Grades have been posted.
You may view your final grade on BlackBoard under "Final Grade."
If your total points were above 1215, you earned an "A" for the course.
If your total points were between 900 and 1214, you earded a "B" for the course.
Thank you for a wonderful semester. Good luck to all of you. You will do well.
Contact me via the Estrella Mountain e-mail if you have questions or concerns about your grade.
Monday, September 24, 2012
Wednesday, September 19, 2012
Thursday, September 20, 2012
Presentation and Exam Day
First, the presentations...
Reminders: You have three minutes to give your presentation. Have the presentation ready on a JUMP DRIVE. It takes too long to locate it via e-mail attachment.
Look at your audience.
Speak up!
Smile!
You are the authority. Convince us to join in your cause.
Audience, you need to take notes. You will earn up to 100 points for your notes.
*****************************************************************************
Second, write the final copy of your artifact essay. Post in MyCompLab.
Remember to use MLA formatting. All lines are double spaced.
Remember to include in-text citations and a Works Cited page. If you are using EasyBib, you must click the WORD button to transfer the citations to a Word document. Then, you can copy/paste into MyCompLab. The hanging indents should hold.
Thank you for a wonderful, if brief, semester.
Notes: You have until midnight on Sunday, September 23rd to submit any missing assignments. Grades will be posted by the end of the day on Monday.
First, the presentations...
Reminders: You have three minutes to give your presentation. Have the presentation ready on a JUMP DRIVE. It takes too long to locate it via e-mail attachment.
Look at your audience.
Speak up!
Smile!
You are the authority. Convince us to join in your cause.
Audience, you need to take notes. You will earn up to 100 points for your notes.
*****************************************************************************
Second, write the final copy of your artifact essay. Post in MyCompLab.
Remember to use MLA formatting. All lines are double spaced.
Remember to include in-text citations and a Works Cited page. If you are using EasyBib, you must click the WORD button to transfer the citations to a Word document. Then, you can copy/paste into MyCompLab. The hanging indents should hold.
Thank you for a wonderful, if brief, semester.
Notes: You have until midnight on Sunday, September 23rd to submit any missing assignments. Grades will be posted by the end of the day on Monday.
Monday, September 17, 2012
Tuesday, September 18, 2012
Class Work
1. Homework Review - What problem are you solving?
A. Identify the problem. Prove it exists. Consider charts, graphs, and hard numbers.
B. Identify the causes. Be specific.
C. Identify the effects.
D. Share solutions - this is a call to action. People are interested in the popular question, "What's in it for me?" Tell them! Make sure the readers know why your solution is the best possible solution.
2. Locate a "visual" that shows the problem you plan to discuss. Print a copy or be able to call it up on the computer in class on Tuesday. In MyCompLab, describe your visual and explain the message. Post the link. See pp. 211 and 212 in Write Now for sample images of argument.
Let's share these.
3. Preparing a PowerPoint Argument: We will be working on this in class today. You may finish it at home. We will be presenting on Thursday during the first hour of the period. You have up to three minutes to present. Be concise. Be persuasive. Be effective.
Your slides should include the following: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 an essay.
Tips for an effective PowerPoint presentation
Getting ready for the exam. . . the Artifact paper. Read on! You will be writing an in-class essay about a personal artifact. Instructions follow. You will be preparing ahead at home and posting prewriting and research thoughts. You will compose the final copy of the paper in class during the second hour on Thursday. You will post it in MyCompLab at that time.
Respond to at least two other posts. Ask questions or make comments. (15 pts.)
1. Homework Review - What problem are you solving?
A. Identify the problem. Prove it exists. Consider charts, graphs, and hard numbers.
B. Identify the causes. Be specific.
C. Identify the effects.
D. Share solutions - this is a call to action. People are interested in the popular question, "What's in it for me?" Tell them! Make sure the readers know why your solution is the best possible solution.
2. Locate a "visual" that shows the problem you plan to discuss. Print a copy or be able to call it up on the computer in class on Tuesday. In MyCompLab, describe your visual and explain the message. Post the link. See pp. 211 and 212 in Write Now for sample images of argument.
Let's share these.
3. Preparing a PowerPoint Argument: We will be working on this in class today. You may finish it at home. We will be presenting on Thursday during the first hour of the period. You have up to three minutes to present. Be concise. Be persuasive. Be effective.
Your slides should include the following: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 an essay.
Tips for an effective PowerPoint presentation
Layout
· Photographs, graphic design,
and clipart are useful and enhance the presentation
·
Title, author, and course
identification are on the first slide
·
Works Cited page is the last
frame and is in MLA format
|
Fonts
·
Font size is at least
16
·
Footless Font is
used
·
Color is of a deep enough
contrast to be easily read
·
Font colors are limited to
three or four throughout the presentation
|
Text
·
Bulleted points are limited to
no more than six per slide
·
Six
or fewer words per bullet are used
·
Headlines are
effective
·
Spelling is
correct
·
Punctuation is
correct
·
End
punctuation or no end punctuation is consistent when using bullets
·
Upper and lower case is used
correctly
·
Animation is limited and
necessary
·
Sound is limited and
effective
|
Content
·
A
work of art is included
·
Point/thesis is
clear
·
Supporting elements are
evident
·
Introduction captures the
attention of the audience
·
Conclusion contains a strong
message
·
Clear steps for a “call to
action” are obvious
|
Getting ready for the exam. . . the Artifact paper. Read on! You will be writing an in-class essay about a personal artifact. Instructions follow. You will be preparing ahead at home and posting prewriting and research thoughts. You will compose the final copy of the paper in class during the second hour on Thursday. You will post it in MyCompLab at that time.
101 English Exam – Fall 2012 – September 20, 2012
Note:
You must be present the day of the exam.
You may NOT post the paper in MyCompLab and skip the class.
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 the readers by 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. This is just an example. Research the history of your artifact.
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. You must cite
three sources. Interviews count.
When you are finished, this paper should be 3-5
pages long.
You
will post in MyCompLab at the end of class on September 20, 2012.
Homework
A. Polish the PowerPoint presentation. Check the spelling. Be sure you followed all tips. Time yourself. You are limited to three minutes - no exceptions. In MyCompLab list what you feel are the strengths of your presentation. Also list the items you wish you had more time to explore. (Three of each, please. 30 pts. total.)
B. Create an annotated bibliography for your artifact paper.(3 sources) What is the history of your object? Do not use Wikipedia as a source. Post in MyCompLab. (15 pts.)
C. Read the following tips for outstanding personal writing:
After reading, list your Top Ten Tips for creating an effective essay that includes personal writing.
Post the Top Ten Tips in MyCompLab. (10 Pts.)
D. Participate in a discussion in MyCompLab:
In a brief post, share what artifact you will be using as the focus of the exam. Briefly explain what it is, why it is important to you, and how it came into your possession.Respond to at least two other posts. Ask questions or make comments. (15 pts.)
Wednesday, September 12, 2012
Thursday, September 13, 2012
Class Work
1. Photo Activity . . . handout. . . with a partner, walk around the campus for 10 minutes and take 10 pictures that represent a message from Mother Nature! What is she trying to tell us? Use the camera on your phone, iPad, or other device.
2. "Saving the Songs of the Sea" (Save the Last Word for Me activity) (Causes and effects)
3. "The Bounty of the Sea" (Sample essay of effects)
4. Convincing with humor . . . "So Earth Had This Boyfriend" (handout)
5. Sample problem/solution essay . . . "Practical Wildlife Management" (Deer activity)
6. An Inconvient Truth . . . take a brief look at this award winning documentary. Finish for homework.
http://www.youtube.com/watch?v=NXMarwAusY4
http://www.youtube.com/watch?v=OqVyRa1iuMc&feature=fvwrel
http://www.youtube.com/watch?v=xtyieNg18O0&feature=fvwrel
http://www.youtube.com/watch?v=6hFxG-8I0Go&feature=fvwrel
http://www.youtube.com/watch?v=9tkDK2mZlOo&feature=fvwrel
http://www.youtube.com/watch?v=Lzx24hw_K5I&feature=fvwrel
http://www.youtube.com/watch?v=vTFuGHWTIqI&feature=fvwrel
http://www.youtube.com/watch?v=yRLCUdWuyng&feature=fvwrel
http://www.youtube.com/watch?v=1KkrlhoFbBM&feature=fvwrel
http://www.youtube.com/watch?v=FzQ0GeLVLhk&feature=fvwrel
Homework
1E. Read "Evening the Odds". (handout) It is an essay of argumentation. However, it identifies a problem and offers a solution. Answer the following and post your responses in MyCompLab.
1. What is the problem presented in this essay?
2. What is/are the cause(s) of this problem?
3. What solution is offered?
4. What are the advantages of the solution?
5. Were you convinced? If so, what convinced you? If not, why not? What would be needed to convince you? (25 pts.) Post in MyCompLab.
2E. Identify a current problem. Define it. Conduct research and locate the causes of the problem. Keep track of your sources. (3) Conduct research and locate possible solutions to the problem. (3) Annotate your "working bibliography." See: http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://writingcenter.unc.edu/handouts/annotated-bibliographies/
In short, an annotated bibliography is just like a Works Cited page. You simply add a sentence or two to each entry to explain the content of the article. EasyBib asks if you want to annotate your entries.
2E. Identify a current problem. Define it. Conduct research and locate the causes of the problem. Keep track of your sources. (3) Conduct research and locate possible solutions to the problem. (3) Annotate your "working bibliography." See: http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://writingcenter.unc.edu/handouts/annotated-bibliographies/
In short, an annotated bibliography is just like a Works Cited page. You simply add a sentence or two to each entry to explain the content of the article. EasyBib asks if you want to annotate your entries.
Post the bibliography in MyCompLab.
3E. Watch the clips of An Inconvient Truth. Identiry the following and post your responses in MyCompLab.
1. Problem
2. Causes
3. Solutions
4. Facts
5. Use of humor
6. Use of facts and figures (charts)
7. From what you could tell from the pieces of this documentary, do you believe that global warming is a problem? Explain. If so, can it be fixed? If not, how do you explain the melting of the polar caps? (Feel free to quote other sources.) (35 Pts.) Post in MyCompLab.
4E. Get ready to write your Problem/Solution essay. See: http://www.enotes.com/topics/how-write-problem-solution-essay (A handout is also available) After reviewing the steps, plan your essay.
Create a box outline -
A. Identify the problem. Prove it exists. Consider charts, graphs, and hard numbers.
B. Identify the causes. Be specific.
C. Identify the effects.
D. Share solutions - this is a call to action. People are interested in the popular question, "What's in it for me?" Tell them! Make sure the readers know why your solution is the best possible solution.
5E. Locate a "visual" that shows the problem you plan to discuss. Print a copy or be able to call it up on the computer in class on Tuesday. In MyCompLab, describe your visual and explain the message. Post the link. See pp. 211 and 212 in Write Now for sample images of argument.
1. Photo Activity . . . handout. . . with a partner, walk around the campus for 10 minutes and take 10 pictures that represent a message from Mother Nature! What is she trying to tell us? Use the camera on your phone, iPad, or other device.
2. "Saving the Songs of the Sea" (Save the Last Word for Me activity) (Causes and effects)
3. "The Bounty of the Sea" (Sample essay of effects)
4. Convincing with humor . . . "So Earth Had This Boyfriend" (handout)
5. Sample problem/solution essay . . . "Practical Wildlife Management" (Deer activity)
6. An Inconvient Truth . . . take a brief look at this award winning documentary. Finish for homework.
http://www.youtube.com/watch?v=NXMarwAusY4
http://www.youtube.com/watch?v=OqVyRa1iuMc&feature=fvwrel
http://www.youtube.com/watch?v=xtyieNg18O0&feature=fvwrel
http://www.youtube.com/watch?v=6hFxG-8I0Go&feature=fvwrel
http://www.youtube.com/watch?v=9tkDK2mZlOo&feature=fvwrel
http://www.youtube.com/watch?v=Lzx24hw_K5I&feature=fvwrel
http://www.youtube.com/watch?v=vTFuGHWTIqI&feature=fvwrel
http://www.youtube.com/watch?v=yRLCUdWuyng&feature=fvwrel
http://www.youtube.com/watch?v=1KkrlhoFbBM&feature=fvwrel
http://www.youtube.com/watch?v=FzQ0GeLVLhk&feature=fvwrel
Homework
1E. Read "Evening the Odds". (handout) It is an essay of argumentation. However, it identifies a problem and offers a solution. Answer the following and post your responses in MyCompLab.
1. What is the problem presented in this essay?
2. What is/are the cause(s) of this problem?
3. What solution is offered?
4. What are the advantages of the solution?
5. Were you convinced? If so, what convinced you? If not, why not? What would be needed to convince you? (25 pts.) Post in MyCompLab.
2E. Identify a current problem. Define it. Conduct research and locate the causes of the problem. Keep track of your sources. (3) Conduct research and locate possible solutions to the problem. (3) Annotate your "working bibliography." See: http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://writingcenter.unc.edu/handouts/annotated-bibliographies/
In short, an annotated bibliography is just like a Works Cited page. You simply add a sentence or two to each entry to explain the content of the article. EasyBib asks if you want to annotate your entries.
2E. Identify a current problem. Define it. Conduct research and locate the causes of the problem. Keep track of your sources. (3) Conduct research and locate possible solutions to the problem. (3) Annotate your "working bibliography." See: http://olinuris.library.cornell.edu/ref/research/skill28.htm
http://writingcenter.unc.edu/handouts/annotated-bibliographies/
In short, an annotated bibliography is just like a Works Cited page. You simply add a sentence or two to each entry to explain the content of the article. EasyBib asks if you want to annotate your entries.
Post the bibliography in MyCompLab.
3E. Watch the clips of An Inconvient Truth. Identiry the following and post your responses in MyCompLab.
1. Problem
2. Causes
3. Solutions
4. Facts
5. Use of humor
6. Use of facts and figures (charts)
7. From what you could tell from the pieces of this documentary, do you believe that global warming is a problem? Explain. If so, can it be fixed? If not, how do you explain the melting of the polar caps? (Feel free to quote other sources.) (35 Pts.) Post in MyCompLab.
4E. Get ready to write your Problem/Solution essay. See: http://www.enotes.com/topics/how-write-problem-solution-essay (A handout is also available) After reviewing the steps, plan your essay.
Create a box outline -
A. Identify the problem. Prove it exists. Consider charts, graphs, and hard numbers.
B. Identify the causes. Be specific.
C. Identify the effects.
D. Share solutions - this is a call to action. People are interested in the popular question, "What's in it for me?" Tell them! Make sure the readers know why your solution is the best possible solution.
5E. Locate a "visual" that shows the problem you plan to discuss. Print a copy or be able to call it up on the computer in class on Tuesday. In MyCompLab, describe your visual and explain the message. Post the link. See pp. 211 and 212 in Write Now for sample images of argument.
Monday, September 10, 2012
Tuesday, September 11, 2012
Class Work
1. Peer Editing Activity for the Comparison/Contrast essay
2. Sample Definition Papers:
A. "A Few of My Favorite Things"
B. "I Know It's an Object, But Is It D'Art?"
C. "What Is a Yankee?"
http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
Discuss how to write a definition paper. (Class discussion)
http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
Pick a word or concept and complete the chart. (Paper copy provided)
Prepare to write a definition paper in class. Use the form below to help you organize your essay.
Post your essay draft in MyCompLab - Class Assignment/Definition.
Homework
1D: Post the final copy of your comparison/contrast essay in the space provided in MyCompLab. Pay attention to:
the introduction
the thesis
the organization (Use one either point by point or item by item to organize.)
the conclusion
transitions
elaboration . . . this is not a list!
2D: Our next essay will focus on a problem to which there is a solution. Watch video 19 in MyCompLab. Summarize the five most important points and post the list in MyCompLab under 2D - Identifying a Problem.
3D: Read Chapter 9 - Understanding Proposals, p. 222 + in Write Now.
Complete the following and post in MyCompLab under 3D - Proposals.
a. Define
b. On p. 227, answer questions 1, 2, 3, and 4 about "Taxing Sugared Beverages". This is a sample problem/solution essay.
c. Generate a list of five possible topics for a proposal essay. See p. 237 bullet 2 under Invention Strategies for Proposals for ideas. In one sentence, explain why the topic is important and needs a solution. Also, note what people might be interested in the topic or need to know.
4D Read p. 239 in Write Now. This is an overview of the next writing assignment. In MyCompLab, list any questions or concerns you have.
1. Peer Editing Activity for the Comparison/Contrast essay
2. Sample Definition Papers:
A. "A Few of My Favorite Things"
B. "I Know It's an Object, But Is It D'Art?"
C. "What Is a Yankee?"
http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
Discuss how to write a definition paper. (Class discussion)
http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
Pick a word or concept and complete the chart. (Paper copy provided)
Name: __________________________________________________________________
Quotations:
|
Dictionary Definition
|
What it is NOT: (Negative definition)
|
The word in history:
|
Word/Concept to be defined:
Personal Definition:
|
The word in literature/art/media:
|
Synonyms:
|
The word in the news:
|
How classmates define the word:
|
Definition Paper – What’s the Word?
(This is a suggestion only. There are many ways to organize a paper. DO NOT attempt to simply go through this list of questions and answer them. You will NOT end up with an excellent essay. It will just be a list.)
Part I: Introduce your “word”. Capture the attention of the reader. You might consider the using one of the following: an amazing quotation, a startling statistic, a brief vignette, something from the news, lines from one or more pieces of literature, something from history, or a unique definition that introduces a new way of seeing things.
|
Part II: Discuss the past as it relates to your word. Why was your word so important?
|
Part III: Transition to the here and now. What is going on today that is either similar to or different from the past. How does your word apply today? What literature today links to your word? What musical lyrics are out there? What is happening on TV, in movies, and in video games?
|
Part IV: End your paper with power! You need a memorable conclusion that answers the ever-popular question, “What’s your point?”
|
Post your essay draft in MyCompLab - Class Assignment/Definition.
Homework
1D: Post the final copy of your comparison/contrast essay in the space provided in MyCompLab. Pay attention to:
3D: Read Chapter 9 - Understanding Proposals, p. 222 + in Write Now.
Complete the following and post in MyCompLab under 3D - Proposals.
a. Define
- proposals,
- justification,
- alternative solutions,
- causes and effects.
b. On p. 227, answer questions 1, 2, 3, and 4 about "Taxing Sugared Beverages". This is a sample problem/solution essay.
c. Generate a list of five possible topics for a proposal essay. See p. 237 bullet 2 under Invention Strategies for Proposals for ideas. In one sentence, explain why the topic is important and needs a solution. Also, note what people might be interested in the topic or need to know.
4D Read p. 239 in Write Now. This is an overview of the next writing assignment. In MyCompLab, list any questions or concerns you have.
Wednesday, September 5, 2012
Thursday, September 6, 2011
Class Work
1. Back to love and the perfect mate across time. . . Words from 1895 - the perfect man and the perfect woman. My how times have changed!
2. What two items are you comparing and contrasting? Thanks for posting, but please share with the class.
3. Transitions . . . use often in the comparison/contrast essay. Otherwise, your paper will read like a list. It needs to be conversational.
http://www.studygs.net/wrtstr6.htm
http://grammar.ccc.commnet.edu/grammar/transitions.htm
also see Write Now pp. 423-424
4. Writing introductions...make yours great!
http://grammar.ccc.commnet.edu/grammar/intros.htm
http://homeworktips.about.com/od/paperassignments/a/introsentence.htm
http://grammar.about.com/od/il/g/Introductory-Paragraph.htm
5. The ever "popular" thesis statement . . . how to write one...remember, a thesis statement answers the question, "What's your point?" The rest of the paper proves that point.
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
See Write Now, pp. 412-417 for additional information.
6. Writing conclusions. . . make the readers remember!
http://leo.stcloudstate.edu/acadwrite/conclude.html
http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
7. There are even more ways to avoid run-on sentences. Meet the Snobs! (Conjunctive adverbs)
http://www.engl.niu.edu/wac/conjadv.html They really like their jewels! (; and ,)
FANBOY review . . .
Homework
1c. View "Narrowing a Thesis," video 48 in MyCompLab/Write Now. After viewing the video, explain, in your own words, how to write a thesis statement. Then, write the thesis statement for your comparison/contrast essay. Post both in My Comp Lab.
2c. Write the draft of your comparison/contrast essay.
Concentrate on the following:
3c. Think about what research is needed to strengthen your essay. Locate at least one article for each item you are comparing and contrasting. Write a brief summary of each article. Post both in MyCompLab. Include the URL and the Works Cited information.
1. Back to love and the perfect mate across time. . . Words from 1895 - the perfect man and the perfect woman. My how times have changed!
2. What two items are you comparing and contrasting? Thanks for posting, but please share with the class.
3. Transitions . . . use often in the comparison/contrast essay. Otherwise, your paper will read like a list. It needs to be conversational.
http://www.studygs.net/wrtstr6.htm
http://grammar.ccc.commnet.edu/grammar/transitions.htm
also see Write Now pp. 423-424
4. Writing introductions...make yours great!
http://grammar.ccc.commnet.edu/grammar/intros.htm
http://homeworktips.about.com/od/paperassignments/a/introsentence.htm
http://grammar.about.com/od/il/g/Introductory-Paragraph.htm
5. The ever "popular" thesis statement . . . how to write one...remember, a thesis statement answers the question, "What's your point?" The rest of the paper proves that point.
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
See Write Now, pp. 412-417 for additional information.
6. Writing conclusions. . . make the readers remember!
http://leo.stcloudstate.edu/acadwrite/conclude.html
http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
7. There are even more ways to avoid run-on sentences. Meet the Snobs! (Conjunctive adverbs)
http://www.engl.niu.edu/wac/conjadv.html They really like their jewels! (; and ,)
FANBOY review . . .
Homework
1c. View "Narrowing a Thesis," video 48 in MyCompLab/Write Now. After viewing the video, explain, in your own words, how to write a thesis statement. Then, write the thesis statement for your comparison/contrast essay. Post both in My Comp Lab.
2c. Write the draft of your comparison/contrast essay.
Concentrate on the following:
- the introduction
- the thesis
- the organization (Use one either point by point or item by item to organize.)
- the conclusion
- transitions
- elaboration . . . this is not a list!
3c. Think about what research is needed to strengthen your essay. Locate at least one article for each item you are comparing and contrasting. Write a brief summary of each article. Post both in MyCompLab. Include the URL and the Works Cited information.
Monday, September 3, 2012
September 4, 2012
Class Announcement: Due to a family emergency, I had to fly to Virginia last Thursday. I was unable to grade last Thursday's work. I will be catching up this week. I do apologize and will happily accept your late work!
Class Work
How did the essay writing go? Questions? How was the formatting? Did you run into problems with the documentation?
1. Review of two ways to organize comparison/contrast essays. (Two Shoes)
2. Practice: With a partner, select two web sites to compare and contrast.
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm
"Shopping in America"
"American Space, Chinese Place"
4. Let's discuss dating customs then and now. . .
5. There are even more ways to avoid run-on sentences. Meet the Snobs! (Conjunctive adverbs)
http://www.engl.niu.edu/wac/conjadv.html They really like their jewels! (; and ,)
FANBOY review . . .
Homework
Activity 1B. Decide what two items/actions/ activities/places, etc. you will compare and contrast. Do your research. Read about them. Go there. Participate in the activities. Research what others have to say. What do experts report? Collect information.
Create an outline of your findings. Use one of the formats discussed in class: point-by-point or item-by-item. Post your outline in My Comp Lab. It is due Thursday.
2B. Read "Virtual Love" by Meghan Daum (Handout - it is not available on-line.)
Answer questions 2, 3, 6, 7, and 8. Post your answers in MyCompLab. You do not have to type the questions, but you do need to write complete sentences.
3B. Locate one article about on-line dating. Read it. Write a one or two paragraph summary of the article. Also, write an additional paragraph, explain if you agree or disagree with the information presented in the article. Post your paragraphs in MyCompLab.
Class Work
How did the essay writing go? Questions? How was the formatting? Did you run into problems with the documentation?
1. Review of two ways to organize comparison/contrast essays. (Two Shoes)
2. Practice: With a partner, select two web sites to compare and contrast.
- You might consider two soda companies, two shoe companies, two car companies, two cookie companies, etc.
- Look at both sites.
- Decide what three points you will compare and contrast. Will it be visual presentation? Perhaps you will compare information available. You might consider ease of use. There are other options, but this should get you started.
- Decide how you want to present the information. Will it be point by point or topic by topic?
- Present your findings to the class. Convince us that one site is clearly superior to the other.
http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm
"Shopping in America"
"American Space, Chinese Place"
4. Let's discuss dating customs then and now. . .
5. There are even more ways to avoid run-on sentences. Meet the Snobs! (Conjunctive adverbs)
http://www.engl.niu.edu/wac/conjadv.html They really like their jewels! (; and ,)
FANBOY review . . .
Homework
Activity 1B. Decide what two items/actions/ activities/places, etc. you will compare and contrast. Do your research. Read about them. Go there. Participate in the activities. Research what others have to say. What do experts report? Collect information.
Create an outline of your findings. Use one of the formats discussed in class: point-by-point or item-by-item. Post your outline in My Comp Lab. It is due Thursday.
2B. Read "Virtual Love" by Meghan Daum (Handout - it is not available on-line.)
Answer questions 2, 3, 6, 7, and 8. Post your answers in MyCompLab. You do not have to type the questions, but you do need to write complete sentences.
3B. Locate one article about on-line dating. Read it. Write a one or two paragraph summary of the article. Also, write an additional paragraph, explain if you agree or disagree with the information presented in the article. Post your paragraphs in MyCompLab.
Wednesday, August 29, 2012
August 30 - Thursday
Class Work
1. How is the work going? Questions? Concerns?
2. Peer Editing Activity and Introduction to the Writing Rubric. (handout - the document is also available on BlackBoard.)
3. Learn to use EasyBib for your Works Cited page. You must register at the site, but it is FREE! Just remember who you are and the e-mail you used. The site will keep your sources safe! It will create perfectly formatted MLA Works Cited pages. What could be better?
www.easybib.com
4. Learn to give credit to your sources within the text.
Homework
Activity #8 - Post your answer in MCL. This will be due next Tuesday....This is a leftover assignment from Tuesday.Using EasyBib or other citation machine, create a Works Cited page for your Body Art paper. Include the three articles you located for homework over the weekend. Also include an interview with one of the others in class. You may include additional sources if you have them.
www.easybib.com
The document you post in MCL will be a Word document. Formatting counts. If you follow all the steps in EasyBib, the Word documents will be created for you.
(#10 was part of Tuesday's homework.)
Activity #11 Post in MCL.
write your final draft of the Body Art essay.
Learn to write comparison/contrast essays by reading Chapter 23 in Write Now. Then, complete exercise #2 on p. 459. Instead of highlighting instances where you found comparison and contrast strategies, list them in the space in MCL. Following your list, include the two to three sentence assessment as described in the assignment.
1. How is the work going? Questions? Concerns?
2. Peer Editing Activity and Introduction to the Writing Rubric. (handout - the document is also available on BlackBoard.)
3. Learn to use EasyBib for your Works Cited page. You must register at the site, but it is FREE! Just remember who you are and the e-mail you used. The site will keep your sources safe! It will create perfectly formatted MLA Works Cited pages. What could be better?
www.easybib.com
4. Learn to give credit to your sources within the text.
- Sample essay: www.dianahacker.com/pdfs/hacker-Daly-
MLA.pdf - Write Now: pp. 394-399
- Write Now: pp. 384-385
- Write Now: pp. 377-379
- Pay special attention to Write Now: p. 381 - Strategies for summarizing, paraphrasing, and using quotations (Also pp. 375-376)
- View video 45 in the Write Now media resources Summarizing and Paraphrasing
- FANBOYS
- http://grammar.ccc.commnet.edu/grammar/ (PowerPoint)
- Complete practices 73 and 75 http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
- Take a stand.
- Begin with an amazing introduction.
- End with a memorable conclusion
- Present a clear point of view.
- Support with at least three in-text citations.
- Include your personal experience story, or at least part of it.
- Include the Works Cited page
- Use MLA formatting.
- Submit in MCL - Activity #11
Homework
Activity #8 - Post your answer in MCL. This will be due next Tuesday....This is a leftover assignment from Tuesday.Using EasyBib or other citation machine, create a Works Cited page for your Body Art paper. Include the three articles you located for homework over the weekend. Also include an interview with one of the others in class. You may include additional sources if you have them.
www.easybib.com
The document you post in MCL will be a Word document. Formatting counts. If you follow all the steps in EasyBib, the Word documents will be created for you.
(#10 was part of Tuesday's homework.)
Activity #11 Post in MCL.
write your final draft of the Body Art essay.
- Take a stand.
- Begin with an amazing introduction.
- End with a memorable conclusion.
- Present a clear point of view.
- Support with at least three in-text citations.
- Include your personal experience story, or at least part of it.
- Include the Works Cited page
- Use MLA formatting.
- Submit in MCL - Activity #11
Learn to write comparison/contrast essays by reading Chapter 23 in Write Now. Then, complete exercise #2 on p. 459. Instead of highlighting instances where you found comparison and contrast strategies, list them in the space in MCL. Following your list, include the two to three sentence assessment as described in the assignment.
Monday, August 27, 2012
Tuesday, August 28
Class Work
1. Learn to add dialogue to your personal body art experience by studying three personal example essays:
vate.org/pdf/ideas/creating_
3. Identify audience - who needs to know your opinion about body art?
4. Identify audience by looking at advertising. (Magazine activity - work with a partner.)
5. Persuasive techniques used in advertising:
See: http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm
Look for these examples in the ads you located. What techniques were used to persuade you to part with your money?
These are basically the same techniques that can be used in persuasive writing. Sometimes they go by other names, but the intent is the same - to convince the reader. (We will go into more detail in a later unit.)
6. Learn to format papers. See:
Check to be sure you followed MLA formatting
www.dianahacker.com/pdfs/hacker-Daly-
Also see pp. 393-399 in Write Now.
7. Give credit to your sources. Learn to use EasyBib.
www.easybib.com
8. Write the draft of your Body Art essay. The introduction is important. You will be answering the question, "What's your point?" Some folks call this the thesis. What are you trying to prove? In the essay, you need to make your point. Do this by supporting your excellent opinions with documented facts from your sources. (We will go over in-text citations on Thursday. Note where the information came from for now.) You also need to weave your personal body art experience into the paper. You might just have some, but not all of it. Or, you might include the entire story.
The conclusion is also important. End it with power! Do not change your mind in the middle of the essay.
Bring a paper copy to class for a peer editing activity on Thursday. (You may print in the room if printing is a problem.)
Homework
Activity #7 - Post your answers in MCL.
Write a brief description of the audience for your Body Art essay. (One or two paragraphs will be fine.)
Who are they? What is the age? Profession? Background? Does religion come into play? Social standing? Income? Education? These are some items to consider when identifying an audience and when writing to persuade that audience.
Activity #8 - Post your answer in MCL. This will be due next Tuesday....
Using EasyBib or other citation machine, create a Works Cited page for your Body Art paper. Include the three articles you located for homework over the weekend. Also include an interview with one of the others in class. You may include additional sources if you have them.
The document you post in MCL will be a Word document. Formatting counts. If you follow all the steps in EasyBib, the Word documents will be created for you.
Activity #9 - Post your answer in MCL.
Read pp. 424-426. Also see: http://grammar.ccc.commnet.edu/grammar/intros.htm and http://grammar.ccc.commnet.edu/grammar/composition/endings.htm In your own words explain what makes an excellent introduction and powerful conclusion. How can you add "energy" to both?
(Two paragraphs required.)
Activity #10 - Post your answer in MCL
See #8 under Class Work. Write the draft and post. Also, print a paper copy to bring to class for a peer editing activity on Thursday.
1. Learn to add dialogue to your personal body art experience by studying three personal example essays:
- "If Only" by Paul Monahan (paper handout)
- http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm
- "Fish Cheeks" by Amy Tan (paper handout)
vate.org/pdf/ideas/creating_
3. Identify audience - who needs to know your opinion about body art?
4. Identify audience by looking at advertising. (Magazine activity - work with a partner.)
5. Persuasive techniques used in advertising:
See: http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm
Look for these examples in the ads you located. What techniques were used to persuade you to part with your money?
These are basically the same techniques that can be used in persuasive writing. Sometimes they go by other names, but the intent is the same - to convince the reader. (We will go into more detail in a later unit.)
6. Learn to format papers. See:
www.easybib.com
8. Write the draft of your Body Art essay. The introduction is important. You will be answering the question, "What's your point?" Some folks call this the thesis. What are you trying to prove? In the essay, you need to make your point. Do this by supporting your excellent opinions with documented facts from your sources. (We will go over in-text citations on Thursday. Note where the information came from for now.) You also need to weave your personal body art experience into the paper. You might just have some, but not all of it. Or, you might include the entire story.
The conclusion is also important. End it with power! Do not change your mind in the middle of the essay.
Bring a paper copy to class for a peer editing activity on Thursday. (You may print in the room if printing is a problem.)
Homework
Activity #7 - Post your answers in MCL.
Write a brief description of the audience for your Body Art essay. (One or two paragraphs will be fine.)
Who are they? What is the age? Profession? Background? Does religion come into play? Social standing? Income? Education? These are some items to consider when identifying an audience and when writing to persuade that audience.
Activity #8 - Post your answer in MCL. This will be due next Tuesday....
Using EasyBib or other citation machine, create a Works Cited page for your Body Art paper. Include the three articles you located for homework over the weekend. Also include an interview with one of the others in class. You may include additional sources if you have them.
The document you post in MCL will be a Word document. Formatting counts. If you follow all the steps in EasyBib, the Word documents will be created for you.
Activity #9 - Post your answer in MCL.
Read pp. 424-426. Also see: http://grammar.ccc.commnet.edu/grammar/intros.htm and http://grammar.ccc.commnet.edu/grammar/composition/endings.htm In your own words explain what makes an excellent introduction and powerful conclusion. How can you add "energy" to both?
(Two paragraphs required.)
Activity #10 - Post your answer in MCL
See #8 under Class Work. Write the draft and post. Also, print a paper copy to bring to class for a peer editing activity on Thursday.
Thursday, August 23, 2012
Body Art Research and Writing
Class Work
1. How did you do with the Overview module? Questions? I will grade this on Monday. How was the work load with this?
2. Rock Activity: Go outside and find a rock. Bring it back to class. This is now your rock for the remainder of the morning. You will be getting to know your rock and using your powers of descriptive writing to help you describe your rock in such a way that anybody in the room can identify it.
4. Discuss a personal body art experience (Think/pair/share)
5. Learn to write about a personal experience by studying three examples:
With the others at your table, discuss the who, what, when where, why, and how of the body art.
To what extent is comtemporary body art the same? How does it differ from ancient body art?
Create one report sheet to submit. (Who, What, When, Where, Why, How + a "same"/"different" chart) Be sure all names are on the paper
7. Overview of the homework. You must have access to MyCompLab.
Homework: MCL is short for MyCompLab.
Activity #1 (Post your answers in MCL)
Read: http://www.professorshouse.com/Family/Teens/Articles/Teenagers-and-Tattoos/
Make a bulleted list of important or interesting information from the article. Do you agree or disagree with the messages in this article? Explain.
What do you think? Was this information useful? Do you think teens or others would agree? Write a two - three paragraph response and post it in MyCompLab in the appropriate space.
Activity #2 (Post your answers in MCL)
Read "Under My Skin" by Jon Bowen
http://www.salon.com/1999/06/23/tattoo/
Answer the following questions for "Under My Skin."
1. How do the anecdotes about himself and his tattoo artist ("Flash Gordon") enrich this essay?
2. Bowen deliberately shifts from first person "I" to second person "you" as he describes the process of getting a tattoo and reconsidering the tattoo. Find three examples of the second person perspective as you evaluate this strategy.
3. Find three examples of Bowen's use of humor, catchy phrases or lively tone to keep this informative essay from becoming tedious or predictable.
4. The author uses allusions that may be familiar to many readers. Do you know the origin of "Flash Gordon", "tabula rasa" or "to undo or not to undo - that's the question?" How do references to familiar characters or phrases help or hinder an essay?
5. Evaluate Bowen's inclusion of direct quotations from tattoo technicians and medical specialists to describe the reasons for removal, the degree of pain, and the results. How does Bowen keep this research from making his essay too technical or inaccessible for the readers?
New thoughts . . .Why are tattoos, piercings, and unique hair designs so prevalent today? What has caused these forms of body art to enter mainstream American culture?
Activity #3 (Post your answers in MCL)
After reading "On Teenagers and Tattoos" by Andres Martin, answer questions 1-6 under Thinking About the Text. (Paper Handout from class)
Be sure that you number your answers and write complete sentences.
Activity #4 (Post your answers in MCL)
Read the information at http://www.enotes.com/topics/how-write-summary
This will explain how to write a summary.
1. Locate three additional articles related to the topic of Body Art.
2.Write and post a 50 word summary of each article.
3.In addition, include a brief personal reaction to the article. Was it useful? Was there new information? Do you agree with the author?
4. Include source information for each article.
Activity # 5 (Post your writing in MCL)
We have all had a personal experience with body art. Keep in mind that body art may be a simple as a new hair cut or selecting a special type of clothing for an event. Think back to your past. In writing, create that special moment when you had a personal experience with body art. Describe in detail. Description is the key.
Also, include dialogue when writing your personal experience. Remember to begin a new paragraph every time you change speakers.
Use this link to review the rules for punctuating dialogue: http://fictionwriting.about.com/od/writingexercises/qt/punctuation.htm
http://www.be-a-better-writer.com/punctuate-dialogue.html
Use this link to review the guidelines for writing an effective description that includes dialogue:
http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm
Activity #6 (Use the discussion board in MCL)
Post your thoughts about Body Art on the discussion board in MyCompLab. You must respond twice to earn 10 points. Each response must be at least three complete sentences and on-topic.
1. How did you do with the Overview module? Questions? I will grade this on Monday. How was the work load with this?
2. Rock Activity: Go outside and find a rock. Bring it back to class. This is now your rock for the remainder of the morning. You will be getting to know your rock and using your powers of descriptive writing to help you describe your rock in such a way that anybody in the room can identify it.
- Listen to the questions and respond in writing.
- Once finished with the questions, turn your answers into smooth flowing paragraphs.
- Place your rock on the "rock" table.
- Swap paragraphs - locate the rock described.
4. Discuss a personal body art experience (Think/pair/share)
5. Learn to write about a personal experience by studying three examples:
- "If Only" by Paul Monahan (paper handout)
- http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm
- "Fish Cheeks" by Amy Tan (paper handout)
With the others at your table, discuss the who, what, when where, why, and how of the body art.
To what extent is comtemporary body art the same? How does it differ from ancient body art?
Create one report sheet to submit. (Who, What, When, Where, Why, How + a "same"/"different" chart) Be sure all names are on the paper
7. Overview of the homework. You must have access to MyCompLab.
Homework: MCL is short for MyCompLab.
Activity #1 (Post your answers in MCL)
Read: http://www.professorshouse.com/Family/Teens/Articles/Teenagers-and-Tattoos/
Make a bulleted list of important or interesting information from the article. Do you agree or disagree with the messages in this article? Explain.
What do you think? Was this information useful? Do you think teens or others would agree? Write a two - three paragraph response and post it in MyCompLab in the appropriate space.
Activity #2 (Post your answers in MCL)
Read "Under My Skin" by Jon Bowen
http://www.salon.com/1999/06/23/tattoo/
Answer the following questions for "Under My Skin."
1. How do the anecdotes about himself and his tattoo artist ("Flash Gordon") enrich this essay?
2. Bowen deliberately shifts from first person "I" to second person "you" as he describes the process of getting a tattoo and reconsidering the tattoo. Find three examples of the second person perspective as you evaluate this strategy.
3. Find three examples of Bowen's use of humor, catchy phrases or lively tone to keep this informative essay from becoming tedious or predictable.
4. The author uses allusions that may be familiar to many readers. Do you know the origin of "Flash Gordon", "tabula rasa" or "to undo or not to undo - that's the question?" How do references to familiar characters or phrases help or hinder an essay?
5. Evaluate Bowen's inclusion of direct quotations from tattoo technicians and medical specialists to describe the reasons for removal, the degree of pain, and the results. How does Bowen keep this research from making his essay too technical or inaccessible for the readers?
New thoughts . . .Why are tattoos, piercings, and unique hair designs so prevalent today? What has caused these forms of body art to enter mainstream American culture?
Activity #3 (Post your answers in MCL)
After reading "On Teenagers and Tattoos" by Andres Martin, answer questions 1-6 under Thinking About the Text. (Paper Handout from class)
Be sure that you number your answers and write complete sentences.
Activity #4 (Post your answers in MCL)
Read the information at http://www.enotes.com/topics/how-write-summary
This will explain how to write a summary.
1. Locate three additional articles related to the topic of Body Art.
2.Write and post a 50 word summary of each article.
3.In addition, include a brief personal reaction to the article. Was it useful? Was there new information? Do you agree with the author?
4. Include source information for each article.
Activity # 5 (Post your writing in MCL)
We have all had a personal experience with body art. Keep in mind that body art may be a simple as a new hair cut or selecting a special type of clothing for an event. Think back to your past. In writing, create that special moment when you had a personal experience with body art. Describe in detail. Description is the key.
Also, include dialogue when writing your personal experience. Remember to begin a new paragraph every time you change speakers.
Use this link to review the rules for punctuating dialogue: http://fictionwriting.about.com/od/writingexercises/qt/punctuation.htm
http://www.be-a-better-writer.com/punctuate-dialogue.html
Use this link to review the guidelines for writing an effective description that includes dialogue:
http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm
Activity #6 (Use the discussion board in MCL)
Post your thoughts about Body Art on the discussion board in MyCompLab. You must respond twice to earn 10 points. Each response must be at least three complete sentences and on-topic.
Wednesday, August 22, 2012
Syllabus
Some of you were having difficulty getting the syllabus button to work on BlackBoard. Use the copy below. It is the same.
Required Text
Course Competencies
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,on-line discussions, 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.
Syllabus English
101
ESTRELLA
MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton
Blog: www.eatonenglish101.blogspot.com
(I use this to guide our work in
class. You may find it helpful for review.)First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton
Adjunct
Office: 623- 935-8139 in
Montezuma Hall 119 (You may phone the office and leave a message for me between
8:00 am and 5:00 pm on weekdays. Papers may be left with Ms. Terri Propes or put
into the night drop box after hours.)
Required Text
Write Now
by Daniel Anderson You MUST
have your own copy of the book and use the person code. The book is available in
the campus bookstore.
Note: This syllabus is subject to
change based upon the progress of the class. Daily updates will be provided on the BLOG. If you miss a class,
be sure to contact me by e-mail and ask for a copy of the daily
information.
Office
Hours: By appointment –
my schedule is flexible.
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.
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.
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: Patricia.Eaton@estrellamountain.eduand go
to www.eatonenglish101.blogspot.comfor daily
updates for the course.
Students are
expected to complete any homework for the missed day by the next class
period.
Important
FYI:
Attendance
policy (typically, students are allowed the number of unofficial absences
according to the number of times a class meets per week; ex: TR, students are
allowed one unofficial absences and may be dropped after
that.)
2.3.2
Attendance
- Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.
- Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.
- At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.
- Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or at the college.
Late
Work: Make-ups of
in-class writing assignments are at the instructor’s discretion. Students
turning their work in after the due date may 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. In
order to tape group discussions, permission must be given by the instructor and
the students in the group.
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.”0 0 <
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Student Support
Services: For writing
assistance in the Learning Enhancement Center, students should contact Susan
Malmo, Writing Center Coordinator, at 623-935-8419. The Writing Center is
located on the first floor of Estrella Hall.
Grading
Scale:
See Blackboard
Modules for points possible. (This is subject to change if I find that more
practice is needed in some areas or if some skills are already known and used by
the class.)
A=
90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
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 exercises, 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.
2.3.11
Academic Misconduct
- Definitions
- Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
- Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
- Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the internet and not properly identified is also considered plagiarism.
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,on-line discussions, 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.
FYI: Exam schedule – please
check the exam schedule at: http://www.estrellamountain.edu/academics/final-exam-schedule.
Competencies Matrix:
http://www.estrellamountain.edu/employees/committees/saac/gen-ed-abilities
Writing
Rubric: SAAC-October
21st-draft.doc
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