Evals-- and Wednesday, Nov. 25.

Hi Everyone-  This post serves as two posts. 

Today, Monday, please complete the class evaluations, and then head to the library to work on your own to finish projects or essays.

For Wednesday, no in person class.  Please complete final projects, remembering to quote yourself, and complete any essays needing stars.

See you on Monday, Nov. 30.


Happy Thanksgiving!

Sample Entry

Please notice that the sample entry contains quotes from my own work that prove that I understand the definition.

Practice Entry:

Rhetorical Knowledge;

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Define:   This means I have read and can write different types of things, and I understand how the rules for those things are created by what other writers do.

Explain: I have read different types of essays in the class, and I’ve also read two novels.  I read Bron’s problem/solution essay, and I’ve read Robert’s rba.  Both of these helped me understand the conventions of those types of essays, but more importantly, I’ve written my own as well, and I know that different writing tasks have different rules.  For example, in my journals, there are no rules, and I often abbreviate or break the rules of grammar, because that writing is just for me.  Here is an example from my Journal:  “……………………………………………..”  What’s more, I have even combined genres in my article essay.  I had to use description, narration, research, and problem/solution, plus a little argument when I wrote, “……………………………………..”   This is an example of description.  In the same essay, when I wrote, “………………………………………………..” this is an example of research.  All of these examples show that I understand that different rules apply to different things.

Final Meeting Schedule

Dec 2:

10.00: Shayla Miramontes
10.10   Angelica
10.20:  Karen
10.30 Fernanda Zamora
10.40 Paul Escontrias

Dec 4:

10.00: Caleb Morgan
10.10:Maria Noriega
10.20:Marissa Morales
10.30:Leslie Ruiz
10.40: Gabe Garcia, Cale C.



Dec 7:

10.00:Milton Salazar
10.10: Karen Galindo
10.20: chelsea tippetts
10.30: Gloria Valenzuela
10.40: Zabdiel Zubia


Dec 9:

10.00: Blake Dunlap
10.10: Naida Ramos
10.20: Quindon Walker
10.30: Stormy Anicas
10.40:Andrea Lugo

Rhetorical Knowledge

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Define: 
Explain:

Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure

Define:
Explain:

Understand and use a variety of technologies to address a range of audiences

Define:
Explain:

Critical Thinking, Reading, and Composing  

Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts

Define:  I can read and write to learn, ask questions, think, and communicate for many different reasons.

Explain




Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources

Define:  I'm able to find and determine if different types of sources are valuable.

Explain:



Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources

Define:  I can use the right sources in my writing correctly.

Explain:

Processes

Develop a writing project through multiple drafts

Define:  I know it takes lots of tries to complete a writing project.

Explain:



Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing

Define:  I have many ways to make sure my writing is perfect.

Explain:



Learn to give and to act on productive feedback to works in progress

Define:  I can take and give advice about writing that is being worked on.

Explain:


Knowledge of Conventions


Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising

Define:  I'm able to use standard written English correctly

Explain:



Practice applying citation conventions systematically in their own work

Define:  I'm able to cite my work in my essay and in a works cited.

Explain:

 

 

 

 

Final Project Description, Article groups.

1.  Journal-  What do you still have to complete to make sure your portfolio is ready?  What is the portfolio?


2.  Final Project Description.

3.  Groups and readers.

4.  Articles due Friday.

5.  HW-  rewriting for stars, finishing the article.

6.  No class Wed

Articles, then Final Presentations, Projects, Portfolios.

Articles Due Monday!!

If you need something graded, please bring it up and I'll chat with you.

Wed

Writing time....

Same as before.  See me to grade, enter grades, or chat about football.

:)

Oh!  Articles due on MONDAY!  

Monday

1.  It's article time....

2.  Write your name on the board if you would like me to enter grades, grade an essay, or chat with you.

Friday, time to work.

Time, just for you.

1.  Remember we are gathering information, planning, drafting, and generally completing our article that incorporates research from .edu, .gov, or academic journals, narrative, descriptive, problem/solution, and argument.

We are in this lab Friday as well.

I will be calling you up to conference with you about essays you've submitted.

Articles.

0.  Journal-  Summarize your article that you will write.

1.  Quiz-

In what way does the author incorporate RESEARCH in to his essay?

In what way does the author incorporate Narrative into his essay?

In what way does the author incorporate Problem/SOLUTION into his essay?

In what way does the author incorporate ARGUMENT into his essay?



2.  Plans and groups.  Tell your summary and show your plan to your group and see if they have any suggestions/questions

3.  Researching for the essay.

4. C-LAB for a few days....B-225?

1.  Journal-

What was the "real" thing you thought you might write about?  Why is it a topic that interests you?

2.  A list of real things.

2.5.  From this list of real things, one plan, quickly, as a model.


3.  Practice planning a real thing in table groups:

Students on this campus have to purchase and pay for many things.  Plan an article to be sent to the college president where you combine narration, description, problem/solution, and research that demonstrates what you claim is true and that persuades her to make changes on campus in certain areas.

Your groups' plan should follow the same planning process we have for each essay.  Make a list, make an outline, but make sure we know what each paragraph's job is in the essay.


4.  Write your plan on the board, anywhere.

5.  Plan review.

6.  HW-  finishing essays for stars, finishing the assigned reading, return with your plan for your "Article."

Finishing an argument.

1. Journal-  What's the hardest part of this rba essay?


2.  Groups and readers-


1.  Write down their thesis.
2.  What's the topic?
3.  What's the purpose?
4.  Circle any mistakes.
5.  What was most convincing?
6.  What was least convincing?
7.  What needs to be added?
8.  What needs to be removed?
9.  Offer a compliment.
10. Is it in MLA format?
11. Does the essay have at least 6 convincing facts?


3.  HW-  complete your essay for submission on Friday.

4.  HW-  What is something "real" that you could write for this class?  Let's call it an article.  Let's call it non-fiction.  Let's call it creative non fiction.  The next essay will combine description, P/S and argument.  Special rules to discuss in class.

5.  HW-  Read this essay by next Monday, Oct 26.

5.  Argument model?  Reliable sources?  For next class.  Primary and Secondary research.  Planning an essay.

1.  Drafts on the table-

2.  Journal-  What's the topic of your essay?  What's the purpose?  Who is the intended audience?  Do you have a works cited?  Do you have in-text/in-sentence citation?  Underline all of these words in your essay.

3.  Pull out all of your work from class and let's do grades.  See the previous post for what you need.

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

 

 

Grades-  Calling you up to show me stuff...

LIst of assignments....

Signed Syllabus

Thinking Skill notes

Diagnostic Essay

Lateral Thinking Skill ?’s

Hink Pink

Three stories and 5 TS questions for each

Writing Notes

Journals-6?

Drafts- 2-3 of Descriptive, P/S and Arg

Origami Crane

Paper Air Plane

DFW TEST

15 ?’s

Notes Test

Emily Dickensen Fame is a bee in class work

Proverbs Practice
Plane Instructions 

P/S essay plan

P/S essay HW, DFW

Works Cited test

Print Ad

Chipotle writing Prompt in class

Logical Fallacy Pres
Descriptive Essay with Star
P/S essay with Star
 

Fallacy Presenations-

Presentations-

Drafts Due Monday!

Plans and fallacies.

1.

What's a logical fallacy?  Google it and create a definition plus find one example to explain in your journal.

2.  A master list.... Plus definitions.

3.  Presentations-  Using Prezi, create a presentation about one logical fallacy.  Your presentation should identify the fallacy, define the fallacy, provide three examples of the fallacy in action, and have one multiple choice question at the end to check for class understanding.  During the presentation, I will ask you why one of your examples is the fallacy you claim it is.  Presentations Due Wed.

4.  Plans and discussions....

5.  HW-  drafting your essay/researching your essay, creating your prezi.

 https://www.polleverywhere.com/free_text_polls/1Ve3qccLxOwYxzf

1. Journal-

What convinces you the most?  Logos or Pathos?  Describe a time when you were convinced, or name a product that you really want and think about why you want it.


2.  During journals, place any essay you'd like to submit on your table and I'll check to see if you can.


3.  Also, have your print ad on the table as well so I can star your HW.


4.  Chipotle Ad and writing prompt-  What's the pathos?  What's the logos?  Why is it pathos and logos.


5.  CA parody.


6.  Selecting RBA topics and a plan-  For HW-  select a research based argument topic and come to class with plan for your possible essay.


7.  Read this argument essay as an example of something you might do.

Essay checks

1.  Of course, it's essay check time.

So, read aloud.  Read aloud backwards.  Submit if satisfied.


2.  Logos, Pathos, Ethos....  Notes and uses.

3.  Return to class with a link to a PRINT ad that utilizes Logos, Pathos, or Ethos.


Next Class

Logos, Pathos, Ethos-  Chipotle-- In class writing.

Journal Test-

Using your notes, complete a works cited entry for this information.

Ariticle name:   The Curse of Thinking You're Smart

Author Name:  Jon Johnson

Date published:  October 1 2015

Publisher  Huffington Post

website:  HuffingtonPost.com

You read the article today.


Show me the entry when you're done for a grade-



Essays and reading groups-


1.  MLA format?
2.  Underline a thesis.
3.  Does the essay have research?
4.  Does the essay clearly state a problem, explain why it is a problem, offer multiple solutions, and then choose the best one as the solution?

5.  Are there 6 + paragraphs?

6.  Is the essay too long?  Too short?

7  What is the essay missing?

8  What does the essay add that it doesn't need?

9.  Circle any mistakes, but don't correct them.

10.  Offer the writer a compliment.

HW-  Return with your completed essay.

http://deadspin.com/arizona-state-sorority-girls-show-off-elite-selfie-skil-1734043904

1.  What's a works cited?  What's it for?  What is in-text citation?  In sentence citation? What are those for?  What are embedded quotes?  Why do that?


2.  Notes....

Works Cited-  An alphabetical list of sources used in your essay.  It's the last page, titled, Works Cited

In-text Citation-  A way to tell people where your information came from within the essay itself.

"............................................................." (Gonzalez).


In-sentence Citation- A way to cite sources without using in-text.

According to Micah Gonzalez in his article titled, "The Rise of Machines," there is a "problem with machines in our world."



Embedded quotes-

............................., "...................................."

............................., "........................................." .............................................

"............................................"........................................................

3.  Works Cited-  Here're the steps, from PURDUE OWL

Basic Style for Citations of Electronic Sources (Including Online Databases)

Here are some common features you should try and find before citing electronic sources in MLA style. Not every Web page will provide all of the following information. However, collect as much of the following information as possible both for your citations and for your research notes:

• Author and/or editor names (if available)
• Article name in quotation marks (if applicable)
• Title of the Website, project, or book in italics. (Remember that some Print publications have Web publications with slightly different names. They may, for example, include the additional information or otherwise modified information, like domain names [e.g. .com or .net].)
• Any version numbers available, including revisions, posting dates, volumes, or issue numbers.
• Publisher information, including the publisher name and publishing date.
• Take note of any page numbers (if available).
• Medium of publication.
• Date you accessed the material.
• URL (if required, or for your own personal reference; MLA does not require a URL).

Let's do one together, and one on our own.

 http://www.people.com/article/selena-gomez-single-dating-scared-of-tinder


http://www.safebee.com/health/freshman-15-myth-but-weight-gain-college-isnt

P/S

1.  Journal-  What's your problem/solution plan-  Summarize what you intend.

1.5 Journal 2-  There are teenagers vandalizing my neighborhood... Plan out an essay for this topic....

2.  Tell your plan, not the teenager one, to another.

3.  Write your plan on the white board, somewhere.

4.  Essay checks.

5.  HW-  Have a draft of you P/S essay in class Friday.\

6.  If time allows-- Works Cited?

Essay 2 assigned.

1.  Do you trust experts?  What makes someone an expert?

2.  How can you tell if a website is viable for your research?

3.  Self-grading using the  6 traits.  Submit?

4.  Next essay and plan.

5.  HW-  Read this essay and come to class with your own plan for your essay. 

Want to watch it instead?  I don't know why you would, but, here. 

6. HW-  Mini responses:  How is this a problem /solution essay?  What's the problem?  What's the solution?

Partial Portfolio

Signed Syllabus

Thinking Skill notes

Diagnostic Essay

Lateral Thinking Skill ?’s

Hink Pink

Three stories and 5 TS questions for each

Writing Notes

Journals- (3)

Drafts- 2-3 of Descriptive

Origami Crane

Paper Air Plane

DFW TEST

15 ?’s

Notes Test

Emily Dickensen Fame is a bee in class work

Proverbs Practice
Plane Instructions

It's a take a breath day.

1.  Essay check 1

2.  Essay check 2

3.  Essay check 3

4.  Still want to submit?

List of grades in groups....

Groups and Drafts

1.  Journal-  Using the 6 traits rubric, grade your own draft.  Also, show me your draft when I visit your table.  Rubric is below.

2. Groups and readers.    List is on the board.

3. HW-  Revise your draft for submission on Friday.

Getting ready to draft

1.  Reading Test-

If "Ticket to the Fair" has a message, what is it and why?  Use examples from the essay to support your point.  The examples don't have to be direct quotes-  just what you remember from your reading.

2.  Switch questions and answer in class.

3.  Telling of stories.

4.  Tips for a good narrative/descriptive essay.

5.  Drafts due in MLA format in class on Wed.

Crane Inst.

http://www.origami-instructions.com/origami-crane.html

Design

Long Journal- Please work individually. 

This poem has a specific message to it's readers.  Tell us what it is and prove that you are right by quoting specific words in the poem to support what you think.  

Design

I found a dimpled spider, fat and white,
On a white heal-all, holding up a moth
Like a white piece of rigid satin cloth--
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches’ broth--
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.

What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.

HW-  Complete the DFW essay and the questions for another.

HW-  Think about your own descriptive essay topic, return with a plan like the plan I made in class.

Journal--  What does this mean, and why does it mean what it means?

the mexican cabdriver's poem for his wife, who has left him

We were sitting in traffic
on the Brooklyn Bridge,
so I asked the poets
in the backseat of my cab
to write a poem for you.

They asked
if you are like the moon
or the trees.

I said no,
she is like the bridge
when there is so much traffic
I have time
to watch the boats
on the river.

2. Voice work….

3. Sentence Fluency work….

3.5.  Comma work with sentence types.

 

4. HW-  Read this and create 15 thinking skill questions for another to answer.