Exam

Our exam is Thursday, December 16th in our regular room.

If you are finished with your essay, just come to class, take one last look at your essay, and submit it.

If you need the exam time to write your essay, just sit down and get started. You must finish by the end of the exam period - about 11:45 am. No exams can be accepted after the end of the exam period.

You must submit a paper copy of your essay in MLA format. No e-mail attachments will be accepted.

You may bring your Between Worlds book to class if you want to reference any of the articles.

Contact me at my yahoo e-mail account if you have questions.

patriciaeatonaz@yahoo.com

Tuesday, December 7. 2010

Class Work

1. Practive with sentence combining: http://grammar.ccc.commnet.edu/grammar/quizzes/combining_quiz2.htm
#A
· She was our Latin teacher.
· We were in high school.
· She was tiny.
· She was a birdlike woman.
· She was swarthy.
· She had dark eyes.
· Her eyes were sparkling.
· Her hair was graying.
#B
· The dancer was not tall.
· The dancer was not slender.
· The dancer was extremely elegant.

2. Discussion of living "between worlds." Take a look at sample essays:

A. "From 'Group Home Child' to College Success" by Tamecka L. Crawford
B. "Fish Cheeks" by Amy Tan
C. from Long Walk to Freedom by Nelson Mandela
D. "Dream Girl for My Son" by Patricia Seward Eaton

3. What did our book say? Look back at the sample essays in our book.

4. Selecting a topic - "What's your point?" We all life "between worlds" at some point in our lives. What "worlds" have you experienced? What challenges pop up when those worlds collide? What lessons have you learned? What message can you share with your readers?

5. Taking a look at Freedom Writers and/or Snow Falling of Cedars. What other movies have you seen that show the challenges faced when a character finds him or her self "between worlds?"

Homework

1. Cluster or free-write to recreate details about your "story."
2. Write the introduction and "map" where you plan to go. What's your point? What lessons did you learn? Bring the introduction to class on Thursday.

December 2, 2010

Class Work


Question: In what "worlds" do you live? What "worlds" cross with yours? (We are not talking about space aliens here!)






1. Complete final work on the Artifact Paper. Make sure your paper does not read like a list. It needs to flow.

Be sure you have submitted your final copy via e-mail by midnight tonight! patriciaeatonaz@yahoo.com

Possible topics for the final essay:


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 debilitating 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+.





5. Discrimination. Write a definition paper and explore discrimination in media, history, news, and personal experience. Remember, discrimination may be based on age, race, economic class, looks, education, location, etc. Provide suggestions for eradicating discrimination.

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.



Class Activity: Where to Build the Old Folks' Home



Homework



Read the remaining articles in Between Worlds.


A. " Living in Two Worlds" p. 109 (poverty and affluence)
B. "Terra Firma - A Journey from Migrant Farm Labor to Neurosurgery" p. 116
C. " Race is a Four-Letter Word" p. 120
D. "An Identity Reduced to a Burka" p. 124
E. "Hidden in Plain Sight" p. 129
F. "Mr. Z" p. 133G. "The Red Convertible" p. 135
Think about what "worlds" cross your life. What challenges do you face when those worlds cross?

Movie links you might consider watching as part of your research:

The Blind Side

Freedom Writers

Exam Notes

Our exam is scheduled for Thurs., 12/16/2010 from 10:00am - 11:50am.

You must come to class that day!

Tuesday, November 30, 2010

Class Work

1. Peer Editing of the Artifact paper.

Note: The final copy of this essay must be submitted via e-mail and must be received by midnight on December 2, 2010. This is part of a college-wide writing experience. I cannot accept late papers on this assignment. Thank you in advance for submitting your paper on time.

Use this e-mail: patriciaeatonaz@yahoo.com
Subject line: Artifact Essay

Be sure your final copy is in MLA format. http://www.csus.edu/owl/index/mla/mla_format.htm (Note: omits the page number on page 1. See the next site for additional information.

http://www.ehow.com/how_4425958_format-first-page-paper-mla.html

2. Discussion of the exam topics. We will be exploring the worlds between cultures. Read two of the following articles by Thursday. (Your choice.)
A. " Living in Two Worlds" p. 109
B. "Terra Firma - A Journey from Migrant Farm Labor to Neurosurgery" p. 116
C. " Race is a Four-Letter Word" p. 120
D. "An Identity Reduced to a Burka" p. 124
E. "Hidden in Plain Sight" p. 129
F. "Mr. Z" p. 133
G. "The Red Convertible" p. 135

Think about what "worlds" cross your life. What challenges do you face when those worlds cross? Be ready for a discussion on Thursday.

Homework

1. Complete the essay and submit it. (See details above.)
2. Read at least two of the articles listed above in preparation for the exam.

Tueaday, November 23, 2010

Class Work

1. Submit your essay if you have not already done so. The final copy goes on top. All other drafts, notes, and the peer editing sheets go behind.

2. Share the description of your artifact. Refer to the sheet to make sure you have included the required details. After you share your description, explain what that object says about you. That is the basis for the rest of your essay.

3. If you have not already done so, please complete the diagnostic test on-line. Use the code that came with your "book". You must have this finished by the end of the week. I will check on Friday.


Homework

1. Finish the draft of your essay. Bring a paper copy to class on Tuesday. It is due on December 2nd. There are no exception this time as we are part of a larger study for the college. You will be submitting your essay to me via an e-mail attachment.

Please use the Yahoo account: patriciaeatonaz@yahoo.com

Reminder: There is no class on Thursday. Happy Thanksgiving!

Tuesday, November 16, 2010

Class Work

1. Peer Editing: Look for correct in-text citations.

In addition, follow the other guidelines on the peer editing sheet. (Handout)

2.Writing about a personal artifact - required writing activity for all 101 students. Smile, you will like this assignment. :)

(Handout)

NOTE: If you miss class today, you need to send me an e-mail and request the Artifact Assignment sheet. patriciaeatonaz@yahoo.com



Homework

1. Finish your problem/solution essay. Pay careful attention to the in-text citations and the Works Cited page. Of course, content is always important!

2. Finish steps one and two of the Personal Artifact essay. Pay careful attention to sensory details. Remember, the reader will not be able to see your artifact. You must paint the picture with words.

Bring pages one and two of the assignment to class on Thursday. (You may use the computer; you do not have to hand-write this unless you want to.)

Tuesday, November 9, 2010

Class Work





1. Annotated Bibliography - how is yours coming along?





2. What's your point? Write your "thesis" on the board. What is it you are trying to prove?



3. Have you started your draft????? Remember, this is a problem/solution essay.

http://www.enotes.com/topics/how-write-problem-solution-essay

Review of sample essay "Practical Wildlife Management"

Review of sample essay in Between Worlds - p. 470.
4. Remember, you must prove your points with researched evidence.

5. You must include in-text citations. http://owl.english.purdue.edu/owl/resource/747/01/

Homework

1. Complete your draft. You MUST include in-text citations. Bring a paper copy of the essay to class along with questions about in-text citations.

Note: There is no class on Thursday, November 11th.

Thursday - November 4, 2010

1. Class Work
   
   
   
   1. Thank you for presenting your PowerPoints. I appreciate your courage! You should all be proud of yourselves. We learned from each other.
   
   
   
   2. Here are the topics for the next essay. They were previously posted last Thursday.
   
   Get ready to write a problem analysis: Select a topic related to food, nutrition, or health that clearly shows that a problem exists. You might consider:
   Childhood Obesity
   Diabetes epidemic
   Exercise (Not enough/too much?)
   Fast Food
   Steroids and sports
   High cost of a healthy diet/high cost of an unhealthy diet
   
   Additional suggestions:
   1. Write an essay proving that discrimination against the overweight exists and is “as wrong and damaging as any racial or ethnic slur” (200). Also, give solutions to the problems of discrimination. Anticipate that readers will point out that people don’t have to be overweight.
   
   2. Write an essay proving that body image can either enhance or damage self esteem. Prove a problem exists and provide solutions.
   
   3. Investigate the problem of overweight children or teens. Prove a problem exists. Provide solutions. What solutions are currently in the news?
   
   4. Prove that some diets can be dangerous. Prove a problem exists. Provide solutions.
   
   5. After reading “Bodily Harm and “Dieting Daze. . .” write an essay discussion the problems of eating disorders. Provide solutions.
   
   6. Write an essay proving that advertising and the media contribute to weight problems in children and/or adults. Provide solutions.
   
   7. Think of a topic of your choice that relates to the umbrella topic of health and nutrition. Prove there is a problem. Provide solutions.
   
   Here is an additional topic to consider:
   
   Since fast food is extremely inexpensive in comparison to normal restaurant meals and grocery bills, many people turn to it to provide for their family and to save money in the process. This consumption of fast food is almost daily for many people. The unnecessary consumption of fast food is a major cause of obesity today.
   
   Many states are considering adding taxes to fast food in hopes of stopping the obesity problem. Would this be fair to those who can't afford to pay the tax on fast food?
   
   Decide if you will debate whether or not there should be taxes on fast food.
   
   Conducting Research
   
   For this assignment, take the same approach as reporters take. Answer the following:
   
   Who
   What
   When
   Where
   Why
   How
   
   Decide the answer to: What's your point? That is what you are going to prove in this essay.
   
   Right now, create a KWL chart. (See handout.) If you are absent, send me an e-mail and I will send you an attachment.
   
   K= What do you already KNOW about this topic? List all.
   W = WHAT more do you want to know? What do your readers need to know?
   L = Where will you find the information? What sources will help you LEARN? (This is a pre-step to an annotated bibliography.) See Section 21b in The McGraw Hill Handbook.
   
   Conduct two or three in-class interviews to include in your working annotated bibliography.
   
   Homework
   Work on your annotated bibliography. Please use Easybib or other source. (Estrella Mountain, Word, etc.) You can add annotations to your sources.
   
   Begin the draft of your essay. By Tuesday, finish your research and bring in the working annotated bibliography.
   
   Be sure you know the answer to, "What's your point?"

Class Work

1. We continued with the presentations. Tuesday, November 2, 2010, is the last day to present. Your presentation needs to be on a jump-drive or burned to a CD. Contact me via e-mail if you will not be able to meet this final deadline.

Homework

1. Return to your investigation of Super-sized America. If you have not watched the documentary of Supersize Me, please do so. (See earlier post for the link or do a Google search.)

2. Be sure you have selected your topic. (See previous post for topics.)

3. Continue to look for articles and news stories related to your topic.

Thursday

Class Work
One more time: Big Food
http://www.time.com/time/video/player/0,32068,621715514001_2022928,00.html



Supersize Me

http://www.snagfilms.com/films/title/super_size_me/

Nutrition - what the government says:
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1

How many calories a day are recommended?

How many calories have you consumed already today?

Articles for discussion and reading:
1. "'Diabesity,' A Crisis in an Expanding Country" by Jane E. Brody p. 204
2. "Bodily Harm" by Pamela Ernes p. 208
3. "Six Rules for Eating Wisely" by Michael Pollan p. 214

Evaluating Online Sources p. 517

Get ready to write a problem analysis: Select a topic related to food, nutrition, or health that clearly shows that a problem exists. You might consider:

• Childhood Obesity
• Diabetes epidemic
• Exercise (Not enough/too much?)
• Fast Food
• Steroids and sports
• High cost of a healthy diet/high cost of an unhealthy diet

Additional suggestions:

1. Write an essay proving that discrimination against the overweight exists and is “as wrong and damaging as any racial or ethnic slur” (200). Also, give solutions to the problems of discrimination. Anticipate that readers will point out that people don’t have to be overweight.

2. Write an essay proving that body image can either enhance or damage self esteem. Prove a problem exists and provide solutions.

3. Investigate the problem of overweight children or teens. Prove a problem exists. Provide solutions. What solutions are currently in the news?

4. Prove that some diets can be dangerous. Prove a problem exists. Provide solutions.

5. After reading “Bodily Harm and “Dieting Daze. . .” write an essay discussion the problems of eating disorders. Provide solutions.

6. Write an essay proving that advertising and the media contribute to weight problems in children and/or adults. Provide solutions.

7. Think of a topic of your choice that relates to the umbrella topic of health and nutrition. Prove there is a problem. Provide solutions.

Homework

1. Be sure your PowerPoint is ready to go. You MUST bring the presentation on a jump drive or burned to a CD.

2. Itendify the topic for your next essay - locate at least three articles from reliable sources.

Tuesday, October 19, 2010

Class Work



1. Guidelines for PowerPoint presentation

Slide #1: Title and Your Name
Slide #2: Identify the problem
Slides 3, 4, 5: Explain the causes of the problem
Slides 6, 7, 8: Explain the effects of the problem - prove that the problem exists
Slides 9, 10, 11: Call to action - give the viewers concrete examples of what can be done and explain what difference their actions will make.
Slide 12: Works Cited

2. Taking a look at the PowerPoint scoring rubric - this will guide your slides. (Handout) Also, see 14D p. 233+ in The McGrawHill Handbook for information on slide presentations. See Chapter 13 as well. Page 223 - 224 13b has examples.

3. Sign up for a time for your presentation

4. Overview of "How to" give a presentation http://www.ncsu.edu/midlink/rub.pres.html

5. Introduction to new unit: Eating - Is there too much of a good thing in the USA?

6. Viewing of Time Magazine study.

Homework

1. Prepare your PowerPoint - we will do peer review of the presentation on Thursday and present next Tuesday. You must bring your PowerPoint on a jump-drive or CD.

2. Read the following selections: "O.K., So I'm Fat" by Neil Steinberg - p. 201 and "Discrimination at Large" by Jennifer A. Coleman p. 198 in Between Worlds. Answer two questions in the Thinking About Text sections for each article.

3. For one day, keep a food diary of what you eat - this is only for you.

4. Locate at least one article from a reliable source that discusses weight related issues in America.

October 12 - Tuesday

What we did in class . . .
1. We registered for the on-line handbook. If you have not purchased your card, do so by Thursday.

The class is: eatonenglish101 - use it to sign in.

2. Before next Tuesday, complete the diagnostic test on-line. We will use the results to compare to what you actually do when you write. Some people are not good test-takers, but they are excellent writers. Do not let your score get you down.

3. Review of a critique . . .

4. Peer review of An Inconvenient Truth critique

5. Sharing of critiques

Homework

Complete your critique of An Inconvenient Truth. Bring drafts and the final copy to class on Thursday.

Tuesday - October 5, 2010

Class Work

1. Finish viewing An Inconvenient Truth and prepare to write a critique.

2. See Between Worlds pp. 308-320.

3. Read the sample critique of The Social Network.

4. Generate categories to include in the critique.

Homework

Write your critique - bring the draft to class on Thursday.

Thursday - September 30, 2010

Class Work

1. Continue with the discussion of cause/effect essays - see the sample "Cold Comfort" at:
http://grammar.ccc.commnet.edu/grammar/

2. Discuss critique writing

3. Begin viewing An Inconvenient Truth in preparation for a critique.

4. Generate topics for cause/effect PowerPoint presentation. Your topic will also have a call to action. Convince the viewers to do something. Be specific.


Homework

1. Read PP. 449-453 in Between Worlds. Answer three of the six questions on p. 453.

2. Read pp. 308-316 in Between Worlds. Pay special attention to the critiques. What did the professionals think about the documentary? Do you agree so far? Explain in a paragraph. Bring it to class on Tuesday.

Tuesday, September 28, 2010

Class Work

Submit your essays - the description of your audience goes on top. The final copy follows. The rough drafts and peer editing notes follow.

Stay tuned for updates about class today. Do come.

1. "Saving the Songs of the Sea" . . . Save the Last Word for Me activity
2. "Bounty of the Sea" . . . example of a cause/EFFECT paper

Review of cause/effect writing - p. 449 in Between Worlds.

Homework

Find a cause . . . what would you save if you could?
Visit their website. Read two additional articles about your cause. Be prepared to prove a problem exists to the members of your table on Thursday.

Thursday, September 23, 2010

Class Work

1. Peer Editing Activity - you must have a paper copy of your draft or be able to pull it up on the computer and share with your editor.

2. Work on effective conclusions (Handout)


3. Look over "Body Art" papers

4. Learn to avoid run-on sentences and comma splices. (Handout and web site)


Homework

1. Finish the comparison/contrast essay. It is due on Tuesday at the beginning of class.

2. Bring the Between Worlds book to class as we will be starting a new unit.

Tuesday, September 21, 2010

Class Work





1. Introduce your audience to at least three additional students in class. Listen to the other introductions. Ask questions to help the author clarify the identity of the intended audience.





2. Sharing of topics





3. Brief discussion of organization -



4. Looking at introductions - how you begin makes a difference.

What do paid professionals do to get the paper going? See PP. 398 + in Between Worlds. Look at introductions written by professionals in Between Worlds. What techniques were used? Were any of the introductory paragraphs effective? Why or why not? p. 71, p. 82, p. 113, p. 186, p. 198, p. 202, p. 233, p. 239 (Group activity)

5. Grammar moment - avoiding run-on sentences and comma splices. FANBOYS!!!!! to the rescue!

Homework

1. Write the rough draft of your comparison/contrast essay. Pay careful attention to organization and to the introduction. Remember, a good introduction must capture the attention of the readers and make them want to read more. Consider using famous quotations, quotes from experts, startling statistics, amazing facts, a brief narrative, a quotation from an interview, lines from a song or poem, lines from a movie, etc.

For the body of the paper, be sure to use one of the patterns of organization for the comparison/contrast essay - point-by-point or topic vs. topic. (The patterns were on the board.)

You must use a quotation from one of the articles in the book. In addition, you need a quotation from an interview and information cited from at least two additional articles.

Bring your Works Cited page as well. Don't forget Easybib for ease of creation!

Bring the draft to class on Thursday.

September 16 - Thursday

Class Work



1. A short look at target audiences. . . activity in Between Worlds.



2. Taking a look at articles not read on Tuesday

3. Review of organization for the comparison/contrast essay

4. Considering topics ...

Homework

1. Write a one page description of your intended audience. Who are they? What do they do? Why do they need to know this information? How old are they? How will they benefit from reading your paper? Are they in favor of your topic or against it?

Bring the description to class on Tuesday. In addition, locate at least two articles that relate to your chosen topic.

September 14 - Tuesday

Class Work



1. We will pick up where we left off on Thursday with advertising techniques - (magazine activity????) (Compare two websites?)

2. Study each web site.
A. Which site is most visually appealing?
B. Which site is the most interactive?
C. Which site provides the most information?
D. What advertising techniques are used by each site?
E. Identify the target audience. How could you tell?
F. Which site did you prefer? Why

2. Learn to compare and contrast: two shoes

A. Item by item comparison

B. Point by point comparison

Note: Do not try to mix the two methods. Pick on and stick with it!

3. Taking a look at sample comparison/contrast essays (handouts)

A. "The Virtues of Growing Older" by Carol Siskin

B. "Neat People vs. Sloppy People" by Suzanne Britt

C. "Shopping in America"



4. Looking at in-person dating and on-line dating - see the articles in the book. Share information from articles found elsewhere.(Discussion)

5. Generating topics for writing comparison/contrast essays

6. Identify a target audience

Homework

1. Locate additional articles related to your chosen topic for the comparison/contrast essay. Add to your Works Cited page at Easybib.

2. Write a one page description of your target audience for the essay. What are you trying to prove? Who needs to know? Why do they need to know? Also consider: ages, interests, careers, background, demographics. . . Is this a friendly or hostile audience?

Bring the description of your target audience to class on Thursday.

Class Work





1. Submit the "body art: paper. The answers to the questions following the assigned readings related to body art should be on the bottom. The "rock" paper should be next followed by the early rough draft(s) and peer editing marks. Your final copy goes on top.



2. Readings:1. "Modern Romance" by Celeste Biever p. 51 and "Virtual Love" by Meghan Daum p. 56 in Between WorldsRead the articles. At your table, discuss the "Thinking About the Text" questions following each selection. Prepare one response sheet per group to submit.



3. Learn to compare and contrast: two shoes



4. Learn about persuasive techniques by looking at the methods companies use in advertising.

Ads try to convince us to part with our money. Persuasive writing attempts to convince readers to part with their ideas.
Strategies:
1. Bandwagon
2. Humor
3. Star Struck
4. Plain Folks
5. Penny Pincher
6. Health appeal
7. Wealth
8. Youth appeal
9. Numbers game
10. Expert opinion/scientific study
11. Patriotism
12. One-0f-a-kind
13. New and improved
14. others?????

Locate two ads in a magazine and identify the techniques used. Be prepared to share.

Homework

1. Locate two web sites that "sell" the same sort of item. For example, Coke and Pepsi both sell cola soft drinks. Nike and Reebok both sell athletic shoes and clothing. Nabisco and Keebler both sell cookies and crackers.

2. Study each web site.
A. Which site is most visually appealing?
B. Which site is the most interactive?
C. Which site provides the most information?
D. What advertising techniques are used by each site?
E. Identify the target audience. How could you tell?
F. Which site did you prefer? Why

3. Bring the information to class on Tuesday.

4. In addition, locate two additional articles related to on-line and/or in-person dating. Make a list of the strengths and weaknesses of each.

Tuesday - September 7, 2010

Class Work

1. Take a look at a sample narrative that makes a point and contains dialogue: "A Day of Wheels" by Cheryl A. Davis.

Are you REALLY finished with your essay?

2. Take a serious look at your paper. Do you have:
A. dialogue?
B. vivid description?
C. a message? (What's your point?)
D. a quotation from one of the articles in the book?
E. a quotation from one of the students in our class?
F. a quotation from one of the "found" articles?
G. correct MLA formatting?
H. Works Cited page?

3. Now, trade papers with someone in the room who also has a paper. Use the Narration Revision Checklist and check off all that is included. (Handout)

On Thursday, submit the paper. The answers to the questions following the assigned readings should be on the bottom. The "rock" paper should be next followed by the early rough draft(s) and peer editing marks. Your final copy goes on top.


Moving on . . .

New Topic: Modern Romance - What's Love Got to Do with It?

Readings:
1. "Modern Romance" by Celeste Biever p. 51 and "Virtual Love" by Meghan Daum p. 56 in Between Worlds

Read the articles. At your table, discuss the "Thinking About the Text" questions following each selection. Prepare one response sheet per group to submit.

Homework

1. Revise again . . . if necessary. Thursday is the last day papers will be accepted without penalty.

2. Agree or disagree with the following in a one-page response: "the Internet has pitched us into a new era of romance that offers greater opportunities to meet the right partner and a better environment for intimate and honest communication." Provide three specific examples of why you agree or why your disagree.

3. Think about how on-line relationships compare and contrast to offline relationships. List the pros and cons of each.

September 2, 2010

Class Work

1. Take out your rough draft of the "body art" paper. At your table, take turns reading it out loud to the group. (Groups of 4 please . . . move to a different table if you are talking to yourself or to fewer than 3 others.)
2. Listen . . . are the details there? Is the description there? What is the point/message of the essay? Is there dialogue?
3. Can you identify the intended audience?
4. Discuss the body art essays in the book.
5. Discuss the "found" articles.
5. Work on description: rock activity.
6. Add narration: Sample story
7. Review guidelines for effective narrative writing that makes a point.

Homework

• Revise your paper.
• Add description.
• Add dialogue.
• Make a point.
• Quote from one of the articles in the book.
• Quote a classmate or other person.
• Quote something from one of your found articles.
• Include a Works Cited page.

Bring the copy to class on Tuesday. Include the drafts and the "rock" paper. Place the final copy on top.

Bring the Between Worlds book to class on Tuesday.

Tuesday - August 31

Class Work



1. Submit "Writing is . . ." essay. Include the draft and peer editing comments. Place the final copy on top.



2. Create/share your mind map of body art with the others at your table.

A. What did you find in common?

B. In what ways did your ideas differ?



3. Discussion of body art "On Teenagers and Tattoos" p. 24 and "Under My Skin" p. 29. and the articles you located.

A. Identify the audience for each selection. How could you tell?

B. Should body art be accepted by adults? Justify your response.

C. Should children be allowed to have piercings and tattoos? Why/why not?

D. On a more personal note: Explain why you do or do not have piercings, tattoos, or other body art. "Every tattoo tells a story. . ." from "Under My Skin" by Jon Bowen



4. Creating a definition of narrative writing. What are the elements of a good story? See p. 63 in "The McGraw-Hill Handbook (4D)



See pp. 429+ in Between Worlds for tips on when using narration, organizing for narrative writing, brainstorming for a subject, drafting, sample essay, and final tips. Pay careful attention to the final tips (p. 437)

Homework

1. Determine a purpose for writing a narrative related to body art. What's your point?
2. Determine a specific audience. Write a description of this audience. Are they friends or foes to the topic? This will determine your voice and will guide your examples.
3. Tell your personal story. It will be the center of your essay. Use first person. You are using narration "to engage, entertain, inform, and/or persuade your audience." (from p. 429)

Bring your narrative draft to class on Thursday. Include dialogue, description, and a working thesis in your draft.

Class Work

1. Review rubric
2. Peer edit
3. How to create a Works Cited page

http://www.easybib.com/

4. Taking a look at MLA formatting

5. Body Art and narrative writing

Homework

1. Finish the final copy of the "Writing is . . ." paper.
2. Create a "mind map" of your thoughts on body art
3. Bring the final copy to class along with the peer editing remarks on the rough draft. Place the final copy on top

August 24th

Class Work

1. Introductions
2. Important information
* Blog: eatonenglish101.blogspot.com
* E-mail: patriciaeatonaz@yahoo.com
3. Review of syllabus: a paper copy will be available on Thursday
4. Talking about writing - "Writing is . . ." You will be working in groups to discuss the following:
* Definition of writing
* Quotations about writing - (See syllabus blog)
* Personal experiences about writing
* Best writing you ever read
*Best writing you ever wrote
* Reasons to write
* Goals for personal writing growth
5. Review of the writing rubric
6. Assignment: Compose a paper where you define what writing is to you. Include at lease three items from the above list in your paper.

Homework
1. Write the draft of your paper - bring a paper copy of the composition to class on Thursday.
2. Read the following in Between Worlds: "On Teenagers and Tattoos"by Andres Martin p. 24 and "Under My Skin" by Jon Bowen p. 29. Be ready to discuss the questions for each selection in the "Thinking About the Text" section.

Welcome to English 101!

Some thoughts: We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason why they write so little. Anne Lamott

Write something to suit yourself and many people will like it; write something to suit everybody and scarcely anyone will care for it. Jesse Stuart

Easy reading is damned hard writing. Anonymous (The opposite is also true - Easy writing is damned hard reading!)

http://koti.mbnet.fi/pasenka/quotes/q-writ.htm

Syllabus English 101: Fall 2010 – Tu/Thurs 10:00am-11:15am in Ocotillo Learning Studio 112

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

First – Year Composition – 3 Credit Hours – English 101 – Section 0065
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com
Blog: eatonenglish101.blogspot.com
Required Texts: Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
The McGraw-Hill Handbook 2nd edition (On-line access - pay in the bookstore.)
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and and check the blog.

Course Description: (Prerequisite: English placement test score of a grade of “C” or better in English 071.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.

Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.

Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com or the Estrella Mountain e-mail) and go to eatonenglish101.blogspot.com for daily updates for the course. Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.

Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.

Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor.

Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.

Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935 V?TTY, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”

Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.

Grading Scale:Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (70% of grade)
In class writings, reading response journals, = 10% of the grade.
Exam essay = 10% of the grade
Class participation =
10% of the grade
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%

Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing,notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.

Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.

Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.

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