Exam 101
Directions: Select one of the topics listed below to use as the topic of a well developed essay.
Topics:
1. Stereotypes: Positive or Negative?
2. Appearances: Does appearance matter? If so, when? If not, why not? Should appearance matter?
3. Race: Write an essay arguing that “race” is a delimiting and often derogatory word based more on stereotypes than accurate observations.
4. Living in Two Worlds: Compare and contrast two worlds in which you live and relate your experiences to those described in “Living in Two Worlds” pp. 109+ and “Terra Firma – A Journey from Migrant Farm Labor to Neurosurgery” pp. 116+.
In your essay you must:
1. Take a stand and clearly state that stand in the introduction. (What’s your point?)
2. Illustrate your stand with examples from the articles.
3. Support your stand with evidence from at least two sources.
4. Share specific examples from personal experiences and from the news.
5. Use MLA formatting for the paper.
6. Include in-text citations.
7. Provide a Works-cited page
The paper is due next Wednesday. You will be able to have a class member proof your paper at that time. You will be able to make corrections with pen on the final copy.
This is an opportunity for you to showcase your writing skills.
As always, contact me at patriciaeatonaz@yahoo.com if you have questions.
Before Wednesday, check Blackboard to be sure that your scores for all returned essays are showing. If not, bring the graded paper to class on Wednesday, and I will correct Blackboard.
Friday, December 11, 2009
Wednesday, December 9, 2009
December 9, 2009
Class Work
· Discuss Los Vendidos: p. 155 – Thinking About the Text
Thinking about the exam:
We have been studying articles about existing between worlds. Pick one of the topics below as the focus for your final essay/exam.
1. Stereotypes: Reference Los Vendidos p. 144+
2. Appearances: Reference “An Identity Reduced to a Burka” p. 124+ and “Hidden in Plain Sight”
p. 129+.
3. Race: “Race is a Four-Letter Word “ p. 120 +
4. Between Worlds: ” Living in Two Worlds” p. 109+ and “Terra Firma – A Journey from migrant Farm Labor to Neurosurgery” p. 116 +.
Homework
Before Friday, read or re-read the selections. Select the topic you plan to write on for the exam. On Friday, you will receive specific guidelines for writing. Know that you will need to research your topic and locate at least two articles to use in your essay. Start looking now!
· Discuss Los Vendidos: p. 155 – Thinking About the Text
Thinking about the exam:
We have been studying articles about existing between worlds. Pick one of the topics below as the focus for your final essay/exam.
1. Stereotypes: Reference Los Vendidos p. 144+
2. Appearances: Reference “An Identity Reduced to a Burka” p. 124+ and “Hidden in Plain Sight”
p. 129+.
3. Race: “Race is a Four-Letter Word “ p. 120 +
4. Between Worlds: ” Living in Two Worlds” p. 109+ and “Terra Firma – A Journey from migrant Farm Labor to Neurosurgery” p. 116 +.
Homework
Before Friday, read or re-read the selections. Select the topic you plan to write on for the exam. On Friday, you will receive specific guidelines for writing. Know that you will need to research your topic and locate at least two articles to use in your essay. Start looking now!
Monday, December 7, 2009
December 7, 2009
Class Work
1. Class Discussion: To what extent does what we wear create who we are?
2. Sharing of narratives: Groups of five
Remember a time when a clothing code was imposed on you- for school, work, or for a social event withing your peer group or family. Describe how you felt about the requirement and whether you rebelled or conformed. Write about this in a brief narrative - one page - tell the story.
OR
Write a descriptive account of a time when your choice of clothing created attention that you did not intend to draw. (One page - tell the story.)
Groups members - listen to the story being shared. Do you have questions? Is there any information that you did not understand? What else would you like to know? Share your comments with the reader. In addition, tell the reader what you liked. What was good. What parts were strong?
Each group will nominate one reader to share with the class.
3. Class reading of Los Vendidos - p. 144 -.
Homework
"Stereotypes" . . . What are they? Read "Don't Let Stereotypes Warp You Judgements" p. 470
Look back at Friday's blog post . . . if you have not read the two articles, do so by Wednesday.
1. Class Discussion: To what extent does what we wear create who we are?
2. Sharing of narratives: Groups of five
Remember a time when a clothing code was imposed on you- for school, work, or for a social event withing your peer group or family. Describe how you felt about the requirement and whether you rebelled or conformed. Write about this in a brief narrative - one page - tell the story.
OR
Write a descriptive account of a time when your choice of clothing created attention that you did not intend to draw. (One page - tell the story.)
Groups members - listen to the story being shared. Do you have questions? Is there any information that you did not understand? What else would you like to know? Share your comments with the reader. In addition, tell the reader what you liked. What was good. What parts were strong?
Each group will nominate one reader to share with the class.
3. Class reading of Los Vendidos - p. 144 -.
Homework
"Stereotypes" . . . What are they? Read "Don't Let Stereotypes Warp You Judgements" p. 470
Look back at Friday's blog post . . . if you have not read the two articles, do so by Wednesday.
Friday, December 4, 2009
December 4, 2009
Class Work
1. Finish presentations
2. Submit notes for two extra points
3. Question: Was there ever a time when what you wore changed the way others looked at you and reacted to you? Did that clothing change the way you felt about yourself?
Homework
1. Read "Identity Reduced to a Burka" p. 124+ and "Hidden in Plain Sight" p. 129+. Be ready to discuss these on Monday.
Think about it: To what extent does what we wear create who we are?
2. Remember a time when a clothing code was imposed on you- for school, work, or for a social event withing your peer group or family. Describe how you felt about the requirement and whether you rebelled or conformed. Write about this in a brief narrative - one page - tell the story.
or
3. Write a descriptive account of a time when your choice of clothing created attention that you did not intend to draw. (One page - tell the story.)
Congratulations on the excellent presentations!
1. Finish presentations
2. Submit notes for two extra points
3. Question: Was there ever a time when what you wore changed the way others looked at you and reacted to you? Did that clothing change the way you felt about yourself?
Homework
1. Read "Identity Reduced to a Burka" p. 124+ and "Hidden in Plain Sight" p. 129+. Be ready to discuss these on Monday.
Think about it: To what extent does what we wear create who we are?
2. Remember a time when a clothing code was imposed on you- for school, work, or for a social event withing your peer group or family. Describe how you felt about the requirement and whether you rebelled or conformed. Write about this in a brief narrative - one page - tell the story.
or
3. Write a descriptive account of a time when your choice of clothing created attention that you did not intend to draw. (One page - tell the story.)
Congratulations on the excellent presentations!
Wednesday, November 25, 2009
November 25, 2009
Class Work
Presentations
Homework
Enjoy the holiday! If you are signed up to present on Monday, please be ready!
Presentations
Homework
Enjoy the holiday! If you are signed up to present on Monday, please be ready!
Monday, November 23, 2009
November 23, 2009
Class Work
1. Submit papers - I will also accept them on Wednesday.
2. Check the sign-up sheet - you must be ready for your presentation on the date and time you select. For PowerPoint, be sure you have your presentation on a Jump Drive. You may use notes. For the pamphlet, you must have a copy of everybody - 24. Review the speaking rubric. You will be judged accordingly. Review the guidelines for PowerPoint and for pamphlet preparation.
3. Work in groups on Between Two Worlds - "The Good Daughter" p. 12 and "The Color of Love" p. 16. (See handout for discussion points.)
Homework
1. Finish your PowerPoint or pamphlet. Be ready!
2. Think about the worlds in which you live. Create a list of all the "roles" you play in life. Be prepared to discuss how those worlds or roles are at times in conflict.
1. Submit papers - I will also accept them on Wednesday.
2. Check the sign-up sheet - you must be ready for your presentation on the date and time you select. For PowerPoint, be sure you have your presentation on a Jump Drive. You may use notes. For the pamphlet, you must have a copy of everybody - 24. Review the speaking rubric. You will be judged accordingly. Review the guidelines for PowerPoint and for pamphlet preparation.
3. Work in groups on Between Two Worlds - "The Good Daughter" p. 12 and "The Color of Love" p. 16. (See handout for discussion points.)
Homework
1. Finish your PowerPoint or pamphlet. Be ready!
2. Think about the worlds in which you live. Create a list of all the "roles" you play in life. Be prepared to discuss how those worlds or roles are at times in conflict.
Friday, November 20, 2009
November 20, 2009
Class Work
1. Get in groups of three. Take turns reading your conclusion to the group. Group members , answer the following:
a. Are the steps clear?
b. Are the steps affordable?
c. Are the time expectations realistic?
2. Author, listen to your audience and revise accordingly.
3. Sign up for a time-slot for your presentation.
4. Between Cultures. . . “Living in Two Worlds” p. 109 . . . can you survive in poverty? Can you survive in wealth?
Homework
1. Finish your paper. I will accept it Monday or Wednesday. Be sure to include the draft with your final copy.
2. Think about a time when you tried to escape one world and exchange it for another. How successful were you? What were the emotional costs to you and to those around you?
1. Get in groups of three. Take turns reading your conclusion to the group. Group members , answer the following:
a. Are the steps clear?
b. Are the steps affordable?
c. Are the time expectations realistic?
2. Author, listen to your audience and revise accordingly.
3. Sign up for a time-slot for your presentation.
4. Between Cultures. . . “Living in Two Worlds” p. 109 . . . can you survive in poverty? Can you survive in wealth?
Homework
1. Finish your paper. I will accept it Monday or Wednesday. Be sure to include the draft with your final copy.
2. Think about a time when you tried to escape one world and exchange it for another. How successful were you? What were the emotional costs to you and to those around you?
Wednesday, November 18, 2009
November 18, 2009
November 18, 2009 http://www.eatonenglish101.blogspot.com/ patriciaeatonaz@yahoo.com
Class Work
1.Peer edit the first part of the essay using the college writing rubric. You will be scored on your editing as well as on your essay. Be sure you sign the rubric in the appropriate section.
2. Are you creating a pamphlet or PowerPoint to use with your presentation? Write that on the sign-in sheet.
3. Review of the Speech Rubric . . . Your presentation may be from 2 ½- 4 minutes. Points will be deducted for going over the time limit or for being under the time limit more than 10 seconds.
4. http://www.youtube.com/frankdruffel (humorous speech)
5. http://www.youtube.com/watch?v=Rv7JBSalAv0 (Be an actor)
Homework
1. Write the conclusion of your essay – part II. Be sure you have a clear call to action. The steps the reading audience should take should be clear. They will want to know the cost in both time and money that it will take to make a difference.
2. Bring the entire draft to class on Friday. The final copy is due Monday, November 23, 2009. We will start the presentations on Wednesday next week. Sign up on Friday for your time-slot.
Class Work
1.Peer edit the first part of the essay using the college writing rubric. You will be scored on your editing as well as on your essay. Be sure you sign the rubric in the appropriate section.
2. Are you creating a pamphlet or PowerPoint to use with your presentation? Write that on the sign-in sheet.
3. Review of the Speech Rubric . . . Your presentation may be from 2 ½- 4 minutes. Points will be deducted for going over the time limit or for being under the time limit more than 10 seconds.
4. http://www.youtube.com/frankdruffel (humorous speech)
5. http://www.youtube.com/watch?v=Rv7JBSalAv0 (Be an actor)
Homework
1. Write the conclusion of your essay – part II. Be sure you have a clear call to action. The steps the reading audience should take should be clear. They will want to know the cost in both time and money that it will take to make a difference.
2. Bring the entire draft to class on Friday. The final copy is due Monday, November 23, 2009. We will start the presentations on Wednesday next week. Sign up on Friday for your time-slot.
Monday, November 16, 2009
November 16, 2009
Class Work
1. In addition to your short paper to save something, you will be creating either a brochure or PowerPoint.
2. Let's take a look at pamphlets. We will go over guidelines for Creating Brochures. (See Handout)
How well did the pamphlet you reviewed meet the guidelines?
3. Let's look at the guidelines for PowerPoint presentations. (See Handout) If you decide to create a PowerPoint instead of a brochure, be sure to follow the guide.
Writing the Paper
1. Like all good papers, yours will have an introduction that captures the attention of the reader.
2. In the body of the paper, you must convince the readers that a problem actually exists. In addition, you must convince the reader that the problem will have a negative impact on them.
3. After you have convinced the reader that there is a problem, you need to provide clear solutions to the problem, solutions that the reader can actually do. Answer, "What's in it for me?" for the reader. Don't forget that the solution must be time and money effective in order for others to want to join you.
4. The conclusion needs to be memorable and powerful. You are moving the readers to action!
Homework
1.Work on your draft. Bring 1 1/2 pages to class on Wednesday.
2. Decide if you will be creating a pamphlet or PowerPoint to use with your presentation. On Wednesday, we will be going over presentation techniques.
1. In addition to your short paper to save something, you will be creating either a brochure or PowerPoint.
2. Let's take a look at pamphlets. We will go over guidelines for Creating Brochures. (See Handout)
How well did the pamphlet you reviewed meet the guidelines?
3. Let's look at the guidelines for PowerPoint presentations. (See Handout) If you decide to create a PowerPoint instead of a brochure, be sure to follow the guide.
Writing the Paper
1. Like all good papers, yours will have an introduction that captures the attention of the reader.
2. In the body of the paper, you must convince the readers that a problem actually exists. In addition, you must convince the reader that the problem will have a negative impact on them.
3. After you have convinced the reader that there is a problem, you need to provide clear solutions to the problem, solutions that the reader can actually do. Answer, "What's in it for me?" for the reader. Don't forget that the solution must be time and money effective in order for others to want to join you.
4. The conclusion needs to be memorable and powerful. You are moving the readers to action!
Homework
1.Work on your draft. Bring 1 1/2 pages to class on Wednesday.
2. Decide if you will be creating a pamphlet or PowerPoint to use with your presentation. On Wednesday, we will be going over presentation techniques.
Friday, November 13, 2009
November 13, 2009
Class Work
1. Share critiques. Submit the critique of An Inconvient Truth. Place the final copy on top of the draft.
2. Learn about logical fallacies - group activity - see pp. 417-418 in Between Worlds.
FYI:
Avoiding Logical Fallacies
http://web.uvic.ca/psyc/skelton/Teaching/General%20Readings/Logical%20Falllacies.htm
Creating Strong Arguments
http://grammar.ccc.commnet.edu/grammar/composition/argument_logic.htm
3. Get ready to convince others that your cause is worthy. (By now, you should have decided what it is that you want to save. In addition to a short paper, you will be convincing the audience by creating a pamphlet or PowerPoint presentation.)
You will do the following:
1. Know the targeted audience - friend or foe.
2. Prove that a problem exists.
3. Provide reasons why the problem needs to be solved.
4. Call the listeners/readers to action by providing clear steps to be taken.
This is the outline for the paper and the PowerPoint or pamphlet.
Homework
1. Conduct research and outline the main points you plan to make in the paper. (Use EasyBib or other Works Cited source to keep track of your research.)
2. Identify your audience.
3. Locate a pamphlet to bring to class. There are many here at the college. Check lobbies of hotels or tourist areas for others. We will be looking at the wording, selection of information, and visuals.
1. Share critiques. Submit the critique of An Inconvient Truth. Place the final copy on top of the draft.
2. Learn about logical fallacies - group activity - see pp. 417-418 in Between Worlds.
FYI:
Avoiding Logical Fallacies
http://web.uvic.ca/psyc/skelton/Teaching/General%20Readings/Logical%20Falllacies.htm
Creating Strong Arguments
http://grammar.ccc.commnet.edu/grammar/composition/argument_logic.htm
3. Get ready to convince others that your cause is worthy. (By now, you should have decided what it is that you want to save. In addition to a short paper, you will be convincing the audience by creating a pamphlet or PowerPoint presentation.)
You will do the following:
1. Know the targeted audience - friend or foe.
2. Prove that a problem exists.
3. Provide reasons why the problem needs to be solved.
4. Call the listeners/readers to action by providing clear steps to be taken.
This is the outline for the paper and the PowerPoint or pamphlet.
Homework
1. Conduct research and outline the main points you plan to make in the paper. (Use EasyBib or other Works Cited source to keep track of your research.)
2. Identify your audience.
3. Locate a pamphlet to bring to class. There are many here at the college. Check lobbies of hotels or tourist areas for others. We will be looking at the wording, selection of information, and visuals.
Monday, November 9, 2009
November 9, 2009
- http://www.rpi.edu/web/writingcenter/presentation.html
The following information is based on the guidelines at the cite listed above.
Critique Review – Peer /Self Editing
1. Planning and writing – did the author:
A. Begin with an introduction that defines the subject of the critique and the author’s point of view?
B. Defend his or her point of view by raising specific issues or aspects of the argument?
C. Conclude the critique by summarizing his or her argument and re-emphasize his or her opinion
2. Avoid using language that is simplistically judgmental?
3. Analyze and evaluate, not just summarize?
4. Answer the questions how? why? and how well?
5. Answer these questions about Al Gore’s presentation?
a. What is the main point?
b. What is the purpose?
c. Who is the intended audience?
d. What arguments are used to support the main point?
e. What evidence is presented to support the arguments?
f. What are the underlying assumptions or biases?
6. Did the author evaluate the documentary?
a.Is the argument logical?
b. Is the presentation well-organized, clear, and easy to view?
c. Are Mr. Gore’s facts accurate?
d. Have important terms been clearly defined?
e. Is there sufficient evidence for the arguments?
f. Do the arguments support the main point?
g. Is the presentation appropriate for the intended audience?
h. Does the presentation present and refute opposing points of view?
i.. Does the presentation help you understand the subject?
j. Are there any words, sentences, or segments that evoke a strong response from you? What are they? What is your reaction? How do you think others will react?
k. What is the origin of your reaction to this topic? When or where did you first learn about it? Can you think of people, articles, or discussions that have influenced your views? How might these be compared or contrasted to this presentation?
l. What questions or observations does this presentation suggest? That is, what does the presentation make you think about?
The final draft is due on Friday. There is no class on Wednesday, November 11, 2009. Before Friday, also decide what it is you are willing to "save." See previous posts for a list of suggestions.
Friday, November 6, 2009
November 6, 2009
November 6, 2008 http://www.eatonenglish101.blogspot.com/ patriciaeatonaz@yahoo.com
Class Work
1. Read “Saving the Songs of the Sea” to see how Jean-Michel Cousteau addresses an environmental issue. Note the persuasive techniques and examples he uses.
2. Take five-ten minutes to summarize An Inconvenient Truth – opinions do not play a part of a summary – stick to what was – it does not matter if you agree with Mr. Gore or disagree.
3. Take a look at A. O. Scott’s critique of the film. How does Scott evaluate the movie as a whole, Mr. Gore, use of images, use of graphs, content?
4. Do you agree with Scott? Is An Inconvenient Truth a necessary film?
5. Read a critique of the new movie Amelia. Note what other items can be mentioned in a critique.
Homework
1. Write your own critique of An Inconvenient Truth. Bring the draft to class on Monday. It should be no longer than two double-spaced pages.
2. Make your final decision as to what needs saving!
Class Work
1. Read “Saving the Songs of the Sea” to see how Jean-Michel Cousteau addresses an environmental issue. Note the persuasive techniques and examples he uses.
2. Take five-ten minutes to summarize An Inconvenient Truth – opinions do not play a part of a summary – stick to what was – it does not matter if you agree with Mr. Gore or disagree.
3. Take a look at A. O. Scott’s critique of the film. How does Scott evaluate the movie as a whole, Mr. Gore, use of images, use of graphs, content?
4. Do you agree with Scott? Is An Inconvenient Truth a necessary film?
5. Read a critique of the new movie Amelia. Note what other items can be mentioned in a critique.
Homework
1. Write your own critique of An Inconvenient Truth. Bring the draft to class on Monday. It should be no longer than two double-spaced pages.
2. Make your final decision as to what needs saving!
Thursday, November 5, 2009
Startling New Suggestion
"Climate Change: Time to Eat Fido"
http://www.theweek.com/article/index/102445/Climate_change_Time_to_eat_Fido#
A startling new book claims that pet dogs are more harmful to the environment than SUVs - should we listen? Take a look at this article and decide.
http://www.theweek.com/article/index/102445/Climate_change_Time_to_eat_Fido#
A startling new book claims that pet dogs are more harmful to the environment than SUVs - should we listen? Take a look at this article and decide.
Wednesday, November 4, 2009
Wednesday, November 4, 2009
patriciaeatonaz@yahoo.com
Class Work
1. Discuss questions 1, 6, 7, 8, 10, and 15 in Between Worlds.
2. Look at techniques of effective arguments.
3. Read " The Plan the Saved the Planet" and discuss Gore's latest ideas/techniques to save the planet.
Homework
1. Begin the draft of a critique of "An Inconvient Truth". Think about the strengths and weaknesses of the documentary. List them. This is the draft of the draft, so to speak.
2. Decide what you plan to save. See Monday's post for the list. Remember, you are free to select something to save that is not on the list. Creativity is fine.
Class Work
1. Discuss questions 1, 6, 7, 8, 10, and 15 in Between Worlds.
2. Look at techniques of effective arguments.
3. Read " The Plan the Saved the Planet" and discuss Gore's latest ideas/techniques to save the planet.
Homework
1. Begin the draft of a critique of "An Inconvient Truth". Think about the strengths and weaknesses of the documentary. List them. This is the draft of the draft, so to speak.
2. Decide what you plan to save. See Monday's post for the list. Remember, you are free to select something to save that is not on the list. Creativity is fine.
Monday, November 2, 2009
November 2, 2009
Class Work
Finish viewing "An Inconvenient Truth." Discuss the things you can do to lower CO2 levels. What are you already doing?
Homework
Go to pp. 318-319 in Between Worlds. Be prepared to answer questions 1, 6, 7, 8, 10, and 15.
Be thinking about things that need "saving". Which of the following would you be willing to help save?
Finish viewing "An Inconvenient Truth." Discuss the things you can do to lower CO2 levels. What are you already doing?
Homework
Go to pp. 318-319 in Between Worlds. Be prepared to answer questions 1, 6, 7, 8, 10, and 15.
Be thinking about things that need "saving". Which of the following would you be willing to help save?
- whales
- polar bears
- Chesapeake Bay
- gorillas
- elephants
- tigers
- frogs (Celebrate Save the Frogs Day on April 30th!)
- something else . . .
Why does it need saving?
Friday, October 30, 2009
October 30, 2009
October 30, 2009 English 101 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
We will be watching the rest of An Inconvenient Truth. Before the show begins, take a look at the question on p. 318-319. Be prepared to discuss.
Homework
Read “Al Gore Warms Up to a Very Hot Topic” pp. 308-310, “Did Al Get the Science Right?” pp. 310-316, and “Warniing of Calamities and Hoping for a Change” pp. 316-317. Jot down 3-5 lines from each with which you agree and 3-5 lines from each with which you disagree.
Class Work
We will be watching the rest of An Inconvenient Truth. Before the show begins, take a look at the question on p. 318-319. Be prepared to discuss.
Homework
Read “Al Gore Warms Up to a Very Hot Topic” pp. 308-310, “Did Al Get the Science Right?” pp. 310-316, and “Warniing of Calamities and Hoping for a Change” pp. 316-317. Jot down 3-5 lines from each with which you agree and 3-5 lines from each with which you disagree.
Monday, October 26, 2009
October 26, 2009
October 26, 2009 English 101 patriciaeatonaz@yahoo.com www.eatonenglish101.blogspot.com
Class Work
1. Today is Writing Workshop – you must have your draft!
2. Get in groups of four. Your paper will be read three times. Sit on a “circle”. Pass your paper to the person on your right. This is reader #1.
a. Reader #1 will read the entire paper but focus on the “problem” section. Is it effective? Does it capture the attention of the reader? Highlight effective lines in Green. Highlight facts in YELLOW. Is there a story to support the facts?
Pass the papers to the right again. This is reader #2.
b. Reader #2 will read the entire paper but focus on the “solution” section. Are the solutions realistic? Are the solutions affordable? Have the solutions actually been tried with success somewhere? Do you want to join in and help to solve the problem? If so, why? If not, why not? (Write the answers on the back of the author’s paper.)
Pass the papers to the right again. This is reader #3.
c. Reader #3 is checking for standard grammar, usage, and mechanics. Note needed changes on the paper.
3. All readers must sign the author’s paper.
4. Save the Whales, Save the Polar Bears, Save Water, Recycle, Save the Lizards . . . it seems that everything needs to be saved. Discussion . . . is there anything that you are trying to save? We are going to be working on a unit that focuses on An Inconvenient Truth, a 2006 documentary based on Al Gore’s campaign against global warming. It won a 2007 Academy Award.
Homework
1. Finish the final copy of your problem/solution essay. It, along with the draft and editing comments, is due Wednesday.
2. Read Between Screens pp. 283-287 for tips on watching film.
Class Work
1. Today is Writing Workshop – you must have your draft!
2. Get in groups of four. Your paper will be read three times. Sit on a “circle”. Pass your paper to the person on your right. This is reader #1.
a. Reader #1 will read the entire paper but focus on the “problem” section. Is it effective? Does it capture the attention of the reader? Highlight effective lines in Green. Highlight facts in YELLOW. Is there a story to support the facts?
Pass the papers to the right again. This is reader #2.
b. Reader #2 will read the entire paper but focus on the “solution” section. Are the solutions realistic? Are the solutions affordable? Have the solutions actually been tried with success somewhere? Do you want to join in and help to solve the problem? If so, why? If not, why not? (Write the answers on the back of the author’s paper.)
Pass the papers to the right again. This is reader #3.
c. Reader #3 is checking for standard grammar, usage, and mechanics. Note needed changes on the paper.
3. All readers must sign the author’s paper.
4. Save the Whales, Save the Polar Bears, Save Water, Recycle, Save the Lizards . . . it seems that everything needs to be saved. Discussion . . . is there anything that you are trying to save? We are going to be working on a unit that focuses on An Inconvenient Truth, a 2006 documentary based on Al Gore’s campaign against global warming. It won a 2007 Academy Award.
Homework
1. Finish the final copy of your problem/solution essay. It, along with the draft and editing comments, is due Wednesday.
2. Read Between Screens pp. 283-287 for tips on watching film.
Friday, October 23, 2009
October 23, 2009
October 23, 2009 patriciaeatonaz@yahoo.com http://www.eatonenglish101.blogspot.com/
Class Work
1. Prove that your selected problem exists. Get into groups of FOUR. One person will read his or her “problem”. The other group members will either believe or doubt that a problem exists and note which of the following have been used in the paper.
2.
A. What is the problem?
B. What proof is there?
C. How many people are affected by this?
D. What impact does it have on finance?
E. What impact does it have on health?
F. What are the emotional costs?
G. How wide-spread is the problem?
H. Is there a specific example from life or from the news?
I. Is there a statistic or an anecdote that is provocative or compelling in the introduction.
3. Take turns reading until all have read. Assign one person from the group to share his or her essay with the class. (Problem section only.)
4. Now share the solutions. Again, elect one person to share with the class.
Solutions – What makes a solution possible and believable?
A. Reasonable cost
B. Ease of implementation
C. Success rates
D. Popularity
What would convince you? What would move you to action?
5. Taking a look at subject/verb agreement - http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add1.htm
Homework
o Polish your paper. Bring the rough draft to class on Monday.You must have your draft with you.
o Bring Between Worlds to class on Monday.
Class Work
1. Prove that your selected problem exists. Get into groups of FOUR. One person will read his or her “problem”. The other group members will either believe or doubt that a problem exists and note which of the following have been used in the paper.
2.
A. What is the problem?
B. What proof is there?
C. How many people are affected by this?
D. What impact does it have on finance?
E. What impact does it have on health?
F. What are the emotional costs?
G. How wide-spread is the problem?
H. Is there a specific example from life or from the news?
I. Is there a statistic or an anecdote that is provocative or compelling in the introduction.
3. Take turns reading until all have read. Assign one person from the group to share his or her essay with the class. (Problem section only.)
4. Now share the solutions. Again, elect one person to share with the class.
Solutions – What makes a solution possible and believable?
A. Reasonable cost
B. Ease of implementation
C. Success rates
D. Popularity
What would convince you? What would move you to action?
5. Taking a look at subject/verb agreement - http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add1.htm
Homework
o Polish your paper. Bring the rough draft to class on Monday.You must have your draft with you.
o Bring Between Worlds to class on Monday.
Wednesday, October 21, 2009
October 21, 2009
ser⋅en⋅dip⋅i⋅ty
1.
an aptitude for making desirable discoveries by accident.
2.
good fortune; luck: the serendipity of getting the first job she applied for.
October 21, 2009 patriciaeatonaz@yahoo.com www.eatonenglish101.blogspot.com
Class Work
1. First, we are going to practice “serendipity” by going outside and visiting the Love Your Body displays. While there, discover something you can use in the paper you are currently writing. Be a sponge. Soak in the sights and sounds. Read the posters and handouts. Find something that relates to your writing topic. Return to the room at 12:25.
2. Sharing of discoveries – whole class . . .
3. Get with a partner to review the “problem” part of the paper. Did your partner prove that a problem exists? Is there a specific example from life or from the news?
A. What is the problem?
B. What proof is there?
C. How many people are affected by this?
D. What impact does it have on finance?
E. What impact does it have on health?
F. What are the emotional costs?
G. How wide-spread is the problem?
These are just a few of the questions that could be answered to prove that a problem exists.
Homework
1. While the peer editing comments are fresh on your mind, revise the “problem” section of your paper. Refer to the questions above to help you locate additional information. Be sure to document your sources.
2. Now, start to work on the solution part of the paper – write the draft. Bring both parts of the paper to class on Friday.
1.
an aptitude for making desirable discoveries by accident.
2.
good fortune; luck: the serendipity of getting the first job she applied for.
October 21, 2009 patriciaeatonaz@yahoo.com www.eatonenglish101.blogspot.com
Class Work
1. First, we are going to practice “serendipity” by going outside and visiting the Love Your Body displays. While there, discover something you can use in the paper you are currently writing. Be a sponge. Soak in the sights and sounds. Read the posters and handouts. Find something that relates to your writing topic. Return to the room at 12:25.
2. Sharing of discoveries – whole class . . .
3. Get with a partner to review the “problem” part of the paper. Did your partner prove that a problem exists? Is there a specific example from life or from the news?
A. What is the problem?
B. What proof is there?
C. How many people are affected by this?
D. What impact does it have on finance?
E. What impact does it have on health?
F. What are the emotional costs?
G. How wide-spread is the problem?
These are just a few of the questions that could be answered to prove that a problem exists.
Homework
1. While the peer editing comments are fresh on your mind, revise the “problem” section of your paper. Refer to the questions above to help you locate additional information. Be sure to document your sources.
2. Now, start to work on the solution part of the paper – write the draft. Bring both parts of the paper to class on Friday.
Monday, October 19, 2009
October 19, 2009
October 19, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. What do you think; is the fast food industry responsible for America’s weight problems?
· View: http://web.archive.org/web/20070202013552/http://www.supersizeme-thedebate.co.uk/ (England Reacts.
· http://www.liquidcalories.com/ (All Fast Food – No soft drinks.)
· http://www.youtube.com/watch?v=2jNLDw6qx9A (Amazing Pizza Diet)
2. Now answer the question again. Do you come up with the same answer?
3. Find a topic. You can write about body image. You can write about the obesity epidemic. You can write about fast food. You can write about diets. You can write about Barbie. Whatever the topic, make sure that food is part of the problem or solution. We will be writing a problem/solution paper.
4. First, describe the problem. Find proof that there is a problem. Tell why the problem exists.
Next, offer solutions. You must offer solutions that are viable money-wise and practically speaking. It’s best to offer solutions that have actually worked somewhere.
5. Take a look at a problem/solution paper.
Homework
Start your research. Clearly define the problem. Find evidence to prove that a problem exists. Find one story as evidence.
Class Work
1. What do you think; is the fast food industry responsible for America’s weight problems?
· View: http://web.archive.org/web/20070202013552/http://www.supersizeme-thedebate.co.uk/ (England Reacts.
· http://www.liquidcalories.com/ (All Fast Food – No soft drinks.)
· http://www.youtube.com/watch?v=2jNLDw6qx9A (Amazing Pizza Diet)
2. Now answer the question again. Do you come up with the same answer?
3. Find a topic. You can write about body image. You can write about the obesity epidemic. You can write about fast food. You can write about diets. You can write about Barbie. Whatever the topic, make sure that food is part of the problem or solution. We will be writing a problem/solution paper.
4. First, describe the problem. Find proof that there is a problem. Tell why the problem exists.
Next, offer solutions. You must offer solutions that are viable money-wise and practically speaking. It’s best to offer solutions that have actually worked somewhere.
5. Take a look at a problem/solution paper.
Homework
Start your research. Clearly define the problem. Find evidence to prove that a problem exists. Find one story as evidence.
Friday, October 16, 2009
October 16, 2009
October 16, 2009 English 101 – www.eatonenglish101.blogspot.com
patriciaeatonaz@yahoo.com
Class Work
1. The final copy of your cause/effect paper is due today. You must submit the draft and peer editing comments with the final copy. Place the final copy on top.
2. What did you find in your reading? Remember, you were to find two additional articles related to “weight” issues in America.
3. More food talk: In what ways does the media add to the increased size in children and adults in America? In what ways does the media add to distorted body image in America? What is “just right?” This is a group activity. Each group will look through a magazine and note the images presented as they relate to food and to body image. Compose, as a group, an e-mail to the publisher expressing your group’s views. Include a one-line suggestion. (We are not really mailing these!)
4. In-class writing: Describe your favorite food. Concentrate on details. Use imagery: sight, sound, touch, taste, smell. Make the readers’ mouths water!
Homework
Watch Super-size Me. http://www.imdb.com/title/tt0390521/ This is free on your computer! Movie question: Is the fast food industry responsible for America’s weight problems? List evidence for “yes” and for “no.”
patriciaeatonaz@yahoo.com
Class Work
1. The final copy of your cause/effect paper is due today. You must submit the draft and peer editing comments with the final copy. Place the final copy on top.
2. What did you find in your reading? Remember, you were to find two additional articles related to “weight” issues in America.
3. More food talk: In what ways does the media add to the increased size in children and adults in America? In what ways does the media add to distorted body image in America? What is “just right?” This is a group activity. Each group will look through a magazine and note the images presented as they relate to food and to body image. Compose, as a group, an e-mail to the publisher expressing your group’s views. Include a one-line suggestion. (We are not really mailing these!)
4. In-class writing: Describe your favorite food. Concentrate on details. Use imagery: sight, sound, touch, taste, smell. Make the readers’ mouths water!
Homework
Watch Super-size Me. http://www.imdb.com/title/tt0390521/ This is free on your computer! Movie question: Is the fast food industry responsible for America’s weight problems? List evidence for “yes” and for “no.”
Wednesday, October 14, 2009
October 14, 2009
October 14, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Join a group based on the article you found. Share the articles. Make a +/- chart showing the advantages (+) and disadvantages (-) of the idea. Post key points. (Use post-it notes for this.) Your group will be presenting to the class. Try to come to a consensus on the topic.
Group #1: Is it OK to make jokes about weight either too much weight or too little weight?
Group #2: Should larger passengers be charged more for airline seats?
Group #3: Should the cost of medical insurance be increased with increased weight? Should large but otherwise healthy babies be denied health insurance?
Group #4: Should sugared sodas and snacks be taxed?
2. In what ways does the media add to the increased size in children and adults in America? In what ways does the media add to distorted body image in America? What is “just right?” This is a group activity. Each group will look through a magazine and note the images presented as they relate to food and to body image. Compose, as a group, an e-mail to the publisher expressing your group’s views. Include a one-line suggestion. (We are not really mailing these!)
Homework
1. Remember that the final copy of your cause/effect paper is due on Friday. You must submit the draft and peer editing comments with the final copy. Place the final copy on top.
2. Locate two additional articles related to “weight” issues in America.
Class Work
1. Join a group based on the article you found. Share the articles. Make a +/- chart showing the advantages (+) and disadvantages (-) of the idea. Post key points. (Use post-it notes for this.) Your group will be presenting to the class. Try to come to a consensus on the topic.
Group #1: Is it OK to make jokes about weight either too much weight or too little weight?
Group #2: Should larger passengers be charged more for airline seats?
Group #3: Should the cost of medical insurance be increased with increased weight? Should large but otherwise healthy babies be denied health insurance?
Group #4: Should sugared sodas and snacks be taxed?
2. In what ways does the media add to the increased size in children and adults in America? In what ways does the media add to distorted body image in America? What is “just right?” This is a group activity. Each group will look through a magazine and note the images presented as they relate to food and to body image. Compose, as a group, an e-mail to the publisher expressing your group’s views. Include a one-line suggestion. (We are not really mailing these!)
Homework
1. Remember that the final copy of your cause/effect paper is due on Friday. You must submit the draft and peer editing comments with the final copy. Place the final copy on top.
2. Locate two additional articles related to “weight” issues in America.
Monday, October 12, 2009
October 12, 2009
Writing Workshop – Problem/Solution PaperPaper Title/Topic: ___________________________________Author’s Name: _________________________________________________Editor’s Name: __________________________________________________
GUM Editor’s Name: _____________________________________________Editors – do the following:1. Locate the thesis and highlight it.2. What are the causes of the “problem” ? List them here:A.
B.
C.
D.3. What are the effects of the problem?
A.
B.
C.
4. How many sources were cited? ________________________5. How many in-text citations were used in the paper? ________________6. Were you able to tell the difference between paraphrased information and direct quotations?7. Did the introduction capture your attention? Explain.8. Now that you have read the paper, do you know what you are supposed to do? Was there a call to action? If so, what was it? Is it realistic? Is it affordable? Were you “moved to action” by this essay?
11. Give the paper to a new reader to make GUM corrections as needed. (GUM = Grammar/Usage/Mechanics)
12. Attach this sheet to the final copy of your essay. The final copy along with the draft and this sheet is due Friday. Turn it in on Wednesday for two additional points! J
Homework
1. Finish the paper.
2. Revisit “O.K., So I’m Fat”, “Diabesity, A Crisis in an Expanding Country”, “Bodily Harm”, and “Discrimination at Large”. Make sure your reading log is up to day. See Friday’s Blog for questions.
3. Thought question: Is it OK to make jokes about weight either too much weight or too little weight? Should larger passengers be charged more for airline seats? Should the cost of medical insurance be increased with increased weight? Should sugared sodas and snacks be taxed? Find an article related to one of these topics. Bring it to class on Wednesday.
patriciaeatonaz@yahoo.com www.eatonenglish101.blogspot.com
GUM Editor’s Name: _____________________________________________Editors – do the following:1. Locate the thesis and highlight it.2. What are the causes of the “problem” ? List them here:A.
B.
C.
D.3. What are the effects of the problem?
A.
B.
C.
4. How many sources were cited? ________________________5. How many in-text citations were used in the paper? ________________6. Were you able to tell the difference between paraphrased information and direct quotations?7. Did the introduction capture your attention? Explain.8. Now that you have read the paper, do you know what you are supposed to do? Was there a call to action? If so, what was it? Is it realistic? Is it affordable? Were you “moved to action” by this essay?
11. Give the paper to a new reader to make GUM corrections as needed. (GUM = Grammar/Usage/Mechanics)
12. Attach this sheet to the final copy of your essay. The final copy along with the draft and this sheet is due Friday. Turn it in on Wednesday for two additional points! J
Homework
1. Finish the paper.
2. Revisit “O.K., So I’m Fat”, “Diabesity, A Crisis in an Expanding Country”, “Bodily Harm”, and “Discrimination at Large”. Make sure your reading log is up to day. See Friday’s Blog for questions.
3. Thought question: Is it OK to make jokes about weight either too much weight or too little weight? Should larger passengers be charged more for airline seats? Should the cost of medical insurance be increased with increased weight? Should sugared sodas and snacks be taxed? Find an article related to one of these topics. Bring it to class on Wednesday.
patriciaeatonaz@yahoo.com www.eatonenglish101.blogspot.com
Friday, October 9, 2009
October 9, 2009
October 9, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Let’s look at the draft. Remember, you needed to have the “causes” section of the paper finished today!
2. Write your thesis/claim/point sentence on the Post-it and post on the board.
3. Read the wall – look at the statements. Put a “+” on the note if it makes sense. Put a “?” on the note if the statement is confusing in any way.
4. Get with a partner who did NOT write on your topic. Swap papers. Read and look for the following:
a. Clear causes of the problem/event
b. Correctly cited sources
c. Did the introduction capture your attention? Explain on the draft and sign your name. If not, give suggestions. If so, state what was strong in the essay.
5. What did you eat yesterday? Would Pollan agree with your choices? Did you follow Pollan’s rules?
Homework
1. Write the “effects” segment of your essay. Bring the draft to class on Monday.
2. Read the following articles: “Discrimination at Large” p. 198 and answer question #3 ub TAtT, “O.K., So I’m Fat” p. 201 and answer question #2 in TAtT, “’Diabesity, ‘ A Crisis in an Expanding Country” p. 204 and answer questions #2 and #3 in TAtT. Record your responses in your reading log and bring it to class.
Class Work
1. Let’s look at the draft. Remember, you needed to have the “causes” section of the paper finished today!
2. Write your thesis/claim/point sentence on the Post-it and post on the board.
3. Read the wall – look at the statements. Put a “+” on the note if it makes sense. Put a “?” on the note if the statement is confusing in any way.
4. Get with a partner who did NOT write on your topic. Swap papers. Read and look for the following:
a. Clear causes of the problem/event
b. Correctly cited sources
c. Did the introduction capture your attention? Explain on the draft and sign your name. If not, give suggestions. If so, state what was strong in the essay.
5. What did you eat yesterday? Would Pollan agree with your choices? Did you follow Pollan’s rules?
Homework
1. Write the “effects” segment of your essay. Bring the draft to class on Monday.
2. Read the following articles: “Discrimination at Large” p. 198 and answer question #3 ub TAtT, “O.K., So I’m Fat” p. 201 and answer question #2 in TAtT, “’Diabesity, ‘ A Crisis in an Expanding Country” p. 204 and answer questions #2 and #3 in TAtT. Record your responses in your reading log and bring it to class.
Wednesday, October 7, 2009
October 7, 2009
October 7, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Share a quotation from an expert in the field. Why did you select this quotation? Does it support the causes or the effects?
2. It’s time to write the essay. How will you begin? What’s your point? (thesis) What are you claiming?
3. Tips for writing a thesis statement:
a. Select a general subject.
b. Narrow your subject.
c. Select a working thesis.
d. Put your thesis in the form of a question.
e. Compose a final statement.
4. Take a look at pp. 528-531 in Between Worlds for more information on giving credit to your sources.
5. Let’s talk about food – what are your rules for eating wisely?
Homework
1. Read Six Rules for Eating Wisely by Michael Pollan – p. 214+.
2. Answer question #1 under Writing from the Text on p. 216. You will only be looking at your food choices for a day – not for a week.
3. Continue working on your draft. You must have the “causes” section finished by Friday. You must have at least three citations. Bring the draft to class on Friday.
Class Work
1. Share a quotation from an expert in the field. Why did you select this quotation? Does it support the causes or the effects?
2. It’s time to write the essay. How will you begin? What’s your point? (thesis) What are you claiming?
3. Tips for writing a thesis statement:
a. Select a general subject.
b. Narrow your subject.
c. Select a working thesis.
d. Put your thesis in the form of a question.
e. Compose a final statement.
4. Take a look at pp. 528-531 in Between Worlds for more information on giving credit to your sources.
5. Let’s talk about food – what are your rules for eating wisely?
Homework
1. Read Six Rules for Eating Wisely by Michael Pollan – p. 214+.
2. Answer question #1 under Writing from the Text on p. 216. You will only be looking at your food choices for a day – not for a week.
3. Continue working on your draft. You must have the “causes” section finished by Friday. You must have at least three citations. Bring the draft to class on Friday.
Monday, October 5, 2009
October 5
October 5, 2009 patriciaeatonaz@yahoo.com http://www.eatonenglish101.blogspot.com/
Class Work
1. Taking a look at a Works Cited page – p. 176 in Writing Guide. Revisit EasyBib. How does your page measure up?
2. Look at the introduction. Did yours capture the attention of your intended audience? Explain. What is your thesis – what’s your point? Did you give credit to the source within the sentence? Look back at “Cold Comfort” for examples on how to do this. http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
3. Discuss how to organize. Are you going to focus on the causes more than the effects? Or, is the information leading you to discuss the effects more than the causes? Have you found any suggestions for solutions? If so, what are they? If not, what do you suggest?
4. Thinking about reliable web sources – pp. 84-91 in Writing Guide.
Homework
1. Read through the sample research paper in Between Worlds pp.524+. Look carefully at the Explanatory Notes for the Research Paper. (Only read two pages of the actual paper and the related "gray" pages.)
2. Find information from a scholarly site. Find at least one quotation from an expert in the field.
3. Add the site to your Works Cited page. (Note the information on using Wikis on page 157 of Writing Guide..
Class Work
1. Taking a look at a Works Cited page – p. 176 in Writing Guide. Revisit EasyBib. How does your page measure up?
2. Look at the introduction. Did yours capture the attention of your intended audience? Explain. What is your thesis – what’s your point? Did you give credit to the source within the sentence? Look back at “Cold Comfort” for examples on how to do this. http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
3. Discuss how to organize. Are you going to focus on the causes more than the effects? Or, is the information leading you to discuss the effects more than the causes? Have you found any suggestions for solutions? If so, what are they? If not, what do you suggest?
4. Thinking about reliable web sources – pp. 84-91 in Writing Guide.
Homework
1. Read through the sample research paper in Between Worlds pp.524+. Look carefully at the Explanatory Notes for the Research Paper. (Only read two pages of the actual paper and the related "gray" pages.)
2. Find information from a scholarly site. Find at least one quotation from an expert in the field.
3. Add the site to your Works Cited page. (Note the information on using Wikis on page 157 of Writing Guide..
Friday, October 2, 2009
October 2, 2009
October 2, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Taking a look at a cause/effect sample essay – p. 451 in Between Worlds and “Cold Comfort” in Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
Can you find the thesis statement for this essay? Is the thesis statement carried out throughout the rest of the essay? Is there anything in the essay that doesn't support this thesis?
The paragraphs for this essay are often quite brief. Would you break these paragraphs differently, or would you develop certain of the ideas differently?
This article does not include the kinds of documentation that a student would have to use in a research paper, but there are several moments where Castleman uses authorities and gives credit to their findings.
The essay ends with a clear call for action on the part of American medical consumers. Are you impressed enough to change the way you interact with physicians -- or at least enough to think about it? What points in the essay have impressed you the most?
2. Make a claim about your topic – what’s your point? Also, locate either an attention-getting statistic or an attention-getting quotation to use in your introduction. What is your source?
Write a sentence using information from your source. Give credit to the source in the sentence.4. Taking a look at a Works Cited page – p. 176 in Writing GuideHomework
1. Locate at least three Internet sources that explain the causes of your selected issue/topic. Using Easybib, Citation Machine, or other MLA source that will help you create a Works Cited page, enter the information from your sources and print out a Word document.
2. Write the introductory paragraph of your paper. Remember, your job is to capture the attention of the readers and to identify the problem.
Class Work
1. Taking a look at a cause/effect sample essay – p. 451 in Between Worlds and “Cold Comfort” in Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
Can you find the thesis statement for this essay? Is the thesis statement carried out throughout the rest of the essay? Is there anything in the essay that doesn't support this thesis?
The paragraphs for this essay are often quite brief. Would you break these paragraphs differently, or would you develop certain of the ideas differently?
This article does not include the kinds of documentation that a student would have to use in a research paper, but there are several moments where Castleman uses authorities and gives credit to their findings.
The essay ends with a clear call for action on the part of American medical consumers. Are you impressed enough to change the way you interact with physicians -- or at least enough to think about it? What points in the essay have impressed you the most?
2. Make a claim about your topic – what’s your point? Also, locate either an attention-getting statistic or an attention-getting quotation to use in your introduction. What is your source?
Write a sentence using information from your source. Give credit to the source in the sentence.4. Taking a look at a Works Cited page – p. 176 in Writing GuideHomework
1. Locate at least three Internet sources that explain the causes of your selected issue/topic. Using Easybib, Citation Machine, or other MLA source that will help you create a Works Cited page, enter the information from your sources and print out a Word document.
2. Write the introductory paragraph of your paper. Remember, your job is to capture the attention of the readers and to identify the problem.
Wednesday, September 30, 2009
September 30, 2009
September 30, 2009 patriciaeatona@yahoo.com www.eatonenglish101.blogspot.com
Class Work
1. Share cause/effect charts – join with others who have the same or have a similar topic. Feel free to share ideas.
2. What articles did you find? What are the “Power Lines?” In other words, what is the most important information in the article?
3. Taking a look at a cause/effect sample essay – p. 451 in Between Worlds and “Cold Comfort” in Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
4. Taking a look at a Works Cited page – p. 176 in Writing Guide
Homework
1. Read the source-based paper on p. 170. The student had been asked to write in response to an assignment on the influence of planned communities on American culture. Note the in-text citations. These are the citations within the paper that give credit to the original source.
2. Make a claim about your topic – what’s your point? Also, locate either an attention-getting statistic or an attention-getting quotation to use in your introduction.
Class Work
1. Share cause/effect charts – join with others who have the same or have a similar topic. Feel free to share ideas.
2. What articles did you find? What are the “Power Lines?” In other words, what is the most important information in the article?
3. Taking a look at a cause/effect sample essay – p. 451 in Between Worlds and “Cold Comfort” in Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
4. Taking a look at a Works Cited page – p. 176 in Writing Guide
Homework
1. Read the source-based paper on p. 170. The student had been asked to write in response to an assignment on the influence of planned communities on American culture. Note the in-text citations. These are the citations within the paper that give credit to the original source.
2. Make a claim about your topic – what’s your point? Also, locate either an attention-getting statistic or an attention-getting quotation to use in your introduction.
Monday, September 28, 2009
September 28
September 28, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Cause/Effect – working in groups to explain the causes and effects of being late to work. (Fishbone approach)
2. Generating topics . . . what “main event” related to the readings we have studied can you use to create causes and effects?
3. What is your aim? Why are you writing this? Who needs to know?
4. Sample for a causal analysis:
Causes of violence caused by rap music. . . (Supporting points to make and prove.)
A. Lyrics
B. Hypnotic beat
C. Life style of the artists
D. Gangster clothing styles
Event: Violence in Society is increased when people listen to rap music. (I am claiming this – it is the thesis.
Effects of listening to Rap music . . .(Supporting points to make and prove.)
A. Belief that violent actions are normal
B. Negative feelings /actions toward law enforcement
C. Aggression
5. What do you propose?
6. Look at pp. 449-453 for more information on writing a causal analysis.
Homework
1. After determining a topic related to the media’s impact on society, complete a cause/effect chart.
2. Locate articles to support the points you are making. Internal reference notes and a Works Cited page will be required.
Class Work
1. Cause/Effect – working in groups to explain the causes and effects of being late to work. (Fishbone approach)
2. Generating topics . . . what “main event” related to the readings we have studied can you use to create causes and effects?
3. What is your aim? Why are you writing this? Who needs to know?
4. Sample for a causal analysis:
Causes of violence caused by rap music. . . (Supporting points to make and prove.)
A. Lyrics
B. Hypnotic beat
C. Life style of the artists
D. Gangster clothing styles
Event: Violence in Society is increased when people listen to rap music. (I am claiming this – it is the thesis.
Effects of listening to Rap music . . .(Supporting points to make and prove.)
A. Belief that violent actions are normal
B. Negative feelings /actions toward law enforcement
C. Aggression
5. What do you propose?
6. Look at pp. 449-453 for more information on writing a causal analysis.
Homework
1. After determining a topic related to the media’s impact on society, complete a cause/effect chart.
2. Locate articles to support the points you are making. Internal reference notes and a Works Cited page will be required.
Friday, September 25, 2009
September 25, 2009
September 25, 2009 – www.eatonenglish101.blogspot.com – patriciaeatonaz@yahoo.com
Class Work
1. Know the difference. In your own words, explain which is which. You may use the Writing Guide. Work with a partner to write a correct sentence for each.
a. Its/it’sb. Here/hearc. Their/there/they’red. You’re/your/yore
2. Taking a look at censorship – “Should libraries carry pornography?” “Should school libraries carry pornography?” (Class discussion)
3. Song lyrics – do the lyrics in music cause violence in society? Does music alter actions or emotions? (Class discussion)
4. Writing a causal analysis/cause & effect essay (See handouts)
5. Generating topics
Homework
1. Pick a topic and complete a mind map – see pp. 14-15 in Writing Guide.
2. Clearly state your point of view on the topic. Does “x” cause “y”, or does “y” cause “x”? Look at the information on writing a thesis on p. 20.
3. Locate at least three additional sources outside of Between Worlds to use to support your thoughts. Bring them to class with you.
Class Work
1. Know the difference. In your own words, explain which is which. You may use the Writing Guide. Work with a partner to write a correct sentence for each.
a. Its/it’sb. Here/hearc. Their/there/they’red. You’re/your/yore
2. Taking a look at censorship – “Should libraries carry pornography?” “Should school libraries carry pornography?” (Class discussion)
3. Song lyrics – do the lyrics in music cause violence in society? Does music alter actions or emotions? (Class discussion)
4. Writing a causal analysis/cause & effect essay (See handouts)
5. Generating topics
Homework
1. Pick a topic and complete a mind map – see pp. 14-15 in Writing Guide.
2. Clearly state your point of view on the topic. Does “x” cause “y”, or does “y” cause “x”? Look at the information on writing a thesis on p. 20.
3. Locate at least three additional sources outside of Between Worlds to use to support your thoughts. Bring them to class with you.
Wednesday, September 23, 2009
September 23, 2009
September 23, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. What did you discover? What are the most important points in the article you read? Fill in the chart at your table.
2. Are people who play violent video games more likely to be involved in actual acts of violence?
3. Which way does it work – does life imitate art, or does art imitate life? (Give examples.)
4. We will have a whole class discussion on the place of technology in learning.
5. Papers returned !!!!!
6. Taking a look at:
a. Its/it’s
b. Here/hear
c. Their/there
d. You’re/your
Homework
1. We are going to be writing a causal analysis. You need to decide if the media has a positive or negative effect on society. Start looking for evidence to back up your opinion.
2. Read “When the Patient is the Googler” p. 225 and “Is There a Doctor in the Mouse?” p. 229. Be ready to discuss both.
Class Work
1. What did you discover? What are the most important points in the article you read? Fill in the chart at your table.
2. Are people who play violent video games more likely to be involved in actual acts of violence?
3. Which way does it work – does life imitate art, or does art imitate life? (Give examples.)
4. We will have a whole class discussion on the place of technology in learning.
5. Papers returned !!!!!
6. Taking a look at:
a. Its/it’s
b. Here/hear
c. Their/there
d. You’re/your
Homework
1. We are going to be writing a causal analysis. You need to decide if the media has a positive or negative effect on society. Start looking for evidence to back up your opinion.
2. Read “When the Patient is the Googler” p. 225 and “Is There a Doctor in the Mouse?” p. 229. Be ready to discuss both.
Monday, September 21, 2009
September 21, 2009
English 101 – September 21, 2009 – patriciaeatonaz@yahoo.com
www.eatonenglish101.blogspot.com Class Work
1. Surprise! We were selected to complete an assessment today. If you have completed the Writing exercise in a previous class, you will do the English multiple-choice beginning on p. 4. Hopefully, we will all be doing the written assessment. You will earn 10 out of 10 class participation points for doing this today. Listen to the directions.
Homework
1. Pick up one of the articles on Media Violence. Annotate it by putting a “+” over information you find interesting. Put a “?” over information that seems to be confusing or not to be true. Put a
“-“ over information with which you disagree. Put a “*” over the one line you with which you most agree.
2. Read “Makes Learning Fun” by Clifford Stoll and “From Learning as Torture to Learning as Fun” pp. 247-261. Answer the any four of the questions on pp. 253-254 under “Thinking about the Text” and any two questions on p. 260 under “Thinking about the Text.”
www.eatonenglish101.blogspot.com Class Work
1. Surprise! We were selected to complete an assessment today. If you have completed the Writing exercise in a previous class, you will do the English multiple-choice beginning on p. 4. Hopefully, we will all be doing the written assessment. You will earn 10 out of 10 class participation points for doing this today. Listen to the directions.
Homework
1. Pick up one of the articles on Media Violence. Annotate it by putting a “+” over information you find interesting. Put a “?” over information that seems to be confusing or not to be true. Put a
“-“ over information with which you disagree. Put a “*” over the one line you with which you most agree.
2. Read “Makes Learning Fun” by Clifford Stoll and “From Learning as Torture to Learning as Fun” pp. 247-261. Answer the any four of the questions on pp. 253-254 under “Thinking about the Text” and any two questions on p. 260 under “Thinking about the Text.”
Friday, September 18, 2009
September 18
English 101 – patriciaeatonaz@yahoo.com – www.eatonenglish101.blogspot.com\
September 18, 2009, Class Work
1. Discussion on use of Google, You Tube, blogs, twitter, Facebook, My Space, e-mail, on-line photo sites, camera phones, etc.
2. What digital fingerprints do you leave each day? How do you feel about that? Does it bother you, or do you feel safe?
3. Panel Discussion – are you a gamer? Should you be?
4. Group Reading and sharing of concrete information.
Homework
1. Decide – does the media have a positive or a negative impact on behavior in our 20th century American Society.
2. Find 10 reasons to support your opinion. Know the sources.
September 18, 2009, Class Work
1. Discussion on use of Google, You Tube, blogs, twitter, Facebook, My Space, e-mail, on-line photo sites, camera phones, etc.
2. What digital fingerprints do you leave each day? How do you feel about that? Does it bother you, or do you feel safe?
3. Panel Discussion – are you a gamer? Should you be?
4. Group Reading and sharing of concrete information.
Homework
1. Decide – does the media have a positive or a negative impact on behavior in our 20th century American Society.
2. Find 10 reasons to support your opinion. Know the sources.
Wednesday, September 16, 2009
September 16, 2009
English 101 – patriciaeatona@yahoo.com www.eatonenglish101.blogspot.com
September 16, 2009 Class work
1. Share hours spent watching television
2. Learn to write a summary – see p. 256 in Writing Guide
3. Practice writing a summary as a group –
4. Write a summary of one of the two articles you brought to class.
Homework
1. Write a summary of the other article.
2. Read “The Whole World is Watching” p. 219 and “You Tube this!” p. 222. Answer the Thinking about the Text questions after each. If you prefer, you may write a summary of each article. (Reading Log)
3. Write a personal reflection of your personal experience with Google or YouTube – no more than a page. (Quick Write)
September 16, 2009 Class work
1. Share hours spent watching television
2. Learn to write a summary – see p. 256 in Writing Guide
3. Practice writing a summary as a group –
4. Write a summary of one of the two articles you brought to class.
Homework
1. Write a summary of the other article.
2. Read “The Whole World is Watching” p. 219 and “You Tube this!” p. 222. Answer the Thinking about the Text questions after each. If you prefer, you may write a summary of each article. (Reading Log)
3. Write a personal reflection of your personal experience with Google or YouTube – no more than a page. (Quick Write)
Monday, September 14, 2009
September 14, 2009
English 101 – patriciaeatonaz@yahoo.com – eatonenglish101.blogspot.com
September 14, 2009 Class Work
1. Submit final copies of the comparison/contrast essay. The final copy goes on top of the rough draft and editing notes.
2. Let’s talk television:
a. Do you watch television? Why or why not?
b. If so, what are your favorite shows? Least favorite?
c. How many hours per week do you spend watching television?
d. Have your tastes changed over time?
e. To what extend does television mirror life in America?
f. To what extend does life in America mirror television?
g. In what ways does television influence viewers?
h. On what age group does television have the greatest impact?
i. If television ended this afternoon, how would life be different?
j. Is reality television “reality?” Explain.
k. Is reality television “humiliation” television?
l. Is there any subject that would be too real for television?
m. Why do people watch television?
3. Let’s write summaries. You were asked to bring two articles to class related to the virtues and vices associated with television. You will be writing a summary of one of those articles. The article must be at least five paragraphs or sections in length. (p. 256 Writing Guide)
Homework
1. Locate one additional article on the topic of television either for or against.
2. Write a summary of the article. The article must be long enough to enable you to write a two paragraph summary.
3. Keep track of the amount of television you watch between now and Wednesday.
September 14, 2009 Class Work
1. Submit final copies of the comparison/contrast essay. The final copy goes on top of the rough draft and editing notes.
2. Let’s talk television:
a. Do you watch television? Why or why not?
b. If so, what are your favorite shows? Least favorite?
c. How many hours per week do you spend watching television?
d. Have your tastes changed over time?
e. To what extend does television mirror life in America?
f. To what extend does life in America mirror television?
g. In what ways does television influence viewers?
h. On what age group does television have the greatest impact?
i. If television ended this afternoon, how would life be different?
j. Is reality television “reality?” Explain.
k. Is reality television “humiliation” television?
l. Is there any subject that would be too real for television?
m. Why do people watch television?
3. Let’s write summaries. You were asked to bring two articles to class related to the virtues and vices associated with television. You will be writing a summary of one of those articles. The article must be at least five paragraphs or sections in length. (p. 256 Writing Guide)
Homework
1. Locate one additional article on the topic of television either for or against.
2. Write a summary of the article. The article must be long enough to enable you to write a two paragraph summary.
3. Keep track of the amount of television you watch between now and Wednesday.
Sunday, September 13, 2009
September 11, 2009
Class Work
1. Sentence Revisions
2. Peer Editing on the comparison/contrast essay
3. Self Editing for run-on sentences and correct use of commas
4. Sharing of favorite olines/thoughts from the essays
Homework
1. Write the final copy of the comparison/contrast essay. Bring it to class on Monday along with the rough draft and peer editing and self editing marks.
2. Locate two articles from the Internet, newspapers, magazines, or pamphlets. One article should share some positive reasons for watching television shows, reality shows inclueded. The other should tell of the dangers of television. Be sure to keep track of your sources. Bring the articles to class on Monday.
1. Sentence Revisions
2. Peer Editing on the comparison/contrast essay
3. Self Editing for run-on sentences and correct use of commas
4. Sharing of favorite olines/thoughts from the essays
Homework
1. Write the final copy of the comparison/contrast essay. Bring it to class on Monday along with the rough draft and peer editing and self editing marks.
2. Locate two articles from the Internet, newspapers, magazines, or pamphlets. One article should share some positive reasons for watching television shows, reality shows inclueded. The other should tell of the dangers of television. Be sure to keep track of your sources. Bring the articles to class on Monday.
Wednesday, September 9, 2009
Sentences for Revision 9/9/09
Avoid run-on sentences and comma splices . . .
Opportunities for Better Sentences
1. I love art and I don’t think is should go to waste, so I have waited till something of meaning came along, and this year has given me that, now I want to find a tattoo artist and set about getting a piece of art on my skin to remember those that I loved and lost.
2. I could feel my legs going numb, and my heart beating quickly.
3. I’d rather wait on my tattoo, (If I decide to get one) until I know what life has in store for me.
4. Another option of a tattoo I would want to get is a scorpion because that’s my horoscope and I have always liked scorpions.
5. Needless to say, the swelling went down and I enjoyed the piercing for about 8 months until I decided to take it out because the metal was chipping my teeth.
Opportunities for Better Sentences
1. I love art and I don’t think is should go to waste, so I have waited till something of meaning came along, and this year has given me that, now I want to find a tattoo artist and set about getting a piece of art on my skin to remember those that I loved and lost.
2. I could feel my legs going numb, and my heart beating quickly.
3. I’d rather wait on my tattoo, (If I decide to get one) until I know what life has in store for me.
4. Another option of a tattoo I would want to get is a scorpion because that’s my horoscope and I have always liked scorpions.
5. Needless to say, the swelling went down and I enjoyed the piercing for about 8 months until I decided to take it out because the metal was chipping my teeth.
September 9, 2009
English 101 – Wednesday, September 09, 2009 – Mrs. Trish Eaton – patriciaeatonaz@yahoo.com
www.eatonenglish101.blogspot.com
Class Work
1. Discussion of audience – for whom are you writing the comparison/contrast paper? Why?
2. Take a look at conclusions on pp. 12, 21, 116, 71, 261,214. What are the hallmarks of an excellent conclusion?
3. Learn to avoid run-on sentences – PowerPoints from Guide to Grammar and Writing
4. Practice writing perfectly punctuated compound sentences!
Homework
1. Write the conclusion to your comparison/contrast essay. Bring the entire draft to class on Friday.
2. Read “When Reality TV is Good for Us” p. 233 and When Reality TV Gets too Real” p. 239. Answer the “Thinking about the Text” questions following each selection. Record the answers in your reading journal.
www.eatonenglish101.blogspot.com
Class Work
1. Discussion of audience – for whom are you writing the comparison/contrast paper? Why?
2. Take a look at conclusions on pp. 12, 21, 116, 71, 261,214. What are the hallmarks of an excellent conclusion?
3. Learn to avoid run-on sentences – PowerPoints from Guide to Grammar and Writing
4. Practice writing perfectly punctuated compound sentences!
Homework
1. Write the conclusion to your comparison/contrast essay. Bring the entire draft to class on Friday.
2. Read “When Reality TV is Good for Us” p. 233 and When Reality TV Gets too Real” p. 239. Answer the “Thinking about the Text” questions following each selection. Record the answers in your reading journal.
Friday, September 4, 2009
Syllabus 101 Fall 2009
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101 – Section 44926- MWF 12:00 pm
Instructor: Mrs. Patricia Seward-Eaton E-mail: patriciaeatonaz@yahoo.com
Required Texts:
BetweenWorlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
Estrella Mountain Community College Writing Guide, 2nd Custom Edition,2008.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
(Prerequisite: Appripriate 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 to get a copy of the daily updates for the course. (patriciaeatonaz@yahoo.com) 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.
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 pronted 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:
Six essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (60% of grade)
In class writings, reading response journals, and shorter essays = 300 points or 30% of grade.
Class participation = 100 points or 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.
Tentative Schedule
· August 24-August 28
A. Read the following from “Between Generations” in Between Worlds:
§ “Breaking Tradition” p. 21
§ “On Teenagers and Tattoos” p. 24
§ “Under My Skin” p. 29
§ “The Lanyard” p. 41
B. Writing: My Life as a Reader
· August 31-September 28
A. Discussion of readings
B. Working on the paper – narrative/descriptive writing about tattoos, body piercings, or other alterations – dialogue must be included
C. Begin Comparison/contrast essay on dating customs yesterday and today
D. Read “Modern Romance” by Celeste Biever (p. 51 in Between Worlds) and “Virtual Love” by Meghan Daum p. 56+ in Between Worlds.
· September 7 – Happy Holiday!
· September 9-11
A. Work on introductions and conclusions to go along with the comparison/contrast essay
B. Read “Who’s Cheap” by Adair Lara p. 68
C. Continue working on the comparison/contrast essay – focus on organization
D. Learn to give credit to sources
E. Readings: Considering Audience – p. 347 and Practicing Audience Awareness p. 350
· September 14-18
A. Participate in peer editing activities
B. Revise comparison/contrast essay
C. Submit final copy along with all steps of the process
D. Readings: Chapter 10 – Writing to Persuade
First – Year Composition – 3 Credit Hours – English 101 – Section 44926- MWF 12:00 pm
Instructor: Mrs. Patricia Seward-Eaton E-mail: patriciaeatonaz@yahoo.com
Required Texts:
BetweenWorlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
Estrella Mountain Community College Writing Guide, 2nd Custom Edition,2008.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
(Prerequisite: Appripriate 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 to get a copy of the daily updates for the course. (patriciaeatonaz@yahoo.com) 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.
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 pronted 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:
Six essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (60% of grade)
In class writings, reading response journals, and shorter essays = 300 points or 30% of grade.
Class participation = 100 points or 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.
Tentative Schedule
· August 24-August 28
A. Read the following from “Between Generations” in Between Worlds:
§ “Breaking Tradition” p. 21
§ “On Teenagers and Tattoos” p. 24
§ “Under My Skin” p. 29
§ “The Lanyard” p. 41
B. Writing: My Life as a Reader
· August 31-September 28
A. Discussion of readings
B. Working on the paper – narrative/descriptive writing about tattoos, body piercings, or other alterations – dialogue must be included
C. Begin Comparison/contrast essay on dating customs yesterday and today
D. Read “Modern Romance” by Celeste Biever (p. 51 in Between Worlds) and “Virtual Love” by Meghan Daum p. 56+ in Between Worlds.
· September 7 – Happy Holiday!
· September 9-11
A. Work on introductions and conclusions to go along with the comparison/contrast essay
B. Read “Who’s Cheap” by Adair Lara p. 68
C. Continue working on the comparison/contrast essay – focus on organization
D. Learn to give credit to sources
E. Readings: Considering Audience – p. 347 and Practicing Audience Awareness p. 350
· September 14-18
A. Participate in peer editing activities
B. Revise comparison/contrast essay
C. Submit final copy along with all steps of the process
D. Readings: Chapter 10 – Writing to Persuade
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