Today is our last day together in 101 English. Thank you for a delightful, if short, semester.
You will use the time today to compose a problem/solution essay. This is your exam. Here are the possible topics as noted in Tuesday's blog post:
1. Write an essay proving that discrimination against the overweight exists and is “as wrong and damaging as any racial or ethnic slur” (200). Also, give solutions to the problems of discrimination. Anticipate that readers will point out that people don’t have to be overweight.
2. Write an essay proving that body image can either enhance or damage self esteem. Prove a problem exists and provide solutions.
3. Investigate the problem of overweight children or teens. Prove a problem exists. Provide solutions. What solutions are currently in the news?
4. Prove that some diets can be dangerous. Prove a problem exists. Provide solutions.
5. After reading “Bodily Harm and “Dieting Daze. . .” write an essay discussion the problems of eating disorders. Provide solutions.
6. Write an essay proving that advertising and the media contribute to weight problems in children and/or adults. Provide solutions.
7. Think of a topic of your choice that relates to the umbrella topic of health and nutrition. Prove there is a problem. Provide solutions.
In addition to the reading, locate at least two good articles from reputable sources provide additional proof and statistics that a problem exists and point out viable solutions.
You may use an outline to guide your writing today if you created one. An outline is not required.
In your essay, you must cite information from at least three different sources. One of those sources must come from Between Worlds. You may also include an interview if you interviewed anybody.
Decide on your specific topic. It must be related to health.
Use MLA formatting and in-text citations
Include a Works Cited page
Don't forget the title!
After you type the paper, you may get another member of the class to edit it. (Do not stop a student from writing. Look for another who has finished the draft. Read on-screen.
Print ONLY the final copy.
If you want your paper returned - fill out a self-addressed envelope. If you are in my 102 class that begins on Tuesday, just get your paper then.
Again, thank you for a wonderful semester. Good luck to all of you!
Thursday, September 30, 2010
Tuesday, September 28, 2010
Presentations
Information for the exam
Exam – 101 English – September 2010
You will be writing an in-class essay for the exam. In preparation, you will need to read at least three of the following:
A. “Discrimination at Large” by Jennifer A. Coleman – p. 198 in Between Worlds
B. “O.K., So I’m Fat” by Neil Steinberg – p. 201 in Between Worlds
C. “’Diabesity,’ A crisis in an Expanding Country” by Jane E. Brody p. 204 in Between Worlds
D. “Body Harm” by Pamela Erens p. 208 in Between Worlds
E. “Six Rules for Eating Wisely” p. 214 in Between Worlds
F. “Dieting Daze: No In-Between” p. 387 in Between Worlds
This exam will be a problem/solution essay. You will be proving that a problem does or does not exist and providing clear solutions.
In preparation, please review pp. 468-474 in Between Worlds. During the first hour of the class, we will be reviewing specific techniques for writing. This is not unlike the cause/effect PowerPoint process you just finished.
Think about the following as possible topics for your essay:
1. Write an essay proving that discrimination against the overweight exists and is “as wrong and damaging as any racial or ethnic slur” (200). Also, give solutions to the problems of discrimination. Anticipate that readers will point out that people don’t have to be overweight.
2. Write an essay proving that body image can either enhance or damage self esteem. Prove a problem exists and provide solutions.
3. Investigate the problem of overweight children or teens. Prove a problem exists. Provide solutions. What solutions are currently in the news?
4. Prove that some diets can be dangerous. Prove a problem exists. Provide solutions.
5. After reading “Bodily Harm and “Dieting Daze. . .” write an essay discussion the problems of eating disorders. Provide solutions.
6. Write an essay proving that advertising and the media contribute to weight problems in children and/or adults. Provide solutions.
7. Think of a topic of your choice that relates to the umbrella topic of health and nutrition. Prove there is a problem. Provide solutions.
In addition to the reading, locate at least two good articles from reputable sources provide additional proof and statistics that a problem exists and point out viable solutions.
Start your Works Cited page on EasyBib if you wish.
Information for the exam
Exam – 101 English – September 2010
You will be writing an in-class essay for the exam. In preparation, you will need to read at least three of the following:
A. “Discrimination at Large” by Jennifer A. Coleman – p. 198 in Between Worlds
B. “O.K., So I’m Fat” by Neil Steinberg – p. 201 in Between Worlds
C. “’Diabesity,’ A crisis in an Expanding Country” by Jane E. Brody p. 204 in Between Worlds
D. “Body Harm” by Pamela Erens p. 208 in Between Worlds
E. “Six Rules for Eating Wisely” p. 214 in Between Worlds
F. “Dieting Daze: No In-Between” p. 387 in Between Worlds
This exam will be a problem/solution essay. You will be proving that a problem does or does not exist and providing clear solutions.
In preparation, please review pp. 468-474 in Between Worlds. During the first hour of the class, we will be reviewing specific techniques for writing. This is not unlike the cause/effect PowerPoint process you just finished.
Think about the following as possible topics for your essay:
1. Write an essay proving that discrimination against the overweight exists and is “as wrong and damaging as any racial or ethnic slur” (200). Also, give solutions to the problems of discrimination. Anticipate that readers will point out that people don’t have to be overweight.
2. Write an essay proving that body image can either enhance or damage self esteem. Prove a problem exists and provide solutions.
3. Investigate the problem of overweight children or teens. Prove a problem exists. Provide solutions. What solutions are currently in the news?
4. Prove that some diets can be dangerous. Prove a problem exists. Provide solutions.
5. After reading “Bodily Harm and “Dieting Daze. . .” write an essay discussion the problems of eating disorders. Provide solutions.
6. Write an essay proving that advertising and the media contribute to weight problems in children and/or adults. Provide solutions.
7. Think of a topic of your choice that relates to the umbrella topic of health and nutrition. Prove there is a problem. Provide solutions.
In addition to the reading, locate at least two good articles from reputable sources provide additional proof and statistics that a problem exists and point out viable solutions.
Start your Works Cited page on EasyBib if you wish.
Thursday, September 23, 2010
September 23, 2010 - Thursday
Class Work
1. Edit the critiques . . . see rubric
2. Talking about PowerPoint presentations . . .
Slide #1: Title and Your Name
Slide #2: Identify the problem
Slides 3, 4, 5: Explain the causes of the problem
Slides 6, 7, 8: Explain the effects of the problem - prove that the problem exists
Slides 9, 10, 11: Call to action - give the viewers concrete examples of what can be done and explain what difference their actions will make.
Slide 12: Works Cited page
3. Taking a look at the PowerPoint scoring rubric - this will guide your slides. (Handout) Also, see 14D p. 233+ in The McGrawHill Handbook for information on slide presentations. See Chapter 13 as well. Page 223 - 224 13b has examples.
4. Research for the PowerPoint - You must locate at least three GOOD sources. Also, see if your cause has a web site. That site will take you to others. Interview two classmates - see what they already know about your topic. Find out what they need to know. Don't forget that quotation sites can be used!
5. Work on your PowerPoint presentation. If you have never worked on PowerPoint before, work in my group to discover the joy and simplicity of Powerpoint presentations.
6. When you have the first four slides done, find someone else who is also that far along . . . review with the rubric - revise as needed - continue to the next four slides and so on . . . Finish by the end of class today. Print a "3 slides per page" copy for me. Turn it in today.
Notes: You will be presenting on Tuesday. (Sign in for order.) You have up to 8 minutes for your presentation. You must take at least 4 minutes. (See guidelines for oral presentations: Stance, eye contact, projection . . .)
Homework
1. Finish your critique. It is due Tuesday.
2. Polish your PowerPoint - you MUST place it on a jump drive or burn it to a CD. There is no time to find it on your e-mail. I will deduct 5 points from your grade if you do not have it on a jump drive or on a CD.
3. Be ready to present!
1. Edit the critiques . . . see rubric
2. Talking about PowerPoint presentations . . .
Slide #1: Title and Your Name
Slide #2: Identify the problem
Slides 3, 4, 5: Explain the causes of the problem
Slides 6, 7, 8: Explain the effects of the problem - prove that the problem exists
Slides 9, 10, 11: Call to action - give the viewers concrete examples of what can be done and explain what difference their actions will make.
Slide 12: Works Cited page
3. Taking a look at the PowerPoint scoring rubric - this will guide your slides. (Handout) Also, see 14D p. 233+ in The McGrawHill Handbook for information on slide presentations. See Chapter 13 as well. Page 223 - 224 13b has examples.
4. Research for the PowerPoint - You must locate at least three GOOD sources. Also, see if your cause has a web site. That site will take you to others. Interview two classmates - see what they already know about your topic. Find out what they need to know. Don't forget that quotation sites can be used!
5. Work on your PowerPoint presentation. If you have never worked on PowerPoint before, work in my group to discover the joy and simplicity of Powerpoint presentations.
6. When you have the first four slides done, find someone else who is also that far along . . . review with the rubric - revise as needed - continue to the next four slides and so on . . . Finish by the end of class today. Print a "3 slides per page" copy for me. Turn it in today.
Notes: You will be presenting on Tuesday. (Sign in for order.) You have up to 8 minutes for your presentation. You must take at least 4 minutes. (See guidelines for oral presentations: Stance, eye contact, projection . . .)
Homework
1. Finish your critique. It is due Tuesday.
2. Polish your PowerPoint - you MUST place it on a jump drive or burn it to a CD. There is no time to find it on your e-mail. I will deduct 5 points from your grade if you do not have it on a jump drive or on a CD.
3. Be ready to present!
Tuesday, September 21, 2010
September 21, 2010 - Tuesday
Class Work
1. Sharing of topics for the "Save the ____________" essay. What information have you found so far? What do you already know? What do you still need to know? What do you want your readers to learn? What do you want your readers to do?
2. Talking about a Call to Action . . . you want your readers to do something about your cause. You must tell them how to help. You must be specific. This will be the focus of your research for Thursday.
3. Viewing of An Inconvenient Truth . . . prepare to write a critique.
4. Discuss the components of an effective critique.
5. Review how to create an effective PowerPoint presentation. You will be giving a presentation to the class next Tuesday. Be here!
Homework
1. Write the critique. Bring the draft to class.
2. Begin your PowerPoint. Get at least three slides done. Remember what you liked and did not like about Al Gore's presentation as you plan your presentation.
1. Sharing of topics for the "Save the ____________" essay. What information have you found so far? What do you already know? What do you still need to know? What do you want your readers to learn? What do you want your readers to do?
2. Talking about a Call to Action . . . you want your readers to do something about your cause. You must tell them how to help. You must be specific. This will be the focus of your research for Thursday.
3. Viewing of An Inconvenient Truth . . . prepare to write a critique.
4. Discuss the components of an effective critique.
5. Review how to create an effective PowerPoint presentation. You will be giving a presentation to the class next Tuesday. Be here!
Homework
1. Write the critique. Bring the draft to class.
2. Begin your PowerPoint. Get at least three slides done. Remember what you liked and did not like about Al Gore's presentation as you plan your presentation.
Thursday, September 16, 2010
Thursday, September 16, 2010
Class Work
1. Eding activity: Get with a partner.
First, share the the audience description with your partner. Did the author clearly identify the audience? If not, give suggestions.
Next, read the comparison/contrast essay. Did the author use the appropriate word choice, tone, descriptions, and details for the audience?
After that, rate the introduction. Five = WOW! Four = excellent, Three = OK, Two = needs improvement, One = try again
Finally, determine the pattern of organizaion used on the paper. Was it effective?
Looking to the future . . . writing conclusions. Leave the audience with a sense of purpose.
What's Next?????
You will be writing a cause/effect essay related to a topic related to the environment. You will also prepare a PowerPoint presentation convincing the audience to "Save the ___________."
This will presents causes, effects, and a call to action.
Today . . .
1. "Saving the Songs of the Sea" (Save the last word for me)
2. "The Bounty of the Sea" (Sample 'effects' essay)
3. "So Earth Had This Boyfriend" (Using humor)
4. Al Gore "The Plan that Saved the Planet" . . . lead in to the viewing and analyzation of An Inconvient Truth. Chapter 6 - p. 283+ in Between Worlds.
Homework
1. Write the final copy of your comparison/contrast essay.
2. Begin the research for your cause/effect essay - save the . . . . .
Locate at least three articles related to your topic. Begin a new Works Cited page.
1. Eding activity: Get with a partner.
First, share the the audience description with your partner. Did the author clearly identify the audience? If not, give suggestions.
Next, read the comparison/contrast essay. Did the author use the appropriate word choice, tone, descriptions, and details for the audience?
After that, rate the introduction. Five = WOW! Four = excellent, Three = OK, Two = needs improvement, One = try again
Finally, determine the pattern of organizaion used on the paper. Was it effective?
Looking to the future . . . writing conclusions. Leave the audience with a sense of purpose.
What's Next?????
You will be writing a cause/effect essay related to a topic related to the environment. You will also prepare a PowerPoint presentation convincing the audience to "Save the ___________."
This will presents causes, effects, and a call to action.
Today . . .
1. "Saving the Songs of the Sea" (Save the last word for me)
2. "The Bounty of the Sea" (Sample 'effects' essay)
3. "So Earth Had This Boyfriend" (Using humor)
4. Al Gore "The Plan that Saved the Planet" . . . lead in to the viewing and analyzation of An Inconvient Truth. Chapter 6 - p. 283+ in Between Worlds.
Homework
1. Write the final copy of your comparison/contrast essay.
2. Begin the research for your cause/effect essay - save the . . . . .
Locate at least three articles related to your topic. Begin a new Works Cited page.
Tuesday, September 14, 2010
September 14 - Tuesday
Class Work
Return Papers - things to consider
A. Avoiding the use of second person "you" point of view
B. Avoiding run-on sentences and comma splices
C. Comma usage -when to . . .
D. Not using "in my personal opinion" or "in my opinion" or "I think."
********************************************************************************
1. Share interview experiences . . . what do people think? How easy or difficult was it to conduct an interview? Did you find any information in the interview that you might be able to use in your essay.
2. Writing Workshop - share what you have so far with a group of four. ( Yes, you might have to move your chair to another table to create groups of four.) What are your thoughts on the topic so far? Group - really listen. What else would you like to know? Is one side clearly "better" than the other side in the comparison/contrast draft? What needs to be added? What pattern of organization was used? Did it work?
Can the audience be identified? See p. 345 in Between Worlds for information. Complete one of the two practices on p. 347.
3. Talking about introductions - what do paid professionals do to get the paper going? See PP. 398 + in Between Worlds.
4. Look at introductions written by professionals in Between Worlds. What techniques were used? Were any of the introductory paragraphs effective? Why or why not? p. 71, p. 82, p. 113, p. 186, p. 198, p. 202, p. 233, p. 239
5. Consider your paper. What do you need to create an effective introduction?
*************************************************************************************
6. Let's take a look at two more sample comparison/contrast essays. Can you "chart" the organizaion? Work at your table to create either a point by point or an item by item chart for each.
7. Writing summaries . . . learn to summarize an article. p. 429 in Between Worlds. Summarize the article by Kate Zernike . (handout)
8. Summarize one of the articles you located that relates to your topic.
Homework
1. Finish the draft of your comparison/contrast essay up to the conclusion. Think about possible powerful endings.
2. Write a one page description of your intended audience. Who are they? Why do they need to know your information? What will they gain by reading your paper? Are they educated? What income or income potential is reflected by your group? Are you targeting one gender over another? etc.
See p. 70 - 4D in part 1 of The McGraw-Hill Handbook for more information about comparison/contrast.
Return Papers - things to consider
A. Avoiding the use of second person "you" point of view
B. Avoiding run-on sentences and comma splices
C. Comma usage -when to . . .
D. Not using "in my personal opinion" or "in my opinion" or "I think."
********************************************************************************
1. Share interview experiences . . . what do people think? How easy or difficult was it to conduct an interview? Did you find any information in the interview that you might be able to use in your essay.
2. Writing Workshop - share what you have so far with a group of four. ( Yes, you might have to move your chair to another table to create groups of four.) What are your thoughts on the topic so far? Group - really listen. What else would you like to know? Is one side clearly "better" than the other side in the comparison/contrast draft? What needs to be added? What pattern of organization was used? Did it work?
Can the audience be identified? See p. 345 in Between Worlds for information. Complete one of the two practices on p. 347.
3. Talking about introductions - what do paid professionals do to get the paper going? See PP. 398 + in Between Worlds.
4. Look at introductions written by professionals in Between Worlds. What techniques were used? Were any of the introductory paragraphs effective? Why or why not? p. 71, p. 82, p. 113, p. 186, p. 198, p. 202, p. 233, p. 239
5. Consider your paper. What do you need to create an effective introduction?
*************************************************************************************
6. Let's take a look at two more sample comparison/contrast essays. Can you "chart" the organizaion? Work at your table to create either a point by point or an item by item chart for each.
7. Writing summaries . . . learn to summarize an article. p. 429 in Between Worlds. Summarize the article by Kate Zernike . (handout)
8. Summarize one of the articles you located that relates to your topic.
Homework
1. Finish the draft of your comparison/contrast essay up to the conclusion. Think about possible powerful endings.
2. Write a one page description of your intended audience. Who are they? Why do they need to know your information? What will they gain by reading your paper? Are they educated? What income or income potential is reflected by your group? Are you targeting one gender over another? etc.
See p. 70 - 4D in part 1 of The McGraw-Hill Handbook for more information about comparison/contrast.
Thursday, September 9, 2010
September 9, 2010 - Thursday
Class Work
Activity #1: Submit "body art" papers. Put the final copy on top. Place the draft(s) and peer editing notes next. Include the "rock" paper. Place the answers to the questions from the reading on the bottom. Staple it all together and submit.
Activity #2
"What's Love Got to Do with It?" - (Thanks to Tina Turner)
Dating then and now.Think/talk about it:1.
Talk about your first date.
2. Talk about your best date.
3. Talk about your worst date.
4. What was dating like for your grandmother or grandfather? What was dating like for your mother or father? What is/was dating like for you? What is the same? What has changed?
Read: "Modern Romance" by Celeste Biever p. 51 in Between Worlds and "Virtual Love" by Meghan Daum p. 56 and "Boy Friend: Between Those Two Words, a Guy Can Get Crushed" by Libby Copeland p. 45 in the same book.
At your table, discuss the "Thinking about the Text" questions following each selection. Appoint a recorder to write down the responses to submit for the group.
Generate possible topics: Internet/Face-to-face dating, Dating Customs Then and Now, Dating Customs Here and There, May-December Romance/Same Age Romance
Review the formatting for comparison/contrast essays.
What does the Internet say about your topic? Locate at least three articles. Start with these if they will help you get going.
.3. Ask at least three people you know what their opinion is of on-line dating vs. face-to-face dating. What are the pros and cons of each? Bring your information to class.
Sites related to on-line dating
http://www.sfgate.com/cgi-bin/blogs/hottopics/detail?entry_id=71190&tsp=1http://abcnews.go.com/Technology/top-10-cities-online-dating/story?id=11544294 (ABC News article
http://www.msnbc.msn.com/id/27294186/ (MSNBC: "Is technology spawning new dating disasters?")http://www.safeteens.com/2009/12/08/technology-and-teen-dating-abuse/ (Technology and Teen Dating Abuse)http://grammar.ccc.commnet.edu/grammar/composition/comparison
*******************************************************************************
Take a look at three comparison/contrast essays - note the organization.
What questions are answered? What questions do you need to answer for your topic? Identify your audience.
Homework
1. Locate at least two additional articles related to your topic. Find supporting evidence. Annotate your articles. Create a working bibliography - see Easybib.
2. Interview two appropriate persons about your topic. First, create five specific questions you intend to ask each. Then, make notes of their responses. Don't forget to get the spelling of the name? Ask permission to quote in your paper.
3. Record your first thoughts about the topic. Be sure to determine what point you intend to make. Being the "draft" to class on Tuesday.
Activity #1: Submit "body art" papers. Put the final copy on top. Place the draft(s) and peer editing notes next. Include the "rock" paper. Place the answers to the questions from the reading on the bottom. Staple it all together and submit.
Activity #2
"What's Love Got to Do with It?" - (Thanks to Tina Turner)
Dating then and now.Think/talk about it:1.
Talk about your first date.
2. Talk about your best date.
3. Talk about your worst date.
4. What was dating like for your grandmother or grandfather? What was dating like for your mother or father? What is/was dating like for you? What is the same? What has changed?
Read: "Modern Romance" by Celeste Biever p. 51 in Between Worlds and "Virtual Love" by Meghan Daum p. 56 and "Boy Friend: Between Those Two Words, a Guy Can Get Crushed" by Libby Copeland p. 45 in the same book.
At your table, discuss the "Thinking about the Text" questions following each selection. Appoint a recorder to write down the responses to submit for the group.
Generate possible topics: Internet/Face-to-face dating, Dating Customs Then and Now, Dating Customs Here and There, May-December Romance/Same Age Romance
Review the formatting for comparison/contrast essays.
What does the Internet say about your topic? Locate at least three articles. Start with these if they will help you get going.
.3. Ask at least three people you know what their opinion is of on-line dating vs. face-to-face dating. What are the pros and cons of each? Bring your information to class.
Sites related to on-line dating
http://www.sfgate.com/cgi-bin/blogs/hottopics/detail?entry_id=71190&tsp=1http://abcnews.go.com/Technology/top-10-cities-online-dating/story?id=11544294 (ABC News article
http://www.msnbc.msn.com/id/27294186/ (MSNBC: "Is technology spawning new dating disasters?")http://www.safeteens.com/2009/12/08/technology-and-teen-dating-abuse/ (Technology and Teen Dating Abuse)http://grammar.ccc.commnet.edu/grammar/composition/comparison
*******************************************************************************
Take a look at three comparison/contrast essays - note the organization.
What questions are answered? What questions do you need to answer for your topic? Identify your audience.
Homework
1. Locate at least two additional articles related to your topic. Find supporting evidence. Annotate your articles. Create a working bibliography - see Easybib.
2. Interview two appropriate persons about your topic. First, create five specific questions you intend to ask each. Then, make notes of their responses. Don't forget to get the spelling of the name? Ask permission to quote in your paper.
3. Record your first thoughts about the topic. Be sure to determine what point you intend to make. Being the "draft" to class on Tuesday.
Tuesday, September 7, 2010
Tuesday - September 7, 2010
Class Work
1. Take a look at your paper. Did you include:
A. dialogue?
B. vivid description?
C. a message? (What's your point?)
D. a quotation from one of the articles in the book?
E. a quotation from one of the students in our class?
F. a quotation from one of the "found" articles?
G. correct MLA formatting?
H. Works Cited page?
2. Trade papers with someone in the room who has a paper. Use the Narration Revision Checklist and check off all that is included in your partner's paper. (Handout)
3. Look back at your own paper. What do you need to do to make your paper perfect? (List on post-it)
4. Looking at MLA formatting, in-text citations, and the Works Cited page. (pp. 540+ in Between Worlds) We will be taking a look at a sample MLA research paper beginning on p. 524.
5. In your "Body Art" paper, you must give credit to your sources within the text.
*************
Advertising techniques: Ads try to convince us to part with our money. Persuasive writing attempts to convince readers to part with their ideas.
Strategies:
1. Bandwagon
2. Humor
3. Star Struck
4. Plain Folks
5. Penny Pincher
6. Health appeal
7. Wealth
8. Youth appeal
9. Numbers game
10. Expert opinion/scientific study
11. Patriotism
12. One-0f-a-kind
13. New and improved
14. others?????
Task: Work with a partner and locate three magazine ads. Figure out what techniques are used. Be prepared to share.
Task #2: Compare and contrast two web sites that sell the same product. What techniques are used? What interactive features are employed? What impact do the visuals have? Which site provides the best information? Which site is the best . . . why?
**********************************************************************************
This ended up being the homework. We will discusson Thursday.
"What's Love Got to Do with It?" - Dating then and now.
Think/talk about it:
1. Talk about your first date.
2. Talk about your best date.
3. Talk about your worst date.
4. What was dating like for your grandmother or grandfather? What was dating like for your mother or father? What is/was dating like for you? What is the same? What has changed?
Read: "Modern Romance" by Celeste Biever p. 51 in Between Worlds and "Virtual Love" by Meghan Daum p. 56 and "Boy Friend: Between Those Two Words, a Guy Can Get Crushed" by Libby Copeland p. 45 in the same book. At your table, discuss the "Thinking about the Text" questions following each selection. Appoint a recorder to write down the responses to submit for the group.
**********************************************************************************
Learn the formatting for comparison/contrast essays.
Homework
1. Complete the final copy of the "Body Art" paper.
2. Read the articles in the links below if we did not get to them in class.
3. Ask at least three people you know what their opinion is of on-line dating vs. face-to-face dating. What are the pros and cons of each? Bring your information to class.
Sites related to on-line dating
http://www.sfgate.com/cgi-bin/blogs/hottopics/detail?entry_id=71190&tsp=1
http://abcnews.go.com/Technology/top-10-cities-online-dating/story?id=11544294 (ABC News article
http://www.msnbc.msn.com/id/27294186/ (MSNBC: "Is technology spawning new dating disasters?")
http://www.safeteens.com/2009/12/08/technology-and-teen-dating-abuse/ (Technology and Teen Dating Abuse)
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm (Comparison/contrast guicelines)
1. Take a look at your paper. Did you include:
A. dialogue?
B. vivid description?
C. a message? (What's your point?)
D. a quotation from one of the articles in the book?
E. a quotation from one of the students in our class?
F. a quotation from one of the "found" articles?
G. correct MLA formatting?
H. Works Cited page?
2. Trade papers with someone in the room who has a paper. Use the Narration Revision Checklist and check off all that is included in your partner's paper. (Handout)
3. Look back at your own paper. What do you need to do to make your paper perfect? (List on post-it)
4. Looking at MLA formatting, in-text citations, and the Works Cited page. (pp. 540+ in Between Worlds) We will be taking a look at a sample MLA research paper beginning on p. 524.
5. In your "Body Art" paper, you must give credit to your sources within the text.
*************
Advertising techniques: Ads try to convince us to part with our money. Persuasive writing attempts to convince readers to part with their ideas.
Strategies:
1. Bandwagon
2. Humor
3. Star Struck
4. Plain Folks
5. Penny Pincher
6. Health appeal
7. Wealth
8. Youth appeal
9. Numbers game
10. Expert opinion/scientific study
11. Patriotism
12. One-0f-a-kind
13. New and improved
14. others?????
Task: Work with a partner and locate three magazine ads. Figure out what techniques are used. Be prepared to share.
Task #2: Compare and contrast two web sites that sell the same product. What techniques are used? What interactive features are employed? What impact do the visuals have? Which site provides the best information? Which site is the best . . . why?
**********************************************************************************
This ended up being the homework. We will discusson Thursday.
"What's Love Got to Do with It?" - Dating then and now.
Think/talk about it:
1. Talk about your first date.
2. Talk about your best date.
3. Talk about your worst date.
4. What was dating like for your grandmother or grandfather? What was dating like for your mother or father? What is/was dating like for you? What is the same? What has changed?
Read: "Modern Romance" by Celeste Biever p. 51 in Between Worlds and "Virtual Love" by Meghan Daum p. 56 and "Boy Friend: Between Those Two Words, a Guy Can Get Crushed" by Libby Copeland p. 45 in the same book. At your table, discuss the "Thinking about the Text" questions following each selection. Appoint a recorder to write down the responses to submit for the group.
**********************************************************************************
Learn the formatting for comparison/contrast essays.
Homework
1. Complete the final copy of the "Body Art" paper.
2. Read the articles in the links below if we did not get to them in class.
3. Ask at least three people you know what their opinion is of on-line dating vs. face-to-face dating. What are the pros and cons of each? Bring your information to class.
Sites related to on-line dating
http://www.sfgate.com/cgi-bin/blogs/hottopics/detail?entry_id=71190&tsp=1
http://abcnews.go.com/Technology/top-10-cities-online-dating/story?id=11544294 (ABC News article
http://www.msnbc.msn.com/id/27294186/ (MSNBC: "Is technology spawning new dating disasters?")
http://www.safeteens.com/2009/12/08/technology-and-teen-dating-abuse/ (Technology and Teen Dating Abuse)
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm (Comparison/contrast guicelines)
Thursday, September 2, 2010
Thursday, September 2, 1010
Class Work
1. Participate in a discussion of the articles in Between Worlds.
2. Share the history of tattoos. When did they begin? Why did people obtain them? In what region were they most common? Who typically obtained tattoos? How were tattoos made?
3. Share facts from Internet articles: Power Lines/Post-it notes.
4. What did you learn from the person you chose to interview?
5. What personal experience have you had with body art? Is there one event that stands out? What were the lessons learned and the messages shared?
********
6. Time to write a quick draft: Look back at #5 and use that experience as the basis of a narrative that will make a point. Write either on the computer or on paper - your choice.
7. Share the quick writes at a table of four. Listen . . . are the details there? Is the description there? What is the point/message of the essay? Is there dialogue? Share your responses with each other.
8. Let's expand the quick write - details first - rock activity.
9. Add dialogue - see handouts. This is a link to more examples: http://ccc.commnet.edu/grammar/composition/personal.htm
If the link does not work - copy and past it into the browser.
10. Add a quotation from one of the book articles.
11. Add a quotation from one of the Internet articles.
12. Add a quotation from your interview.
13. Update Easybib for this paper.
1. Participate in a discussion of the articles in Between Worlds.
2. Share the history of tattoos. When did they begin? Why did people obtain them? In what region were they most common? Who typically obtained tattoos? How were tattoos made?
3. Share facts from Internet articles: Power Lines/Post-it notes.
4. What did you learn from the person you chose to interview?
5. What personal experience have you had with body art? Is there one event that stands out? What were the lessons learned and the messages shared?
********
6. Time to write a quick draft: Look back at #5 and use that experience as the basis of a narrative that will make a point. Write either on the computer or on paper - your choice.
7. Share the quick writes at a table of four. Listen . . . are the details there? Is the description there? What is the point/message of the essay? Is there dialogue? Share your responses with each other.
8. Let's expand the quick write - details first - rock activity.
9. Add dialogue - see handouts. This is a link to more examples: http://ccc.commnet.edu/grammar/composition/personal.htm
If the link does not work - copy and past it into the browser.
10. Add a quotation from one of the book articles.
11. Add a quotation from one of the Internet articles.
12. Add a quotation from your interview.
13. Update Easybib for this paper.
Homework
A.Revise your paper.
B. Add description.
C. Add dialogue.
D. Make a point.
E. Quote from one of the articles in the book.
F. Quote a classmate or other person.
G. Quote something from one of your found articles.
H. Include a Works Cited page.
Bring the draft to class on Tuesday.
Bring the Between Worlds book to class on Tuesday.
Tuesday, August 31, 2010
August 31, 2010 - Tuesday
Class Work
1. Welcome - sign in please.
2. Overview of syllabus - the hard copy is the same as the copy on this blog. Questions please!
3. Writing is . . . What is writing? Is is difficult or a pleasure? Does it delight you or frustrate you? Why? To what extent is writing beneficial to the writer? To what extent is writing beneficial to readers? Why write? What are some modes of writing? What writing delights you?
4. Find a quotation that states how you feel about writing. See "syllabus post" for the link.
5. Locate a dictionary definition of writing. Note your sources!
6. Documenting sources: sign in to http://www.easybib.com/ This site is your best friend for citing sources in Word formatting without tears.
7. When have you used writing in your life? What writing do you like to read? Favorite authors????
8. Compose a draft of "Writing is . . ." Use your quotation as the "thesis" for the paper. Everything in the paper must relate to that quotation in some way. Print a copy of the draft for me.
************************************
9. Review of the writing rubric: A copy of this can also be found on Blackboard.
Body Art
1. Take a look around the room - what body art is obvious? Why do humans feel the need to decorate the natural body?
2. Looking at articles related to body art . . . "On Teenagers and Tattoos" p. 24 and "Under My Skin" p. 29 in Between Worlds. (If you do not have the book, locate two articles in the Internet to read and annotate.
1. Welcome - sign in please.
2. Overview of syllabus - the hard copy is the same as the copy on this blog. Questions please!
3. Writing is . . . What is writing? Is is difficult or a pleasure? Does it delight you or frustrate you? Why? To what extent is writing beneficial to the writer? To what extent is writing beneficial to readers? Why write? What are some modes of writing? What writing delights you?
4. Find a quotation that states how you feel about writing. See "syllabus post" for the link.
5. Locate a dictionary definition of writing. Note your sources!
6. Documenting sources: sign in to http://www.easybib.com/ This site is your best friend for citing sources in Word formatting without tears.
7. When have you used writing in your life? What writing do you like to read? Favorite authors????
8. Compose a draft of "Writing is . . ." Use your quotation as the "thesis" for the paper. Everything in the paper must relate to that quotation in some way. Print a copy of the draft for me.
************************************
9. Review of the writing rubric: A copy of this can also be found on Blackboard.
Body Art
1. Take a look around the room - what body art is obvious? Why do humans feel the need to decorate the natural body?
2. Looking at articles related to body art . . . "On Teenagers and Tattoos" p. 24 and "Under My Skin" p. 29 in Between Worlds. (If you do not have the book, locate two articles in the Internet to read and annotate.
3. Should body art be accepted by society? Justify your response.
4. Should children be allowed to have piercings and tattoos? Why/why not? At what age is is appropriate? Is it ever appropriate for children to be given tattoes or piercings without their permission? Explain.
5.On a more personal note, explain why you do or do not have piercings, tattoos, or other body art. "Every tattoo tells a story. .." from "Under My Skin" by Jon Bowen
6. Learn when and how to use narratives to make a point. What are the elements of a good story? See p. 63 in The McGraw Hill Handbook. (4D)
7. See pp. 429+ in Between Worlds for tips on using narration, organizing for narrative writing, brainstorming for a subject, drarting, sample essay, and final tips. Pay careful attention to the final tips. (p. 437)
Homework
1. Be sure to read "Under My Skin" and "On Teenagers and Tattoos" in Between Worlds. Respond to any 3 questions under "Thinking About Text" following each selection. (Total of 6 - three per article.)
2. Also, look up the history of tattoos. Where did they begin? Why were they used? Why were they important? Note your sources. Start a new Works Cited list at Easybib.com. Title it: Body Art. Note where you located your information on the history of tattoos. (2 sources.)
3. Locate two additional articles about body art/tattoos. Add the sources to Easybib. Highlight important words, lines, and phrases. Be prepared to share on Thursday.
4. If possible, conduct an interview with someone who has piercings, tattoos, or other body art. Add the source to Easybib. Ask the normal Who, What, When, Where, Why, and How questions that news reporters ask. Also, ask for permission to quote them in an upcoming essay for class.
Monday, August 30, 2010
Syllabus
Welcome to English 101!
Some thoughts: We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason why they write so little. Anne Lamott
Write something to suit yourself and many people will like it; write something to suit everybody and scarcely anyone will care for it. Jesse Stuart
Easy reading is damned hard writing. Anonymous (The opposite is also true - Easy writing is damned hard reading!)
http://koti.mbnet.fi/pasenka/quotes/q-writ.htm
Syllabus English 101: Fall 2010 – Tu/Thurs 10:00am-11:15am in Ocotillo Learning Studio 112
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com
Blog: 101eatonenglish.blogspot.com
Required Texts: Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
The McGraw-Hill Handbook 2nd edition (On-line access - pay in the bookstore.)
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and and check the blog.
Course Description: (Prerequisite: English placement test score of a grade of “C” or better in English 071.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com or the Estrella Mountain e-mail) and go to 101eatonenglish.blogspot.com for daily updates for the course. Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays. Please note that this is a 4 hour class - each hour equates to one regular class. You REALLY need to come to all classes.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935 V?TTY, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.
Grading Scale:Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (70% of grade)
In class writings, reading response journals, = 10% of the grade.
Exam essay = 10% of the grade
Class participation =
10% of the grade
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing,notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
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