Guided Completion- Essays, Projects.

1.  Journal-

At the end of this class, the instructor will sit down with students, and students are expected to show the instructor their ___________________, which is ____________________ and it contains _______________________...

2. What's going on?  What's due?  Any other questions?

3.  Completion time... Essay conferences..... Project questions...?

1.  Journal-  How would you cite this article?  Finish your works cited entry and then show me and a neighbor.

2. Class narrative... Chat.... Wrap up... What's important?

3.  Project/Essay drafting time.

4.  Meetings-  Essay conferences.

Sample Entry for Project (WPA Guidelines)

Rhetorical Knowledge

·        Focus on a purpose

Definition:  To be determined to present a point.  To stay on topic and task.

Explanation:  I know how to focus on a purpose.  In my argument essay, my purpose was to convince others that animal testing is viable and important.  In my thesis I wrote, “Animal testing isn’t as inhumane as one thinks; it’s very important to discovering new treatments, and it …..”  You can see my purpose is to convince readers that animal testing is acceptable.  Later, in paragraph 2 I wrote, “Without testing animals, we’d not have cures for polio, TB, ……” (Johnson).  As you can see, I am still focused on my purpose since I’m explaining that testing is helpful for cures to diseases.  In my last paragraph I wrote, “…………………………………..”   This drives home my point.  It is clear that I can focus on a purpose, because I did so in my argument essay.

Projects, cont.

1.       Journal-   

      Watch this video…. Then, what’s plagiarism?  How can we avoid it?  What’s a good rule of thumb?  Are there any instances where you might have unintentionally plagiarized in your last essay?  Check  799-731 for details.

2.        Essay groups.  Read 622, Mob Rule on College Campuses… answer 1-7 after in groups…

3.       Essays returned… Quick chats.  Works Cited... Common errors... Chats..

4.       Project, continued. 

Project Outline with Definitions

Rhetorical Knowledge

·        Focus on a purpose

Definition:  To be determined to present a point.  To stay on topic and task.

Explanation:

·        Adopt appropriate voice, tone, and level of formality

Definition:  Using a professional voice with the right language for the situation.

·        Write in several genres

Definition:  To be able to write different types of essays and documents.

Critical Thinking, Reading, and Writing

·        Understand a writing assignment as a series of tasks, including finding, evaluating,  analyzing, and synthesizing appropriate primary and secondary sources

Definition:  Writing is lots of steps, including locating, thinking about, and combining the right sources.

·        Integrate their own ideas with those of others

Definition:  Combining ideas of multiple perspectives into your essay.

   

Processes

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

Definition:  Lots of tries are necessary to complete an academic essay.

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

Definition:  Be able to create, fix and present our ideas. 

·        Learn to critique their own and others' works

Definition:  Make decisions that improve our and others’ written expressions.

Knowledge of Conventions

·        Practice appropriate means of documenting their work

Define:  Giving credit where credit is due in the right format.

·        Control such surface features as syntax, grammar, punctuation, and spelling.

Define:  Be able to write clearly and cleanly.

Project Intro-

1.   Journal-   What matters from class—what will you need in future classes?  IOW, what’s important?

2.   Student essay reading groups… 589-  Q’s 1-7. 

3.   Break-

4.   Final Project Introduction and groups…

WPA GUIDELINES OUTCOME STATEMENT
 
Rhetorical Knowledge

• 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.

1.  Journal-

We should be thinking about our next argument.  What from the news or your life has been interesting or perplexing to you?

2.  Argument Group Edits...Answer these questions on the back of your partners' papers.

a.  What is the purpose?
b.  Is there a thesis?  What is it?
c.  What is the most convincing paragraph?
d.  What is the most convincing point in that paragraph.
e.  What is the least convincing paragraph?  Why?
f.   What is the least convincing point in that paragraph?  Why?


3.  Drafting and Conferences....

Drafting Day-

1.  Journal-  What is the most difficult part of completing your argument essay?  Why?

2.  Poll-  What's one topic you'd like more understanding of in ENG 101? 

3.  Quick group edits...

4.  Drafting, Writing time....

5.  Homework-  Come with a typed draft for others to read and edit....  Essays Due MONDAY :)

No Way Words...

No Way is a little harsh.  Every word is valuable.  These are just overused:  be aware.

NO Way Words

Good

Great

Like

Show

Beautiful

Very

Really

Stuff

Things

I believe

I think

Can

Could

Would

Should

Get

Getting

Gotten

Nice

Like

Happy

was

Anything

Going

Most

Many

Pretty

Ugly

A lot

Often

Better

Feel

Be

Been

Being

Worst

Bad

Okay

Average

Same

So

Started

Best

Greatest

were

By

Amazing

Awesome

Cool

Lame

Had

Done

Doing

Worse

Everything

Something

Nothing

About

Gave

Make

Take

Took

Taken

Made

Making

Gone

Give