Final Version Informing Due

Your papers are due.  Anyone willing to share?

You do the course evaluation.

Then I tell you about English -- The Rest of the Story.

Consider the words knight, night, through, though, bough, cough, rough, come, give, gone.

Take a short pretest about the history of English.  Look at this chart.


Old English spoken for us.


Anglo-Saxon art

Anglo-Saxons vs. Vikings  which leads us to the Anglo-Saxon Chronicle.


After Norman castles we come to Middle English.

Draft #2 and Bluebook Essay

Draft #2 is due of your Informing MLA Style essay.  You read drafts and I check Works Cited pages.

You turn in your daybooks for the last check.

The In-Class Essay using a bluebook is next.  You have 45 minutes to write your essay.

Homework:

1. Create the final version of your Informing MLA style essay, due Monday.

Draft #1 Informing MLA Style Due

You read each others drafts.

Then we try out Bibme.org on the laptops.

In-class essay questions?

Homework:

1.  Draft #2 is due Wednesday WITH a Works Cited page to get credit for the draft.

2.  Bring a bluebook for the in-class essay.

3. You will turn in your daybooks for the final chack.

4.  Two vocabulary words.

Final Version Rhetorical Analysis Due

Hand in your papers.

We look at MLA details and practice with the Everyday Writer.

Then we discuss scoring the Five Paragraph Essay and you read some examples.

Homework:

1.  Create the first draft of your Informing paper.  For this draft, simply write up the information you already know about the topic.  You will add in-text citations and the Works Cited page for the second draft.

2.  Bring your completed database worksheets to class on Wednesday with your draft.

2.  Two vocabulary words. 

Draft #2 Rhetorical Analysis

Rhetorical Analysis : alternative methods again. 

You read your drafts.

The assignment sheet for the next paper.

Another example of attributing a source.

You get out the laptops and look for database sources.

At the end of class you must send me an email with tentative ideas for the last paper topic.

Homework:

1. Create the final version of your Rhetorical Analysis paper.

2.  Complete the database handout and decide on a topic for the Informing paper. 

3. In your daybook fill one page with a freewrite/brainstorm/outline of information you will cover in this paper.

4.  Two vocabulary words.

Draft #1 Rhetorical Analysis of an Image

You read each other's drafts.

Then, plagiarism stories: Viswanathan ,  Helene , Herr Gutenberg.

What's fair use?  in music...  in art...

Try out The Hub and databases?

Homework:

1.  Read "My Friend Michelle" on pages 280-283 in Reid.  Be ready to work with this.

2.  Fill one page in your daybook brainstorming about a possible topic for this last paper.  You must choose something you know A LOT about but that you can also find more information from outside sources on related questions of interest to you. Use the who/what/when/where questions to generate information.

3.  Two vocabulary words.

Final Version Summary/Response

Prepare your papers to hand in.

We look at Section 28 pages 275-277.  You take a pencil and underline any suspect words or phrases in your paper, BEFORE you hand it in.

We talk about rhetorical analysis of an image. See pages 185-187 of Reid.

You read an example of a student paper called "Some Don't LIke Their Blues."  Annotate.

Design tools in advertising.

Practice Five Paragraph Essay.

Homework:

1. Create Draft #1 of your Rhetorical Analysis of an Image/Video.

2.  Two vocabulary words.

Draft #2 Summary Response

Example introductions for Summary/Response.

Peer Review of  Draft #2.

Then we discuss Summary/Analysis of an Image. See these examples of possible topics:

The Fall of Icarus

"Amerika"

The Haka

I hand out the assignment sheet.  As there is time,you write a practice 5 Paragraph Essay outline.

Homework:

1.  Create and edit the final version of your Summary/Response.

2.  Choose an image  or two for the next paper.  Be ready to show me on Wednesday.  Look at pages 188-207 for examples.

3. Daybook check on Wednesday.  I will be collecting them then.

4. Two words.

Draft #1 Summary/Response Due

You get your Memory papers.

We look at Ex. 26.2 .

You read an article about Pat Bourne and write the answers to questions in your daybook.

 You read each other's drafts.

When you are done reading drafts, read the handout "How Did He Get There?"

Homework:

1.  Finish reading the "How Did He Get There?" handout.

2.  Create Draft #2 of your Summary/Response.

3.  Read in Reid pages 184-189.

4.  Two Vocabulary words.

5.  If you are having problems with your Summary/Response, attach a draft to an email and I can look at it and give you suggestions.

More About Summary/Response

Words.

We look at Section 26 page 266 in Everyday Writer.  You will put Ex. 26.2 page 269 in your daybook.

What was Tannen's point?

We discuss.

Then you read pages 177-180.  When you are done, be looking at questons #4 and #5 on page 181.  Groups will discuss.

We look at the comment sheets for the first draft of your Summary/Response, due Wednesday.

Questions?

Then I talk about the Five Paragraph Essay, and you take a shot at creating an outline for one in your daybook.

Homework:

1.  Draft #1 due of your  Summary/Response.  You should actively read the article you chose; mark it up.
Then create your draft.

2.  Two vocabulary words.

3.  I will have your papers and midterm grades for you on Wednesday.

Final Version Remembering Due

Words.

You put together your Final Versions.  You describe how each step of this paper went: Choosing, Collecting, Drafting, Revising and Editing.

We look at page 128 in Reid. And page 129. I hand out the assignment sheet for the next paper.

Then you think about "political correctness" and "multiculturalism."

We read Ehrenreich page 134-136.  You summarize.

Homework:

1.  Review pages 129-132 of Reid, and write a one paragraph response to "Teach Diversity with a Smile" in your daybook.

2.  Read pages 302 to 307, "How Male and Female Students Use Language Differently" by Tannen.  Answer Question #1 from page 307 in your daybook.

3. Choose between the following two articles to write your Summary/Response paper about:  Twitchell's "Miss Clairol's 'Does She or Doesn't She?': How to Advertise a Dangerous Product" on pages 205--210 in Reid  OR  Tannen's "The Argument Culture" on pages 403-407. Read them both, and if you want me to provide a copy for you, send me an email before Monday class.

4.  Two vocabulary words.

Draft #2 Remembering

Words.

Discussing Alice Walker.

You write the beginning for your draft that you prefer on the board.

Read each other's drafts.  When you finish read Section 25 pages 262-264 in Everyday Writer and do Ex. 25.1 on pages 264-265. That means writing two versions of each sentence down in your daybook.  If I have your daybook, finish it later.

I return your papers.

Again, I try to collect daybooks.

Homework:

1.  Create the final version of your Remembering paper.  Edit carefully for the kinds of errors you had in the Observation  paper.  If you have doubts, check it in Everyday Writer.

2.  Two vocabulary words.

Draft #1 Remembering

Freewrite:  Thinking about memories, is there someone whose memoirs you would really like to read?  Discuss.

Alexander Sohzhenitsyn. The Uses of Writing.

Groups discuss "The Red Chevy" Q. 2, 3 and 4 page 124.

 As there is time we look at Everyday Writer Ex. 24.2.

You read each other's drafts.

If you finish early read the handout (goat beginnings) and then start on the homework, reading Alice Walker's "Beauty."

HAND IN YOUR DAYBOOKS.

Homework:

1.  Read Alice Walker's "Beauty: When the Other..."  page 94 to 100.  Be ready for a quiz over it.

2.  Create Draft #2 of your Remembering paper.

3.  Write out at least one alternative beginning for your draft.  Try to start it in a completely different way.  Write a full paragraph.  This will be handed in on a separate sheet of paper with all your drafts of this paper.

4.  Two vocabulary words.

Final Version Due Observation/Description

You organize and turn in the Observation/Description papers.

The next paper: Remembering.

We look at "The Day Language..."

Groups annotate "The Boy's Desire."

We look at the journal prompts on page 94.  Think about these.

We review subordination and coordination.  You do Ex. 24.2 starting on page 259.

Homework:

1.  Read "The Red Chevy" on pages 121-124.

2.  Fill at least one daybook page brainstorming about  possible topics for this paper.  You may use an idea from page 94 or not.  See also page 107 for ideas.

3.  Create the first draft of your Remembering essay.  This may be simply an extended free write -- it can be very rough.

4.  Two vocabulary words.

5.  I will collect daybooks for the first check Wednesday.

Draft #2 Observation/Description

Vocabulary words.

Mowat quiz.  Groups discuss Mowat.

Go over Everyday Writer worksheet.

Coordination and Subordination:  sentence level editing.  You do Ex. 24.1 from page 257 in the Everyday Writer in your daybook.  You may use a combination of coordination AND subordination to make the paragraph more interesting.

Read each other's drafts.

Homework:


1.  Prepare the final version of your Observation/Description paper.  Use the MLA style heading and layout on page 466 in the Everyday Writer.


2. Go to the blue box on page 75 of Reid called "Postscript on the Writing Process."  In your daybook, answer #1 and #5.  In #5 don't answer the last question (you could not choose audience or genre).


3.  Read pages 88-93 in Reid.


4.  Two vocabulary words.

Draft #1

Put up a vocabulary word.

Daybook quiz on "Permanent Tracings."

Groups discuss Macke, Questions 1, 2 and the first part of 3, all on page 81.

We discuss revision and its three levels:  global, structural and sentence-level.

Everyday Writer worksheet.
Analytical reading?

Then you read each other's drafts.

Homework:

1.  Read "Observing Wolves," the handout.

2.  Complete the Everyday Writer worksheet.

3.  In your daybook describe:  a) What comments readers had for your draft and
b) What you learned through reading other's drafts.

4.  Revise your draft.  Use pages 74-75 to help you.  Draft #2 -- which should be typed -- is due Wednesday.

5.  Two vocabulary words.

Observation

Put a vocabulary word on the board.

We watch this. 

Quiz from Chapter 2.  I redirect our attention to "The Struggle to be an All-American Girl" and her rhetorical gamble.

Get into groups and share and chart your genre examples.

Then, in your daybook explain "Show, don't tell."

We read pages 53-56 together.

We look at the Techniques for writing about observation, page 48 and 49.

Then groups look at Muir's essay on pages 50-51 together.

I hand out the assignment sheet for the first essay.  

Homework:

1.  Read pages 76-81 for an example of a student doing this assignment.

2.  In your daybook create TWO full pages of notes taken while you observe your subject.  These can include sketches and diagrams.

3.  Write the first draft of your Observation essay.  It should be several pages long, and it's up to you whether it is typed or hand-written.

4.  Two vocabulary words.

The Rhetorical Situation

Vocab words on the board.

Quiz on the reading.

We look at Ch. 1.

Ch. 2:  read page 16 and in your daybook explain 1) why writing is valuable and 2) what rhetoric is.


The roots of rhetoric: Greece.  Athens.  Sparta.  Athens now.  Sparta now.

Who needs to be good at rhetoric nowadays?  What is a rhetorical situation?  What does genre mean?

Then you read Wong page 27 and Zoellner page 28 and then get into groups and discuss questions 2,4 and 5 page 30.

Homework:

1.  Read in Reid pages 16-26, then  46-49 and  52-53.

2.  In your daybook, do Freewriting: Inventory of Your Writing in the blue box on page 19.

3.  Then do #2 in the Warming Up -Journal Exercises on page 33.  You will bring to class on Weds. examples of FOUR different genres of writing and be prepared to discuss them.  You should describe them in your daybook and explain the purpose/audience/context for each.  Especially look for examples of ineffective writing.

4.  Two vocabulary words.

Welcome!

In class we cover the class syllabus, I emphasize just how much work this class will be, and everyone is given the address to this blog.

Then we did some writing, and some talking, and discuss the importance of words for writing. Look at this video, and you'll have one idea of the meaning of the word "chutzpah." Plus we discussed possible words to describe what exactly that professor did to the phone.

Homework:

1. Buy your books.


2. Read chapter 1 of Reid. 


3. In your daybook, write out responses to #1 and one other of your choice from p. 10-11 in Reid "Warming Up" journal exercises. There are seven total exercises, so you will do only two.

4. In your daybook, write a description, while looking at it, of the same person/thing you wrote about in class. Fill at least one page with writing. This is an exercise in observation. This is NOT what you have to write your first paper about.

5. Put the first 2 vocabulary words into your daybook. You will add 2 before each class. You can get them from any reading or conversation.  They are worth 4 points each. You get one point for the word, one point for the chunk of context where you found the word, one point for guessing the meaning, and one point for the definition that matches how the word was used in that context.

Example:

chutzpah
Context: It took a lot of chutzpah to spike a student's phone in front of the class. (Kate L.)
Guess: guts
Definition: supreme self-confidence; gall.


Blog comment option: Do you have a favorite Youtube video that could illustrate the meaning of a word? Add it to this blog in the comments section. Explain what word you have in mind and post a link. You can use the anonymous option to make the post, but do identify yourself within the post.