MLA workshop?  Lab?

3.   No Way Mistakes:

a.  Tense shift.  I love to eat when I was hungry.

b.  PNA-    Someone who is cool has all the tricks; they know how to...

c.  VTA-  I loves to eat.

d.  Comma Splice: (CS) I love to eat, I love to cook.

e.  Run on:  I love to eat I love to cook.

f.  Parallelism:  I love to ride my bike, walk the dog, and watching movies

4.  HW-  Bring your final draft to class on Thursday.

5.  HW- Read another story.... The Lottery.  Do not answer or create questions...

1.  Journal-

Watch the video, then.....Be a reporter.  Describe what you hear in the song...  (Descriptive Practice)

2.  Partners and editing questions...

1.    Is this story interesting?

2.    Is this story understandable?

3.    Is anything missing?

4.    Should I take out a part/s?

5.    Does it start in the middle of the action?

6.    Does it have a beginning, middle, and end?

7.    Is there a message?

8.    What’s the topic?

9.    What’s the purpose?

10.   Is there good mix of sentences?

11.   Would you tell the story?

3.  Groups and reading....

4.  HW-  Reading from the book!  Read "The Lottery" on page 199.  Discussion and questions in class...

5.  HW-  Come with a revised draft.

6.  HW- Read  "Salvation" on page 203.

7. HW-  Be ready for questions and discussion in class RE:  both stories.  :)