Final Grades

Final grades have been posted. Use the chart below to determine your final grade.

650-800 = A
485-649 = B
400-484 = C
300-399 = D
Below 299 = F

Thank you for a wonderful semester. Enjoy the holidays!

Exam

This is a reminder. The exam begins at 10:00 am on Thursday, December 15, 2011. We meet in our regular room. Laptops will be available. Be ready to compose the final copy of your essay. You MUST be physically present on the day of the exam in order to pass the course. Please bring a jump-drive so that you can print. The printer only works from the computer on the teacher's desk.

At 10:45, I will call those who still need to present the PowerPoints up to my desk to quietly present to me and to any others who may be finished with their exam.

Writers, you have until 11:45 to finish your work.

If you need another copy of the assignment, see me. I have a few extras.

Good luck!

Final grades will be posted on Friday afternoon. Check BlackBoard for messages.

Thursday, December 8, 2011

Class Work

1. Continue with the presentations. You must take no longer than four or five minutes. Thank you!
2. Exam information

Homework
1. Organize for your exam. You may bring notes and the outline of a draft to class next Thursday.
2. Exam date: Thursday, December 15, 2011. We meet in our regular room. Laptops will be available for your use.

English 101 Exam – Fall 2011


Note: You must be present the day of the exam. You may NOT e-mail the paper to me and then skip the class. Our exam is Thursday, December 15, 2011, at 10:00-11:45 am. We will meet in our regular room.

Inscribing a Personal Artifact

Don't let the title of this exercise fool you. Inscribing a personal artifact is not like ordering an engraved name plate to put on your suitcase, nor is it like your parents writing your address on the inside of your underwear. This is an exercise in personal archaeology—an opportunity to describe a personal object and explain what it says about you.

The following tips will help you complete the assignment below:

• Focus on an overall insight or impression. In the drafting process, you will probably clarify what your object says about you. Focus your description of the object around that insight or impression. All the details you decide to include should be relevant to that focus.

• Organize the description logically. You can structure your writing in many ways. You might describe each detail and explain what it says about you. You might describe the object entirely and then explain what it says about you. The details you choose first depend on your purpose. If you want to recreate the experience of seeing the object, for instance, you might begin with its most obvious feature and proceed to its least obvious feature.

• Provide vivid descriptions and sensory details. If you have a digital camera, you might include a picture of the object. Either way, you have to create it for us using words. As you describe it, consider letting your attitude toward the object show through in your choice of words and details (e.g., "This baseball glove is triple stitched and made of genuine Black Angus leather. It is so soft and supple that it folds together as flat as a book.").

• Conduct research. Find and share the history of the object. For example, if your object is a ring. Find out information about the first rings in history. What did they symbolize? Are there any famous rings? How does your ring compare to the rings in history emotionally and physically? Why are rings important? Keep track of your sources.

Assignment

To help you write, try asking yourself these questions:

• Would people's opinions of you come from the object itself? For example, is it rare, valuable, or collectable?

• Would their opinions come from its condition? Perhaps it's old and worn?

• What would people think about the object's significance within the culture? Would it label you as a certain kind of person?

• Would the artifact only have meaning for other people if they knew more about your individual life?

• How do other similar artifacts found in history relate to you and your object?

During the revision process, work on connecting what the object is with what it tells others about you. Include the researched information about the other such objects.

Include a Works Cited page and in-text citations. Use MLA formatting.

When you are finished, this paper should be 3-5 pages long.

Tuesday

Class Work

1. Submit your essay.
2. Complete an evaluation of the course. (10 minutes)
3. Begin presentations - take notes.

Homework

The exam topic has been changed due to time concerns. See Thursday's blog for the update.

Thursday

Class Work

Today we are going to participate in the Honors Expo. Take an assignment sheet and head to the expo. See me at the end of class to submit your responses.

Homework

Finish your problem/solution argumentative essay. It is due on Tuesday. See the earlier blog posts for the guidelines.

Finish your PowerPoint. Be sure you save it on a jump-drive. Presentations begin on Tuesday.

Reminder: Our exam is Thursday, December 15th at 10:00 am. You must come to class to participate in the exam. You will not pass the class if you do not come to the exam. This is an EMCC policy.

Class Work

1. Turn in the critique.

2. Peer Editing of your essay

3. Peer Editing of the PowerPoint -
Here are the guidelines:

Slide #1: Title and Your Name

Slide #2: Identify the problem - make your claim

Slides 3, 4, 5: Explain the causes of the problem. This answers "because" and possibly gives evidence.

Slides 6, 7, 8: Explain the effects of the problem - This is more evidence.

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. (This section contains another claim, more reasons, and more evidence.

Slide 12: Works Cited page - This should look just like the Works Cited page in your essay.

Note: You MUST save your PowerPoint on a Jump-drive or burn it to a CD. This is the only way to move quickly from presentation to presentation.

A few more tips: http://www.lifehack.org/articles/technology/10-tips-for-more-effective-powerpoint-presentations.html

http://www.microsoft.com/atwork/skills/presentations.aspx


4. Sign up for presentations. You MUST have your presentation saved on a jump-drive or burned to a CD. That is the only way to move quickly from one presentation to another.
5. Tips for presenting to a group - Let's create a list before looking at the recommendations from other sources.
http://speakingcenter.uncg.edu/resources/tipsheets/delivery/presentationdeliverytips.pdf


http://www.ehow.com/how-to_4845368_deliver-effective-speeches.html


Homework

1. Finish your essay. It is due next Tuesday.

2. Finish your PowerPoint. SAVE IT ON A JUMP DRIVE. The presentations will begin next Tuesday.

3. On Thursday we will be taking a field trip of sorts to view the Honors Projects. This is a class assignment. An assignment goes with it and will be graded. Report to class first.

Tuesday

Class Work

1. Share drafts of the critique - peer editing. The final copy is due next Tuesday - November 29th.
2. How is your essay coming along - take out the Works Cited page. Check the formatting. Does it look like this? http://dianahacker.com/pdfs/Hacker-Daly-MLA-WC.pdf
3. Your argument is a problem/solution essay. Here are some tips for writing: http://www.enotes.com/topics/how-write-problem-solution-essay
Sample essay: "Practical Wildlife Management - Handout
4. You will be preparing a PowerPoint presentation to share the ideas from your essay. Here are the guidelines.
Slide #1: Title and Your Name
Slide #2: Identify the problem - make your claim
Slides 3, 4, 5: Explain the causes of the problem. This answers "because" and possibly gives evidence.
Slides 6, 7, 8: Explain the effects of the problem - This is more evidence.
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. (This section contains another claim, more reasons, and more evidence.
Slide 12: Works Cited page - This should look just like the Works Cited page in your essay.

Homework

1. Write the draft of your argumentative essay. It is due next Tuesday, November 29th.
2. Work on your PowerPoint. We will present on December 6 and 8. You MUST be here both days.
3. There is no class this Thursday - Happy Thanksgiving! Enjoy the turkey and pumpkin pie!

Thursday

Class Work
1. Back to "Saving the Songs of the Sea" - Save the Last Word for Me
2. Look for claims, reasons, and evidence in "Saving the Songs of the Sea."
3. Using humor to make a point" "So Earth Had This Boyfriend" (Handout only)
4. Take out the movie or book review you located. What items are judged?
5. Now it it your turn. Judge An Inconvenient Truth. Decide what you will rate: presenter, music, information, charts, tone, visuals, message . . . This should be no longer that 1 1/2 pages. Be direct and to the point. It is OK to have a strong voice. If you liked the presentation, let the reader know. If you did not like it, let your opinion show. However, you cannot just say you disliked or liked the documentary because of Al Gore. You must have SPECIFIC reasons for your opinion.  Homework: The draft is due on Tuesday.
See: http://www.cccmyc.edu.hk/subject/eng-dept/sba/doc/Writing%20a%20Documentary%20Review.pdf and
http://www-english.tamu.edu/pers/fac/muana/docureview.pdf
6. . Continue your research for your selected topic. How is it coming along? What do you know? What do you still need to discover? For homework, make a chart of your claims, reasons, and evidence. Also, work on your Works Cited page. Bring a paper copy of it on Tuesday. I will be checking the formatting. Use EasyBib to make your life easy. This is also due on Tuesday.

Tuesday

Class Work

1. Discussion of An Inconvenient Truth - please refer to your Q/A sheet that is due today.


2. "The Bounty of the Sea" - what do you think?

3. "Saving the Songs of the Sea" - class activity.

4. Judging pies and documentaries - what's important?

5. Read reviews of An Inconvenient Truth: http://www.salon.com/2006/06/10/truths/
http://movies.nytimes.com/2006/05/24/movies/24trut.html
(Do this for homework if we do not finish in class. Do you agree or disagree with the reviews? Explain.

Homework

1. Locate a movie or book review. Read it. What was judged? Bring a copy of the review to class on Thursday. ( We do not have the computers on Thursday.)
2. Continue your research for your selected topic. How is it coming along? What do you know? What do you still need to discover?

Class Work
Reminder: You must post the homework from Thrusday on MyCompLab today.
1. Begin by reading "The Bounty of the Sea" by Jacques Cousteau. Even though it is short, Cousteau makes powerful claims. Answer the Questions for Close Reading for homework. Submit your answers on MyCompLab. (Handout only.)
2. View An Inconvenient Truth. It is a documentary. Watch for the following:


After viewing the documentary, answer the following questions. This is due on Tuesday, November 15, 2011. Bring your answers to class. The questions are also available as a paper handout.

1. Why does the film open and close with serene images of nature: lush green leaves and a gently flowing river on a sunny day, followed by Al Gore’s voice-over about this peaceful place? What is the impact on the viewer?


2. In this film, Gore narrates a moment in 1989 when his six-year-old son dropped his father’s hand, ran into the street, and was severely injured. How does this personal story relate to Gore’s mission?
3. Much of the film consists of scientific facts and charts. Think back and answer the following:
     · Why do we have global warming?
     · What is the relationship between carbon dioxide and temperature?
     · How does global warming contribute to an increase in the number and severity of storms, hurricanes, tornadoes, and typhoons?
     · How can global warming cause both violent precipitation as well as droughts?
4. Explain the significance of each of these references from the film:
· The findings of core drills
· The thawing of the permafrost, the splitting of the Ward Hunt ice shelf, and the disappearance of the Larson ice shelf
· The Arctic ice cap disappearing
· The image of a canary in a coal mine
· The image of the frog in the cooking pot
5. Cite three ecological consequences of global warming in the animal and plant communities.
6. Gore used quotations from several memorable people. Explain how they apply to the topic of global warming.
· Mark Twain: “What gets us into trouble is not what we don’t know; it’s what we know that just ain’t so.”

· Upton Sinclair: “It is difficult to get a man to understand something when his salary depends upon his not understanding it.” Consider citing specific ways that this statement is illustrated throughout this film.
· Stephen Pacala and Robert Socolow in Science magazine: “Humanity already possesses the fundamental scientific, technical, and industrial know-how to solve the carbon and climate problems.”
7. Explain the significance of the film’s title An Inconvenient Truth.


Homework
1. Submit the answers to the Questions for Close Reading listed on "The Bounty of the Sea" on MyCompLab. They are due on Thursday, November 10, 2011.
2. Continue working on your own research. Be sure to keep track of your sources!

Thursday, November 3, 2011

Class Work

Looking back - something new on body art . . .
http://finance.yahoo.com/blogs/power-your-future/visible-tattoos-other-corporate-no-nos-193828198.html
1. Let's take a look at "Let's Talk About Sex" by Anna Quindlen. Write Now, pp. 203-205

Look for: claims, reasons, and evidence. (See p. 202 in Write Now.) Is the topic arguable? Are there two sides? What is Quindlen's main point? Where is it stated?

How did Quindlen handle opposing points of view? Is she likely to convince the opposition? Explain.

2. Visual arguments - what do you see? p. 211


3. Group Activity- each group will be assigned a topic. Each group needs a computer. Decide which side your group will argue.(p. 212 - #2) Convince us. using the broad topics assigned, develop a claim. What evidence is available? (Search the Internet. Search the sources available in My Comp Lab. Search what is available in the library resources. You may NOT include Wikipedia as a source.) Is there enough information? See p. 202 to review Claims, reasons, and evidence.
Once your group has a claim, provide a reason as an explanation in support of your claim. (Answer "why?" Use "because.")
Now, find some evidence. Look for facts, statements, remarks from authorities, statistics, etc. Numbers speak volumes!
Be ready to share with the rest of the class.
4. What is your topic? Are there others in the class working on your topic? Join together as a group to discuss. If you have a "stand alone" topic, you with join with others to share.
What sources did you locate. Justify each as a "good" source. What makes it the best?

What does the opposition know?

Will you be convincing a friendly or hostile audience? How old are they? What is their experience with the topic? Why do they need your information? What do they know about your topic already? Is age a factor? What do they need to know to be convinced?
Share your paragraph about the audience with the group. (Submit this paragraph.)

5. Review the student sample on pp. 216-229. Look for claims, reasons, and evidence. Make a list of each. What did you find?
6. Take a look at p. 91 for a list of other terms associated with arguments. Pay careful attention to claims, reasons, evidence, and appeals.
Homework

1. Read "Meltdown: Running Out of Time on Global Warming" pp. 92-99. Notice the flow charts.

2. Review the guidelines for writing arguments:

http://www.roanestate.edu/owl/argument.html ( Review the information about writing arguments. Read one of the student samples at this site. List the claims, reasons, and note the evidence. You may do this as a flow chart if you wish. )

http://grammar.ccc.commnet.edu/grammar/composition/argument.htm (This site also has the "Cry Wolf" essay with annotations. It guides you through the essay with questions and comments.)
 
3. Continue working on the research for your topic. Write a thesis statement. This is your major claim. Submit your thesis statement on MyCompLab. The link will be available this afternoon. Also tell me your reasons and note the most important information found to date.
 
Use this form:
Thesis/Claim:
 
Reasons:
 
Evidence:

Tuesday, November 1, 2011

Class Work
1. Let's look at the homework. What topics are of interest: at school, in the neighborhood, in the valley, in the state, across the nation, around the world? At your table, create a list of at least five for each of the categories listed. Check the magazines. What are the "big" topics?
2. Did you find a topic of interest to you? Why did you select that topic? Why is it important? What do you hope to change?
3. Look for a topic - see pp. 206-207 in Write Now. Select a topic to support or refute. Complete the "Ask Question & Make Decisions" questions with your topic in mind.

4. This was the homework:
#1 Read the editorials for at least two days. Make a list of the topics of interest. Select one letter and discuss its success or failure to convince. What topic did you select? Why?
#2. Complete this question as written in the book. What was your favorite t-shirt, bumper sticker, or billboard "argument?" What made it effective?
#3. Instead of writing a paragraph, make a +/- list. What are the arguments for your selected topic? What are the arguments against your selected topic? Take out your +/- list and share it with your group.
#4 Complete #4 as written in the book. What did you find? What arguments are effective?
Let's discuss.
5. Let's take a look at "Let's Talk About Sex" by Anna Quindlen. 9Write Now, pp. 203-205

Look for: claims, reasons, and evidence. (See p. 202 in Write Now.) Is the topic arguable? Are there two sides? What is Quindlen's main point? Where is it stated?
6. How did Quindlen handle opposing points of view? Is she likely to convince the opposition? Explain.
7. Visual arguments - what do you see? p. 211
8. Group Activity: p. 212 - #2. Convince us. Select one of the broad topics listed or select an agreed up topic for your group. Develop a claim. What evidence is available? (Search the Internet. Search the sources available in My Comp Lab. Search what is available in the library resources. You may NOT include Wikipedia as a source.) Is there enough information?
Homework

1. Follow the guidelines on pp. 213-214 to help you study your topic. Your job is to become an instant expert on the topic of your choice. You must have at least five good sources. You need to identify the opposition and know what they believe and know. Do this in writing.
2. Determine if you will be writing for a friendly or hostile audience. Write a paragraph describing that audience. How old are they? What is their experience with the topic? Why do they need your information? What do they know about your topic already? Is age a factor? What do they need to know to be convinced?
3. Read the student sample on pp. 216-129. Look for claims, reasons, and evidenc. Make a list of each.

Class Work
A. "Why Reality TV is Good for Us" by James Poniewozik http://www.time.com/time/magazine/article/0%2C9171%2C421047%2C00.html
B. "When Reality TV Gets Too Real" by Jeremy W. Peters http://www.nytimes.com/2007/10/08/business/media/08reality.html?pagewanted=print

C. "When the Patient Is a Googler" by Scott Haig http://www.time.com/time/health/article/0%2C8599%2C1681838%2C00.html

D. "Is There a Doctor in the Mouse?" by Parika http://www.salon.com/2008/01/10/web_doctor/
Group Activity . . . See handout.

3. Writing time. . . Persuasive/Argumemtative Writing




How to: http://grammar.ccc.commnet.edu/grammar/composition/argument.htm
Sample essay: http://grammar.ccc.commnet.edu/grammar/composition/argument_sample.htm
(Finish going through this for homework.)
Sample essay: "Evening the Odds" Handout only)

Write Now, pp. 203-223 - Position Arguments

Homework

4. Look for a topic - see pp. 206-207 in Write Now. Select a topic to support or refute. Complete the "Ask Question & Make Decisions" questions with your topic in mind.



#1 Read the editorials for at least two days. Make a list of the topics of interest. Select one letter and discuss its success or failure to convince.

#2. Complete this question as written in the book.

#3. Instead of writing a paragraph, make a +/- list. What are the arguments for your selected topic? What are the arguments against your selected topic?

#4 Complete #4 as written in the book.

Tuesday, October 25, 2011

Class Work

1. We have the computers today. Get with a group of four - yes, you single scholars on the side of the room need to join a table. 
A.  Call up your selected photograph of study. Share your paragraphs with the group. What did you see? What techniques were used? (See pp. 469-473) Did you use the "professional" terms? If so, which ones?
B. Discuss photo sharing sites. What did you find?
C.  With your group, complete #1 on p. 479. One written report per group, please.
D. How can the use and/or discussion of visuals enhance a persuasive essay? Is a picture really worth a thousand words?

*********************************************************
Reality TV - do you watch?
A. "Why Reality TV is Good for Us" by James Poniewozik http://www.time.com/time/magazine/article/0%2C9171%2C421047%2C00.html
B.  "When Reality TV Gets Too Real" by Jeremy W. Peters http://www.nytimes.com/2007/10/08/business/media/08reality.html?pagewanted=print

Homework

Finish reading about Googling and Reality TV. What do you think? Do you Google/Yahoo/ Bing information when an discussion with an expert would serve you better? Do you watch Reality TV? Do your friends? What's the harm?  (Respond in writing. These are "thought notes." Bring at least one page of notes to class on Thursday. Talk to at least five others.)

We do not have computers on Thursday - bring your notes on paper.

October 20, 2011 - Thursday

Class Work
1.  Get ready to submit your comparison/contrast essay. 

• Place the final copy on top
• The draft goes under the final
• The peer editing sheet is on the bottom

2. Before you give the draft to me, let's check the MLA formatting one more time.
http://jerz.setonhill.edu/writing/academic1/mla-style-papers/
http://www.calstatela.edu/library/guides/3mla.pdf
(Make corrections in pen/pencil. Show that you know how to format.)

3. When you are satisfied that the formatting is correct, submit your essay.

4. Back to the GUM review . . . return to the group with which you were working on Tuesday. Get ready to share.

• Identify the topic of review
• Share the rules
• Give your examples
• Use the challenge questions

5. More GUM issues:

• Possessives
• That/which/who
• Pronoun/Antededent agreement
• Point of View

Refer to the information in Write Now.

Homework
1. Read Chapter 25 in Write Now: Visual Rhetoric Strategies.  See p. 479. Try your hand at exercises #2 and #3.
2. Bring your work to class. Either have a paper copy of the graphic you selected for #2, or be able to get to it on line.  Be sure you identify the collention studied for #3, and be able to get to it on line.

October 18, 2011 - Tuesday

Class Work

1.  Take out your draft of the Comparison/Contrast essay. We will be peer editing. You may use the computer to view your draft or you may use a paper copy. You will have your paper read by three editors. The first will be the Content editor. The second is the Clarity editor. The third is the Editing editor. You may select your own readers. For ease, please place yourselves in groups of four.

 You will be the Detail editor. Did you include the following details:
Prediction?


Observation?

Statistics?

Comparison- then and now?

Expert/plain folks testimony?

Analysis?


2.What else do you need to do to make your paper perfect?

3. GUM concerns - You will be working with a group to come up with a review of one of the following:
A. Avoiding run-on sentences
B. Avoiding fragments
C. Avoiding the incorrect use of commonly misused words: Their/there/they're; here/hear; too/two/to; where/wear; your/you're (More than one group will work on these. Assignments TBD)

Guidelines: You will create a "poster" showing each in a correct sentence. You may illustrate the poster for visual impact and memory aid. You need to provide an explanation of each word. You may use the computer to create the visual poster or you may have a big piece of poster paper - group choice.

You need to come up with a three question quiz that will test the knowledge of the class on correct usage and application.

Homework

1, Complete your comparison/contrast essay. It is due Thursday.  Bring the final copy, the draft, and the peer editing notes. The final copy goes on top.

October 13, 2011 - Thursday

Class Work

1. What have you decided to compare and contrast?
2. How do you plan to organize - point by point or item by item? (Review)
3. How will you support your comparison?

• Prediction
• Observation
• Statistics
• Comparison- then and now
• Expert/plain folks testimony
• Analysis

4. Think about your introduction. Which product do you prefer? How can you lead the reader from the beginning to know that? http://grammar.ccc.commnet.edu/grammar/intros.htm
5. Think about your conclusion. How can you leave the reader to believe you? http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
6. Thesis Statements . . . How do you present your message? What's your point? http://grammar.ccc.commnet.edu/grammar/composition/thesis.htm
7. Review of Comparison/contrast essay writing http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

Homework
1. Write the draft of your essay. Pay attention to the organization, introduction, and conclusion. Be sure you stay organized. Let the reader know which item you prefer. Bring it to class on Tuesday.
2. Do not use "I think," "I feel," or "I believe". Also avoid "in my opinion". You are the author. What you write is what you think, feel, and believe. The paper is also your opinion. You do not need to state that again.
3. Start your Works Cited page. EasyBib is your friend! http://www.easybib.com/

Tuesday, October 11, 2011

Class Work
1. What did you find out about the the two products you selected for web site study?
2.  Let's learn to compare and contrast in an organized manner:
A. Point by point
B. Item by item
Take notes.
Also see pp. 452-459 in Write Now. In addition, go to Resources>Writing>Writing Purposes>Writing to Compare and Contrast in MyCompLab.
3. What ads did you locate to identify the use of pathos, logos, and ethos. In addition, identify the advertising techniques used. (See list in last Thursday's blog.)


4. Taking a look at sample comparison/contrast essays:
http://www.eslbee.com/comparison_contrast_essays_models.htm
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

5. MyCompLab - check to see new assignments. A diagnostic is due on Thursday.

Homework
1. Finish the assignments listed in MyCompLab. Your completion is posted for me on the site.
2. Think of two items/services/activities to compare and contrast.

Thursday, October 6, 2011

Class Work

1. Submit the final copy of your essay. Include the rough draft and the peer editing sheet. If you received an e-mail from me with other instructions, please follow those guidelines.

2. Let's see how the pros convince people to part with money or votes:

Advertising Talks: http://adage.com/century/slogans.html
http://www.tvacres.com/advertising_slogans.htm

Testimonial- using words of an expert or famous person to persuade

Bandwagon- using social pressure to persuade people to purchase the product because 'everyone else is doing it'.

Repetition- idea is repeated over and over, like in that "Head On" commercial

Transfer- using names or pictures of famous people but not direct quotes

Free or Bargain- a speaker suggests that the public can get something for nothing or almost nothing

Glittering Generalities- in glowing terms and offering no evidence the speaker or advertiser supports a candidate or a solution to social problems

Common Sense- trying to persuade using everyday sense of good or bad/right or wrong

Emotional Words- words are used that make you feel strongly about an idea

Reasoning- luring the reader by listing or explaining reasons or an idea

Card Stacking- telling only one side of the story as if there were no opposing view or other consideration

Exigency- creating the impression that action is required immediately or the opportunity will be lost forever

Flag Waving- connecting a person, product, or course with undue patriotism

Innuendo- causing the audience to become wary or suspicious of the competition by hinting that negative info may be kept secret

Name Calling- negative or derogatory words to create a distasteful association in the mind of the audience

Plain Folks- using a person who represents the "typical" target of the ad to communicate the message that we are alike, and I use/buy/believe this so you should to

From: http://www.wikihow.com/Identify-Persuasive-Techniques-in-Advertising)

3. Activity:  Find examples of advertising techniques in magazines.  Work with a partner. Select two ads. Identify all techniques used.  Explain on paper. Attach to the ads. Be sure both names appear on paper.
4. Learn about pathos, ethos, and logos. See pp. 109-111 in Write Now.

Homework
1. On your own, locate ads for products. Identify the use of pathos, logos, and ethos. In addition, identify the advertising techniques used. (See list above.)
2.  Locate the web sites for two similar products. Take a look. What techniques are used in each? Which site do you like best? Why? We will be using this information for the next essay.

October 4, 2011

Class Work
 Get a computer ready! We will be practicing point of view.

1. Peer Editing Activity:  You need to work in groups of four. Please get organized.
2. Let's work on conclusions. . . how did your paper end? (See handout) Also see:
http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
3.  Return essays . . . get rid of second person point of view . . . practice activities. http://cynthia-jones-shoeman.suite101.com/first--second--and-third-person-point-of-view-a216829

Homework
Finish your essay. Remove any "I think", "I feel", or "I believe" statements. Change second person point of view to first or third - make the best decision on that.

September 29, 2011

Class Work
1. Share your introduction. You will be working in groups of four. As you listen to the others in your group, decide if the introduction captures your attention. If so, what made it great? If not, what could the writer do to add excitement?  Pick one essay from your group to share with the class. (If time permits, others may share.)

2. Have you been keeping track of your sources on Easy Bib? If not, you need to do so. Or, if you prefer, you may keep track of your sources on WORD or in My Comp Lab. Remember that Easy Bib will do the formatting for you. You must do the formatting yourself in the other programs.

Here is another site: http://ollie.dcccd.edu/library/Module4/M4-V/examples.htm

3. Let's take another look at in-text citations. (p. 384+ in Write Now)

http://honolulu.hawaii.edu/legacylib/mlahcc.html

http://leo.stcloudstate.edu/research/mlaparen.html


http://owl.english.purdue.edu/owl/resource/747/02/


4. Let's look at a sample paper: p. 394+ in Write Now . . Both/And: Complementary Alternative Medicine

or http://www.dianahacker.com/pdfs/hacker-Daly-MLA.pdf

5. What are you going to do to write the rest of your Definition essay?  How will you conclude the essay. Look back at the sample essays for ideas. (These were Tuesday's handouts.)

Homework

1.  Finish the draft of your essay. Include in-text citations and a Works Cited page. Follow MLA formatting. Refer to the sample paper on p. 394 for guidelines.

http://www.yourdictionary.com/grammar/examples/mla-format-examples.html

September 27, 2011 - Tuesday

Class Work
1. Let's compare graphic organizers - what is your term/word? Why did you select it?  Using your graphic organizer as a springboard, share your information with someone in the room who shares your birth month. Ask that person for his or her definition of your term. Be sure to get the correct spelling of the name to use on the Works Cited page and in the in-text citations.
2. Did you keep track of your sources?  Let's take another look at in-text citations.
http://leo.stcloudstate.edu/research/mlaparen.html
http://owl.english.purdue.edu/owl/resource/747/02/
3. Let's look at a sample paper: p. 394+ in Write Now . . Both/And: Complementary Alternative Medicine
4. Let's look at sample definition papers . . . These are paper copies. They are not available on-line. "A Few of My Favorite Things", "What is a Yankee?", "Break It to 'Em Gently"

• How is a definition paper organized?
• What does the author do to capture the attention of the reader?
• From what point of view is the essay written?
• What role does description play?
• Was there any dialogue?
• How are specific examples of what it is and what it is not used?
• How does the author conclude the essay?

Homework
1. Begin writing your definition essay. You may change your word if you wish. It should be a term that relates in some way to relationships. Consider: family, marriage, love, on-line dating, old fashioned dating, the perfect date, sibling rivalry, family unity . . .

This list was just a suggestion. 

2. Pay attention to your introduction. Decide what examples you will use. Start to think about your conclusion.
3. Bring your introduction to class on Thursday along with your ideas for developing the paper. We do not have the computers. Bring a paper copy.

September 22, 2011 - Thursday

Class Work


1. Review your group's descriptors of "the perfect date."
2. Listen to the 1890 version of "the perfect man and woman."
3. How do the lists differ? In what ways have things remained the same?
4. What caused the changes?
5. Discuss dating. In what ways has the Internet changed dating, or has it?
6. On-line dating . . .consider the pros and cons. Let's look back at the articles you read for homework.
7. Topics related to relationships - let's generate some possibilities.
8. Discover how to write a definition paper by studying sample essays: "What is a Yankee?"
"A Few of My Favorite Things" and "Break It to 'Em Gently" (handouts)

Homework

• Use the graphic organizer for writing a "Definition Paper" and begin your research. Bring it to class on Tuesday.


• Keep track of your sources by starting a new Works Cited page. (Consider using EasyBib or you may use My Comp Lab.


• Review the guidelines for writing a definition paper in Write Now - pp. 444-451.

September 20, 2011, Tuesday

Class Work

1. Your Body Art paper is due today. Please place the following items in your paper packet.

• Place the final copy on top. I grade the copy on the top.



• Place at least one draft next. The draft where you identified the FANBOYS and made decisions about correct punctuation is a good choice. Those of you who sent your draft to me to review may use that copy.



• Also include your "rock" paper and notes. The bright green sheet is a good choice for notes. Other notes, if any, are also good choices.



• I will use the EMCC writing rubric to score this essay.

2. We will return to the FANBOYS and commas. We will also meet the "snob words" and semi-colons. All work together to join two independent clauses. Run-on sentences will be in the past! Note: Snob Words are more formally known as conjunctive adverbs. http://www.engl.niu.edu/wac/conjadv.html

• Open a Word document



• Type a sentence about _________. Type another sentence about _______.



• Join the two sentences together using the comma/FANBOY structure.



• Join the two sentences together using a semi colon/snob word/comma structure.

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

3. Let's begin a new unit. We will be writing a definition paper. Do not pick a topic yet. We will generate possible topics today and Thursday.

4. You will be working in two groups. Both groups will come up with a list of the characteristics of the perfect date. We will compare lists. What is common? What differs?

5. Has dating changed over the last 20 years? Are your dates like those of your parents or grandparents?

6. How has the Internet changed dating. . . or has it?

Homework

1. Read "Modern Romance" by Celeste Biever p. 51 in Between Worlds. Look at the Thinking About Text questions and answer, in writing, any three.

2. Read "Virtual Love" by Meghan Daum, p. 56 in Between Worlds. Look at the Thinking About the Text questions and answer, in writing, any five.

Bring your answers to class on Thursday. We will not have the computers, so please bring a paper copy.

Thursday, September 15, 2011

Class Work

1. How did it go with Write Now? Have you started the first diagnostic test? Did you try Write Click? What were the positives? What were the problems? Was your experience a "plus" or a "minus?"

2. Let's go back to the FANBOYS and to the interesting sentences. . . how did you fix them? Get with a partner and compare corrections. I will assign a # to your team. Write your correction on the board.

3. Back to the Body Art papers . . . highlight all of the FANBOYS. Check for independent clauses on both sides of the FANBOY. If you find independent clauses on both sides, place a comma between the first independent clause and the FANBOY

independent clause, FANBOY independent clause

4. Citing Sources: go to http://owl.english.purdue.edu/owl/resource/747/02 for examples.

5. Also see p.385 and the sample essay on p. 394 in Write Now.

6. Do you have in-text citations in your essay? If not, you need to quote somebody or something!

7. You must also have a Works Cited page. Either use the feature in MyCompLab to create a Works Cited page, or use EasyBib. http://www.easybib.com/
If you use EasyBib, be sure you sign in. Go through all of the steps to get to the Works Cited page in a Word document. If you do not go through all of the "clicks," you run the risk of having "interesting" formatting. If you complete the "clicks," you will have a perfectly formatted page.

Homework
1. Finish your essay. On Tuesday please bring your final copy, at least one draft, and your "rock" paper. Place the final copy on top.

2. Complete Diagnostic Test #1 in MyCompLab. You must purchase the book and code and sign in to do this. Contact me if you have questions.

Tuesday, September 13, 2011

Class Work

1. We have a guest today to get us signed on to Write Now! Grab a computer and get it up and running!


2. Return "Writing Is" essays - well done! We need to work on sentence punctuation to avoid run-on sentences.

http://grammar.ccc.commnet.edu/grammar/runons.htm


Meet the FANBOYS!

See p. 521 in Write Now

3. Take your Body Art paper and locate all of the FANBOYS. Highlight them. Look at what is on either side. If you find you have two independent clauses, make sure you add a comma between the first independent clause and the FANBOY. Otherwise, you have a run-on sentence.


4. Look at last Thursday's blog for links information about in-text citations. Be sure you have given credit to your sources in your Body Art paper.


Homework

Use the My Comp Lab link to Write Click. Put your Body Art paper into the program. Look at the suggestions for corrections. Make the necessary corrections. Save your paper. Be sure to print a paper copy. Bring the corrected paper copy to class along with the first draft. Label the corrected copy Draft 2.

Thursday, September 8, 2011

Class Work
Let's slow things down a bit . . .
Activity #1: Rock descriptions . . .
Activity #2: Back to the sentences from Tuesday

• pp. 439 in Write Now - sample paragraph




• p. 443 in Write Now - "Zoom Out"

Activity #3: Creating in-text citations . . . see p. 384 in Write Now

http://owl.english.purdue.edu/owl/resource/747/02/

Activity #4: We are writers! (It is time to share your paper with a small group.)

Homework

Be sure you cite at least three different sources in your Body Art essay. You could add a line from one of the essays we read to begin the unit. You could quote a classmate, friend, or family member. You can include information from the history of body art articles. Perhaps you did a bit of research and have a quotation about health issues related to body art. Maybe you found a famous quotation from a poem, song, play, or book. Whatever you quote, use in-text citations.

In addition, create a Works Cited page in MLA format. Use EasyBib for ease and accuracy. http://www.easybib.com/
Sign in. The site will keep track of your sources as you add them.

September 6, 2011

Class Work

1. Review the rules for punctuating dialogue.

• p. 422 in Write Now - Chapter 20 - "Narration"



• http://grammar.ccc.commnet.edu/grammar/quizzes/quotes_quiz.htm



• http://fictionwriting.about.com/od/writingexercises/qt/punctuation.htm

2. Partner activity to practice punctuating dialogue.

3. Work on the dialogue in your "Body Art" paper. Read your experience to a partner. Place the paper between the two of you so that you can see the paper. If you have your paper on a jump drive or if you e-mailed it to yourself, you will be able to see it on the computer screen - we have the cart today! Check the punctuation. If you have no dialogue, work with your partner to determine the best places to add dialogue in your paper.

4. Work on description . . . see Chapter 21 in Write Now - p. 437.

5. Go to : http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm

Let's look at the examples together

6. Group Activity . . . random grouping

Homework

1. Add description and dialogue to your Body Art paper. Remember, even if you are opposed to body art, you have a story to share. Be sure your description shows your opinion on body art. Are you for it or against it? You cannot sit on the fence. Make a decision. Your description will show your opinion.

2. Continue your extended research. Look at last Thursday's blog or refer to your paper handout for ideas.

3. If you have not signed into EasyBib, now is the time to do so! http://www.easybib.com/

Thursday, September 1, 2011

Class Work

1. Submit Essay #1 - Writing is . . .

• The final copy goes on top. I only grade what is on top.



• The rough draft is next.



• The peer editing sheet is on the bottom.



• Staple all together and submit.

2. Take a look at some sample personal writing samples. Each makes a point, that is each has a thesis. You will be making a point about tattoos, body piercings, hair design, or make-up when you write your next essay. The "person experience" will be the center piece of your writing.

http://grammar.ccc.commnet.edu/grammar/composition/personal.htm

Handouts: "If Only" and "Fish Cheeks"

3. Review the rules for punctuating dialogue.

3. Conduct some in-class research on tattoos, body art, hair design, and make-up. You will also interview at least three others in the room to research their opinions on body art.

(Groups of up to 6 -

Station A: For 10 minutes, write an argument supporting the use of body art.

Station B: For 10 minutes, write an argument against body art.

Station C: Investigate the history of tattoos

Station D: Investigate the history of piercings

Station E: Interview each other. Ask about tattoos, piercings - or the lack there of. Consider the following questions:

1. Do you have piercings or tattoos?

2. If so, what motivated you to alter your appearance?

3. If not, what is your motivation to avoid body art?

4. Do your friends or relatives have body art? Did that influence your decision to have or avoid body art?

5. If you have piercings or tattoos, describe the experience.

Be sure to get the correct spelling of the student's name. Use today's date as the date of the interview. Add this information to EasyBib.

Homework

1. Look back at your notes from the group investigation stations. Decide if you are going to write to write in favor of or against body art. Conduct additional research. What are some of the guidelines from business? Do opinions differ among generations? What do the health experts say?

2. Write the draft of your personal experience. If you have no personal experience with tattoos or piercings, think of a time when you changed your hair or dressed differently. Those experiences are also memorable. Bring the draft of the experience to class on Tuesday.

3. Be sure you have a paper copy of the essay. We cannot print in this room. We have no computers. You MUST have a paper copy.

4. Bring your Write Now book to class. You must have your own copy by Tuesday.

September 30, 2011

Class Work









1. Peer Editing: We will be using the EMCC Writing Rubric for this exercise. You will be working in groups of four.




2. Sign your name at the top of the peer editing sheet as the author.




3. Pass your paper to the person on your right. You are now the Content Editor. Read your neighbor's paper and rate subject matter, focus, and support. Be sure to praise the things you like and to give suggestions or ask questions about items that confuse you.




4. Pass the paper to the right. You will be the Clarity Editor for this paper. Look at the organization. Did the author include the four parts suggested. (Look back at Thursday's blog post to review the parts.) Rate the paper in the Clarity section. Give suggestions and not the parts you like.





5. Pass the paper to the right. You are now the Editing Editor. The paper needs to be in MLA format.

http://owl.english.purdue.edu/owl/resource/747/01/

or

Look at the sample student essay in Write Now - p. 216 or 384 if you have a paper copy of the book. If you have the on-line version only, see Chapter 17.

Visit this site for guidelines and examples.

Did the author cite any source? If so, is there a Works Cited page. Ask the author if he or she used EasyBib. http://www.easybib.com/ If not, suggest that the author sign in to the site.

Don't forget to check for proper Grammar/Usage/Mechanics. (GUM)

6. Pass the paper back to the owner/author. Take a look at your paper. Do you understand the remarks of your editors? If not, take this opportunity to talk.

The final copy of this paper is due on Thursday, September 1, 2011. You need to bring the following:

• Final copy




• Draft




• Peer Editing Page

The final copy goes on top.

*******************************

7. Back to tattoos . . . today, think like a reporter. Can you answer Who/What/When/Where/Why/How about tattoos? Use these questions as the focus of your research.

Look back at "Under My Skin." See Thursday's post for the link. Find three important lines from the reading. Write them on a post-it note. Post the note on the board. Read what others saw as the most powerful lines and post like lines by like lines.

Homework

1. Finish your "Writing" essay. It is due on Thursday.

2. Read "On Teenagers and Tattoos by Andres Martin on p. 24 of Between Worlds.

http://wps.ablongman.com/wps/media/objects/362/370953/ramagefm.pdf

See chapter 6.

3. Do some research about the history of tattoos. Bring in five interesting facts. Start a new Works Cited page on www.easybib.com

August 25, 2011

Class Work

1. Get ready to write.

• Part I - use the quotation about writing as the focus of your introduction. Why does this quotation relate to you as a writer? Does it relate to other writers? Is is always true? Is is sometimes true? Do you like this feature of writing?



• Part II - Tell about an experience or two you had with writing. What do you write? When do you write? Describe the experience in detail. Was there conversation regarding the writing? Did others like your writing? What did you do with the writing? What did you learn about yourself as a writer because of this experience.



• Part III - Wrap it up. Based on your background, what do you hope to learn as a writer in this class? With what do you need help? What are your strengths? What can you contribute to help others?



• Part IV - End with another quotation about writing. This can be a statement of your own; a quotation from a friend, family member, or classmate; or another quotation from a quotation book or web site.

2. Include a Works Cited page - MLA format - use EasyBib. This is an on-line site designed to put your information into the correct format. You will need to sign in. A real name is not required; however, you must provide a real e-mail address. The site will save your citations if you push the right buttons. Watch and see. Sign in on your own.

3. Begin to discuss body art - see "Jerry Richardson Doesn't Want
Cam Newton To Get Any Tattoos" posted on Yahoo yesterday . . . a paper copy is provided for your use.

What do you think - should Cam Newton be able to get a tattoo if he wishes? Is this fair? Explain.

Homework

1. Finish the draft of your "Writing" paper. Bring a paper copy of the draft to class on Tuesday.

2. Read "Under My Skin" by Jon Bowen. (Handout) www.salon.com/health/feature/1999/06/23/tattoo/print.html

First Day of School

Welcome to English 101!

Class Work

1. Welcome activity.
2. What is writing?

• Why write?


• When is writing important?


• Are there different types of writing?


• What is good writing?


• What kind of a writer are you?


• What personal experiences, good and bad, have you had with writing?

3. There are varied opinions about writing. Visit http://www.quotegarden.com/writing.htm

and locate a quotation that you feel best defines your idea of writing.

4. Explain your quotation to the others at your table.

5. This quotation will be the focus of your first compostion for this course.

Homework

1. Write the first draft of your paper. The purpose of this paper is for you to introduce yourself to me by telling me what you think about writing. Include a personal example.

2. Consider this an invitation to write. Do not worry about form at this point in time.

3. Bring a paper copy of your writing to class on Thursday. You may or may not be finished, but bring at least one typed page - double spaced. We will do more work on this on Thursday.

4. Just write!

Class Work

1. Review of "How to . . ." write a problem/solution essay.
http://www.enotes.com/topics/how-write-problem-solution-essay
2. Study a sample essay - handout.
3. Review the first paragraph of your problem/solution essay. (Group activity) Did you:
a. Capture the attention of the audience?
b. identify the problem.
4. Return PowerPoint grades
5. Return additional odds and ends.

Homework
Write the rest of your essay. Follow the guidelines as listed on Monday's blog post.

Class Work

1. We will finish the small group presentations.
2. Some say that we are what we eat. Take a look at your food log. Did you make "healthy" choices? What is your definition for healthy eating? What do the experts say?
http://www.cnpp.usda.gov/DGAs2010-PolicyDocument.htm

http://helpguide.org/life/healthy_eating_diet.htm
2. We will discuss the articles.
3. We will organize for writing - have you picked a topic?

This is a problem/solution essay. Organize as you did for the PowerPoint.

First: Plan an introduction that captures the attention of your reading audience. This might be a quotation, example, statistics, news story, in short, anything that will prove that a problem exists in an interesting fashion.

Second: Prove that the problem exists. What caused the problem? What is the history of the problem? How has it worsened over time? What is the impact of this problem? What is the monetary cost? What are the emotional costs?

Third: Offer specific solutions. Show the desired results.

Fourth: Wrap it up in an interesting fashion. Leave the readers wanting to do something about the cause.

Homework

1. Write the introduction. Capture our attention. Bring your draft to class. Continue with your research to be ready to write the rest of the essay.

Class Work

1. Return to your group and get organized. Your group will present the answers to the questions to the class. Each of you must speak. Divide the work.

Topics for discussion groups:
1. Body image
2. Weight discrimination
3. Obesity
4. Underweight
5. Eating Disorders
6. Healthy Eating
7. Physical fitness
8. Weight loss - how to's (If you were not here on Wednesday, this is your group and your topic.)

As a group, come up with the following:
A. A definition
B. Statistics - how many are impacted by this? What is the monetary cost?
C. A specific example from the news
D. Medical suggestions/reactions
E. Impact on health

2. Information sharing . . .

3. As you listen, keep a running bulleted list of information that is interesting, new, or surprising!

4. Discussion of your food logs . . . do you make healthy choices? What are your food demons?

Homework
If you have not already done so, read the remaining articles. Answer the Thinking About the Text questions following the remaining selections.
"Six Rules for Eating Wisely"
"Diabisity," A Crisis in an Expanding Country
"O.K., So I'm Fat"
"Bodily Harm"

Decide on a topic related to health that is a problem for some. Find two articles from "professional" sources that relate to the problem. This is in preparation for the final essay. It will be a problem/solution essay and will basically follow the same pattern as the PowerPoint. We will review the guidelines on Monday and look at sample essays.

Start your Works Cited page on EasyBib.

Class Work

1. Thanks for participating in the presentations. The class selected excellent topics. Although getting up in front of the class is not easy, the presentations were professional! Thank you for your hard work. Check the blog after 12:00 pm to see your grade.

2. From the homework . . .

View the following documentary: http://www.hulu.com/watch/63283/super-size-meSupersize Me.

The documentary may be found at other free sites. If this link does not work, simply do a web search. Type in Supersize Me to get to other sites.

A. As you watch, list the problems noted in the documentary.

B. Also, list the solutions.
C. What techniques were used in the documentary - charts, graphs, personal examples, experts, etc. Did you find these effective? Explain.
D. Compared to An Inconvenient Truth, which documentary was more effective?
E. After watching this documentary, do you believe that a problem exists? Explain

F. After watching this documentary, do you believe that American eating habits will change? Explain.

Topics for discussion groups:

1. Body image

2. Weight discrimination

3. Obesity

4. Underweight

5. Eating Disorders

6. Healthy Eating

7. Physical fitness

As a group, come up with the following:

A. A definition

B. Statistics - how many are impacted by this? What is the monetary cost?

C. A specific example from the news

D. Medical suggestions/reactions

E. Impact on health

Homework

1. Keep a food log for 24 hours. Bring your log to class.

If you have not already done so, read three of the following articles. Answer the Thinking About the Text questions following the three you select.

"Six Rules for Eating Wisely"

"Diabisity," A Crisis in an Expanding Country

"O.K., So I'm Fat"

"Bodily Harm"

April 22, 2011 - Friday

Class Work

We will continue with the presentations. Be sure you have yours saved to a jump drive. Please print your notes before it is your turn. You need them so you can look at the class during your presentation.

Homework

View the following documentary: http://www.hulu.com/watch/63283/super-size-me

Supersize Me. The documentary may be found at other free sites. If this link does not work, simply do a web search. Type in Supersize Me to get to other sites.

• As you watch, list the problems noted in the documentary. Also, list the solutions.


• What techniques were used in the documentary - charts, graphs, personal examples, experts, etc.


• Did you find these effective? Explain.


• Compared to An Inconvenient Truth, which documentary was more effective?


• After watching this documentary, do you believe that a problem exists? Explain


• After watching this documentary, do you believe that American eating habits will change? Explain.

Monday, April 18, 2011

Class Work

1. Today is Presentation Day.
2. When it is your turn to present, come to the computer in the front of the room. Bring your jump drive and the presentation rubric.
3. Remember to speak clearly and look at the audience.
4. As a member of the audience, listen to the presentation. After the presentation you may ask questions. Take notes on your sheet. React to the presentation on the notes sheet.

Homework

Enjoy your time if you have presented. Review your notes if you will be presenting on Wednesday.

Wednesday, April 13, 2011

Class Work Leftovers. . . . Please get back with your partner(s) to finish the GUM activity. . . GUM Demons - Let's get rid of them. Directions: Working with a partner, decide which of these demons you will research and show the class how to correct: commas in a series commas in dates commas after introductory phrases commas with independent clauses semicolons with independent clauses semicolons with conjunctive adverbs punctuation of book, movie, television, newspaper, CD, and magazine titles punctuation of short stories, poems, songs, magazine articles, and newspaper titles

• First, return to your group to review the rules.


• Second, use at least two sentences as examples of the correct use.


• Third, share the information with the class.


• Fourth, give them a sentence to write correctly. This can all be done on chart paper or on the white board.


• Fifth: Share with the class - teach us.

Part II Share your first three slides with the class. Refer to the guidelines. Did you do the following:

• Include a title page? Is your name on it?


• Place no more than 4 bullets on a slide?


• Use no more than 6 words per bullet?


• Use colors that can be seen?


• Use footless fonts?


• Balance the photos on the slide?

Homework

1. Create the next section of your PowerPoint. Refer to Monday's post for the specific guidelines.

2. Don't forget that you must include a Works Cited page at the end of the slide show. Work on it as you go along. Remember that EasyBib can make this an easy process.

3. Bring your show to class on Friday - jump drive or e-mail.

Class Work 1. Have you identified a problem to use as the topic of your PowerPoint presentation? If so, write it and your name on a PostIt and post on the board. Cluser the PostIts by category.

2. 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

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

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

******** GUM Demons - Let's get rid of them. Working with a partner, decide which of these demons you will research and show the class how to correct:

• commas in a series


• commas in dates


• commas after introductory phrases


• commas with independent clauses


• semicolons with independent clauses


• semicolons with conjunctive adverbs


• punctuation of book, movie, television, newspaper, CD, and magazine titles


• punctuation of short stories, poems, songs, magazine articles, and newspaper titles

First, find the rule(s). Second, use at least two sentences as examples of the correct use. Third, share the information with the class. Fourth, give them a sentence to write correctly. This can all be done on chart paper or on the white board. Homework Create the first three slides of your PowerPoint. Be sure to keep track of your sources on EasyBib. Bring them to class on a jump drive or e-mail the slides to yourself so you can access them in class on Wednesday.

Wednesday

Class Work

Did you rate any of the following in your critique?

Critic's Choice
1. Audience
2. Message/purpose
3. Speaker: poise, stance, clarity of voice, eye contact, preparation, knowledge of subject, voice
4. Application - What can I do?
5. Cost
6. Practical application: Can this really be done?
7. Is this real or a scam?
8. Visuals
9. Music
10. Charts/Graphs
11. FACTS/evidence Charisma Handout:

Critique Rubric - Did you write a Pulitzer Prize critique, or does your critique belong in the recycling bin?

First: Read your critique out loud to the others at your table - groups of four, please. Move if you need to "grow" your group.

Second: Pass your paper to the student on your left. Read that paper and check for GUM - grammar, usage, and mechanics.

Third: Get your paper back and pass it to the student on your right. This student will use the check list to give you some good advice for revision.

******************

Return of essays - take a look at yours. Use the notes on the page to know what items to practice in the list from your on-line book.

*******************

Homework Finish the critique. It is due on Friday. You will submit the draft, peer editing sheet, and the final copy.

Monday, April 4, 2011

Class Work 1. Take a close look at the review/critique you located for homework. Break it down paragraph by paragraph to discover how the writer composed the review.

2. Evaluate the review/critique. Did you like it? Why or why not?

3. What techniques can you use when writing your own critique of An Inconvenient Truth?

4. Here are some steps for writing your critique: http://www.ehow.com/how_2278441_write-movie-critique.html

5. This link has everything you wanted to know about writing a critique about a documentary and then some! http://www-english.tamu.edu/pers/fac/muana/docureview.pdf

6. This is a quick review of comma rules: http://grammar.ccc.commnet.edu/grammar/powerpoint.htm Click on the House of Commas.

Homework

1. Follow the guidelines and write the draft of your review of An Inconvenient Truth. It should be no longer than two double spaced pages. Bring a paper copy to class on Wednesday.

Critic's Choice 1. Audience 2. Message/purpose 3. Speaker: poise, stance, clarity of voice, eye contact, preparation, knowledge of subject, voice 4. Application - What can I do? 5. Cost 6. Practical application: Can this really be done? 7. Is this real or a scam? 8. Visuals 9. Music 10 Charts/Graphs 11. FACTS/evidence 12 Charisma

Wednesday, March 23, 2011

Class Work
1. If you have not already done so, submit your essay.
2. What is Mother Nature really saying? What's her point? Please see the handout for directions - grab your camera - and go outside.
3. Return to class and complete the worksheet with your partner.

Homework

1. Read "So Mother Nature Had a Boyfriend." This essay makes a point by using humor. Answer the following:
a. Was the humor effective? What lines were humorous?
b. Did you like the essay? Explain.
c. To what extent is humor an effective persuasive technique?
Bring the essay and your responses to class on Friday. Also bring your copy of "Saving the Songs of the Sea."

Monday, March 20, 2011

Class Work

1. Welcome back! If you are ready, you may submit your Between Worlds paper today. If you would like some extra time, Wednesday will be fine.

2. Read "Saving the Songs of the Sea" - group activity - paper handout - sorry, I cannot send this one via e-mail attachment! (Save the last word for me.)

3. Mother Nature will be the focus of our next unit.

Homework

1. Bring your camera phone or pocket camera to class on Wednesday for an outdoor assignment - weather permitting - weather is almost always permitting in our neck of the woods!

2. Read "Tilling a New World" in Between Worlds - pp. 276-278. Select three of the six questions to answer on p. 278 under Thinking about the Text.

3. If you have not already done so, work on the next grammar assessment in the on-line text book. If you finished the first one, and most of you did, you should be able to begin the second assessment.

Class Work

1. Peer Editing: Between worlds
2. Explode a moment - elaboration exercise
3. See "Letting Details Tell Your Story" on p. 115 in The McGraw Hill Handbook. This is found on-line at Part 2, section 11b.

4. It is almost time to complete the mid-semester quiz on-line. This is like the first one you did. Be sure you can sign in. Use the same information you use to sign in to the book.

Homework

Polish your essay. Bring it to class next week.

If you want to, begin the second grammar assessment. Remember, you don't have to complete the entire assignment in one sitting. You can stop and go back. You will pick up where you left off.

March 9, 2011 - Wednesday

Class Work

1. Share the draft of your writing about what you saw through the loupe.
2. Let's talk about your writing on the graphic organizer about your two worlds.
3. We will review two or three essays and study organization and elaboration.

Homework
Write the draft of your between worlds essay. Bring it to class on Friday.

Monday, March 7, 2011

Class Work

Goal: To improve descriptive and narrative writing . . .

1. Let's revisit the writings from Friday. Please do the following:
A. Read what you wrote to the people at your table. If you are sitting alone, please move to a table with people.
B. Revise as needed and type your document. Send it to me via e-mail attachment. patriciaeatonaz@yahoo.com

2. Take one last look at your skin through a loupe. Before you begin, wipe the loupe with the cleaning cloth.
A. Add to your lists: What do I see? What does it remind me of?
B. Share your lists at your table. What is the same? What is different?
C. Pick one of the items from the "what does it remind me of" list to turn into a piece of writing. Focus on description and narration. Is there an event from your past or a dream for your future that can be woven into the writing? If not, write fiction. This just needs to be a good piece of writing. It does not have to be true. (Listen for examples.)

Homework
1. Complete the "Between Worlds" worksheet. (Handout) If you want an electronic version of the handout, send me an e-mail and request one.

See you Wednesday!

March 2, 2011

Homework

1. Read "A Day on Wheels". (Handout) Pay attention to the examples and dialogue used by the author to share a message.
2. In Between Worlds, read "Discrimination at Large" p. 198. Answer the questions under Thinking About the Text on p. 303.

February 28, 2011

Homework
1. Finish the question sheet. It is due Wednesday.

2. Read "Mr. Z. M." p. 133. Answer Thinking about the Text questions 1, 2, 3, 7

3. Read"The myth of the Latin Woman" p. 172. Answer the Thining About the Text questions 1`, 2, 3, 4

Homework for February 25, 2011

Read the following articles:

"An Identity Reduced to a Burka" by Semeen Issa and Laila Al-Marayati p. 124

"Hidden in Plain Sight" by Zaiba Malik p. 129

For both articles, answer the questions under "Thinking about the Text"

Wednesday

Class Work
1. Submit essays - the final copy goes on top.
2. Let's take a look at DoubleSpeak.
3. Preview of coming attractions . . . Living Between Worlds

Homework

1. Read "Terra Firma - A Journey from Migrant Farm Labor to Neurosurgery" by Alfredo Quinones-Hinojosa. Please answers questions 1, 2, 3, and 4 under Thinking About the Text on P. 119.
2. Read "Race is a Four-Letter Word" by Teja Arboleda. Please answer questions 1, 2, 3, 4, 5, and 6 on pp. 123-124 under Thinking About the Text.

Be ready to discuss.

February 18, 2011

Class Work

1. More persuasive techniques :
a. Band wagon
b. penny pincher
c. plain folks
d. one-of-a-kind
e. humor
f. star struck
g. plain folks
h. down home
i. perfect place
j. youth appeal
k. health appeal
l. patriotic appeal
m. guilt trip
n. numbers game
o. glamour
p. etc.
http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm

http://adage.com/century/slogans.html (Top 10 slogans)

2. We will look at magazine ads. Consider the demographics. Identify the target audience. How can you tell? What techniques are used? In your opinion, is the ad effective? Explain.

3. For homework, you were to compare two web sites for similar products. (Class discussion)

Homework

1. Finish your comparison/contrast essay. Submit it Wednesday.
2. Read this article: http://mrsilvasenglishinfocenter.pbworks.com/f/Doublespeak_Lutz.pdf Be ready to discuss on Wednesday.
3. Enjoy your holiday! There is no school on Monday.

Wednesday, February 16, 2011

Class Work

1. Peer Editing Activity - Is your paper organized?

2. Let's look at one more essay - "Malls vs. Small Shops" http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

3. Take a look at the techniques advertisements use to try to convince you to part with your money! (Magazine activity)http://www.superbowl-commercials.org/3561.html


Homework
1. Finish your essay. You may submit it Friday or Wednesday - your choice.

2. Take a look at the web sites for two companies. What advertising techniques are used? Which site is more effective? Explain why.

Reminder: There is NO SCHOOL on Monday - celebrate the Presidents!

February 14, 2011 - Monday

Class Work



1. What topic did you select? What two items are you comparing? What organizational pattern are you using? (Share charts and topics)

2. What "research" have you conducted? What do the experts say about your items?

3. Which one you you prefer? How will you convince the readers that one is clearly the better of the two, if one is.

4. Let's look at one more essay - "Malls vs. Small Shops" http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

5. Take a look at the techniques advertisements use to try to convince you to part with your money! (Magazine activity)
http://www.superbowl-commercials.org/3561.html

Homework

Conduct additional research to support your ideas. Add the cites to your Works Cited page.

Write your draft. Bring a paper copy to class on Wednesday for a peer editing activity. Concentrate on your organization. Be faithful to ONE pattern of organization.

Comparison/Contrast Essay -
Sample Essays:
"Malls vs. Small Shops"
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

"Neat People vs. Sloppy People" (Handout)

How to organize for writing - (Notetaking)

Homework
1. Select your topic - what two items will you compare and contrast? Bring it to class on Monday.
2. Create a chart using one of the two methods of organization. Fill it in.
3. Conduct research on both of your topics. What do the experts say?
4, Start your Works Cited page. I suggest EasyBib!

Wednesday

Class Work
1. What did you find out about on-line dating? What was your source? Show me your Works Cited entry. What are your thoughts on the information in the article?
2. Back to the "perfect person to date." What did the folks in the late 1800s think?
3. Article discussion - "The Internet is destroying the world. Human communication will be rendered obsolete." p. 58 Will it?
4. Is it possible to date on-line?
What are the advantages? What are the disadvantages? Is it better to meet someone "inside out" or "the right way 'round?" "Modern Romance" p. 53
5. Facebook - friend or foe?


Homework
1. Find a song about love or the lack there of. Bring the lyrics to class. Briefly discuss the "reality" of the lyrics. Add the song to your Works Cited page.
2. Read "Who's Cheap" p. 68 in Between Worlds. Describe the best date you have been on. If you are still waiting for the "best", describe what that date would be like. What would you do? Where would you go? How expensive would it be?
3. Make a list of what you don't like to happen or do on a date.
4. Who should pay when dating? Explain.

Monday, February 7, 2011

Class Work: Did you finish the pre-diagnostic test? If so, print a copy of your results and turn it in for credit. Don't worry about the score.

1. Publish in the air - be prepared to share all or part of your body art essay. Don't be shy!
2. Get with a partner and swap papers one last time - correct any run-on sentences that remain.
3. Begin the new unit: Love in the 21st Century
http://www.onlinedatingmagazine.com/mediacenter/onlinedatingfacts.html
4. Readings from Between Worlds
A. "Modern Romance" Celeste Biever p. 51.
B. "Virtual Love" by Megan Daum p. 56
Do you know anybody who has tried on-line dating?
Is it a good idea? Advantages? Disadvantages?

Homework
1. Locate at least one additional article on the subject of on-line dating. Create a Works Cited entry on EasyBib.
2. Finish reading the articles from Between Worlds listed above. Answer the question under Thinking About the Text for both articles.
3. What about Facebook? Has it changed dating in the 21st century? This is your opinion - research will come later. Write a paragraph sharing your thoughts.

Friday - Announcements

Today in class we reviewed the rules for avoiding run-on sentences and comma splices. Next, we revised two run-on sentences from the returned essays.

Homework

1. Write the final copy of your "Body Art" essay. Check each sentence carefully and do your best to avoid run-on sentences and comma splices. The final copy is due Monday. Be sure to attach your rough draft to the final document. Place the final copy on top.

2. Urgent! Finish the pre-diagnostic test by Monday morning. I must submit a report to the English Department.