Tuesday - January 31, 2012

Class Work

1.  I have extended the due date of the My Comp Lab diagnostic test and the tattoo paragraph(s).  Have both completed by the beginning of class on Thursday. Let me know if you are still having trouble getting registered. Sign-in now. Pair up and try diagnostic #2. (You each need to be signed in, but you should discuss the answers before clicking them. See if it is easier when you discuss the possibilities.) Again, this assignment counts toward your class/homework participation grade. If you do it, you receive full credit. I will use the information from the diagnostic to plan future lessons.

Hopefully, you are up-and-running now. Contact me if you still cannot sign-in.

2. Finally, we will do the Rock Activity! Grab your rock. Let's begin! (In-class activity only.)

3. How was the description in your tattoo paper? Should you add more? Is it just right? Share with a partner and decide.

4. Dialogue - did you include any in your tattoo description? Could you? Dialogue brings writing to life.
(Partner activity - creating dialogue.)

Create a character:
A. Pick a profession
B. Pick a location
C. Pick an object

Now, find a partner - only one. Pretend you are the person with the profession and you run into your partner at the location. Now, talk about your object. Partner - role play and be the person with your selected profession.

Next, go to the location of your partner. Discuss their object.

Write down the conversation. In fact, you can type back and forth to each other. Print the final discussions for each location.

Did you use quotation marks? Go back through the dialogue and check. Review the rules below:
http://www.bownet.org/5la/grammar/punctuatingdialogue.htm

Homework
1. What do you think about body art? Are you for it or against it? Who needs to know what you think?
Define your audience. How old are they? What is their occupation? Where do they live? Why are they concerned, or why should they be concerned? Why do they need to know what you think?

Pretend you have to give a talk to this group. Visualize the audience. Tell the reader who they are. Write this in paragraph form. Bring the draft to class on Thursday.





Next, the partner

Thursday

Class Work

1. Share your description of the tattoo. Show the group your picture after you read your paragraphs.
Group questions/comments:
A. Did the description match the actual picture?
B. What were the best words/phrases/sentences in the paragraph(s)?
C. What imagery was used to help you visualize the actual photo?
D. Other comments . . . .

Descriptive Writing Tips
http://www.montanalife.com/writing/descriptive_writing_techniques.html

Descriptive writing activity - The Rock! (In-class activity only - no handouts)

2. Let's sign into MyCompLab:
11:30 Course ID: Eaton0123122C

1:00 Course ID: Eaton0059892C

For homework, complete the Diagnostic activity. It is due by the beginning of class on Tuesday.
Also, submit your descriptive paragraph - for practice. It, too, is due by the beginning of class on Tuesday.

Also, submit the tattoo description on MyCompLab - this is for practice.

There are many ways to make a memoir come alive. One of the best ways is to add dialogue. Here are the rules:
http://fictionwriting.about.com/od/writingexercises/qt/punctuation.htm

Sample Essay: "An Excerpt from An American Childhood" pp. 124-125 in Write Now

Homework

1. Complete the diagnostic test and submit your tattoo paragraph(s) in MyCompLab.

2. Think about your own experiences with body art. Select one to describe in detail complete with dialogue. Write the draft of your experience and bring it to class on Tuesday.

Tuesday, January 24, 2012

Class Work
1. Submit your first essay. The FINAL COPY goes on top of the rough draft and peer editing notes.
We will pick up where we left off on Thursday -

Group Activities
Activity A: For 5 minutes, write an argument supporting the use of body art.
Activity B: For 5 minutes, write an argument against body art.
Activity C: Investigate the history of tattoos, piercings, body modification, or hair design. Share what you discovered with those in your group.
Activity D: Interview each other. ( Talk to at least two other students.) Ask about tattoos, piercings - or the lack there of. Consider using 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. http://www.easybib.com/

Let's discuss the homework:

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? Explain/discuss.


and

Read "Under My Skin" by Jon Bowen
http://www.salon.com/1999/06/23/tattoo/

Answer the following questions for "Under My Skin." Be prepared to discuss in class.

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?

********************************************************************************
Let's work on description . . .


Pick a rock - this is your rock - you will be describing your rock in such a way that others can pick it out of all other rocks.

*******************************************************************************
Homework

Work on description.

For extra information about writing descriptions see:
http://www.buzzle.com/articles/descriptive-writing.html
and
Write Now - pp. 438-439.


Select a picture of a tattoo, piercing, or hair-do. Describe it in detain. Decide how you will organize your description. Will you describe it from top to bottom? Will you describe it from far to near? Would it be better to describe it from left to right? Decide what will result in the most effective description. Pay attention to colors and shapes. Use comparisons. Describe it in such a way that the reader can tell if you like or dislike what you see. (Word choice is very important here!)

This should be one or two paragraphs long. Bring the picture and the paragraphs to class on Thursday. You may e-mail both to yourself so that you can call them up on the computers on Thursday or you may bring paper copies.

Be sure to give credit to the source of your picture. Add to your Works Cited list.

Reminder: You must have your copy of Write Now and the Access Code with you in class on Thursday.

January 19, 2012

Class Work

1. Peer Editing Activity - Meet the EMCC Writing Rubric

• Your paper will be read by three editors. Please place your name at the top of the rubric. You are the AUTHOR.
• Reader #1 will sign in the CONTENT space and will read your essay for content only.
• Reader #2 will sign in the CLARITY space and will read your essay for clarity only.
• Reader #3 will sign in the EDITING space and will read your essay for GUM issues. (Grammar/usage/mechanics)
• For homework, review the comments from your editors. Make changes as needed. Remember, you are the author and have the final say. The final copy is due on Tuesday. (See information in the homework area below.)

2. Learn to format in MLA style: http://homeworktips.about.com/od/mlastyle/ig/Sample-MLA-Pages/firstpage.htm

Also see pp. 394-399 in Write Now.

3. Meet EasyBib. Keep track of your sources and created a properly formatted Works Cited page by using this site.

www.easybib.com

Register for the site with a working e-mail address. It will keep track of your sources for each project. The site is free. (Ignore the commercials! I suggest that you turn the sound off when visiting this site.)

http://www.thetattoocollection.com/history_of_tattoos.htm

3. Group Activity

Activity A: For 5 minutes, write an argument supporting the use of body art.
Activity B: For 5 minutes, write an argument against body art.Activity C: Investigate the history of tattoos, piercings, body modification, or hair design. Share what you discovered with those in your group.
Activity D: Interview each other. ( Talk to at least three other students.) 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. www.easybib.com

Homework

Read: http://www.professorshouse.com/Family/Teens/Articles/Teenagers-and-Tattoos/ Make bulleted list of important or interesting information from the article. Do you agree or disagree with the messages in this article? Explain.

and

Read "Under My Skin" by Jon Bowen http://www.salon.com/1999/06/23/tattoo/

Answer the following questions for "Under My Skin." Be prepared to discuss in class.

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? 

(Questions from Between Worlds pp. 32-33.) 

Write the final copy of your introductory essay. On Tuesday you will submit the following:

• Draft
• Peer editing comments on the rubric
• Final copy

The final copy needs to be double spaced and follow MLA formatting. See pp.394-399 in Write Now for a sample essay and guidelines for formatting.

or

http://homeworktips.about.com/od/mlastyle/ig/Sample-MLA-Pages/firstpage.htm

Spring 2012

Syllabus English 101 -Spring 2012

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

First Year Composition – 3 Credit Hours – English 101

Instructor: Mrs. Patricia Eaton

E-mail:  patricia.eaton@estrellamountain.edu

Blog:  http://www.eatonenglish101.blogspot.com/

You are expected to check the blog if you miss a class. All information about the class will be posted. Links to readings and activities will be provided.

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 personal code for required on-line access. 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.
Course Competencies


1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.

2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.

3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.

4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.

5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.

6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.

7. Generate, format, and edit writing using appropriate technologies.

Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail: Patricia.Eaton@estrellamountain.edu and go to www.eatonenglish101.blogspot.com for daily updates for the course.

Students are expected to complete any homework for the missed day by the next class period.

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 two 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: Students with disabilities who believe that they may need accommodations in this class must request accommodations from the Disability Resource Center (KOM B-125) at 623.935.8863 or 623.935.8928 VP or drc@estrellamountain.edu When you receive the authorization forms from the DRC, please provide them to the instructor right away.

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.

Learning Support Information-Hours of Operation

NASA Center & LEC / Writing Center

Monday – Thursday 7:30am - 8:00pm

Friday 7:30am - 4:30pm

Information Commons

Monday – Thursday 7:30am – 9:30pm

Friday 7:30am – 4:30pm

Saturday 8:00am – 3:00 pm
Grading Scale:

• Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points each. I use the EMCC Writing Rubric. You may reach the rubric on BlackBoard. I will also provide a paper copy with each written assignment.

• One PowerPoint oral presentation: 100 points

• Exam essay - the exam counts as a regular essay. Note that all students must attend class on the day of the exam. This is an EMCC policy.

• Class participation = 100 points

A= 90-100%

B=80-89%

C=70-79%

D=60-69%

F=0-59%

Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing 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

1. Definitions

A. 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.

B. 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.

C. 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, 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: www.estrellamountain.edu/academics/final-exam-schedule

Competencies Matrix: http://www.estrellamountain.edu/employees/committees/saac/gen-ed-abilities

Writing Rubric - Go to Blackboard. The link to the rubric is in the column on the left. Simply click to read.

********************************************************************************
Getting to Know You

1.Take a slip of paper from the basket.
2.Think about it. How does the item listed relate to you.
3.When you introduce yourself to the class, give us your name and the name you go by.
4. Tell us about the item on the paper and how it relates to you.
5. If you can't think of anything, trade for a different slip.

This are the items:

Orange
Apple
 Peach
Test
 Dishes
Ugly
Home
Tree
Box
 Step
Bolt
Bicycle
Chair
Walk
Ice Cream
Wind
Swim
Lie
Rain
Fire
Flower
 Illness
Book
Money
Cake
Rug
Soap
Anchor
Song
Winter
Spring
Baby
Recipe
Shoe
Bag
Hand
Foot
 Lips

Homework

Assignment #1.

You will be writing a memoir as an introduction of yourself. The word "memoir" come from a French word. "Memoir is a genre of personal writing that focuses on an episode or a time frame within an individual's life. Memoirs strike a balance between documenting events and entertaining or instructing readers with larger lessons." (See p. 123 in Write Now.)

If you would like to look at a sample memoir, see pp. 124-125 in Write Now.

For example, if you think of Cheerios, your mind might shift to the Capital One credit card commercial where the baby throws Cheerios at the spokesperson. Then you might remember bags of the tasty treats in your little hands when as a child you went of a family trip and gobbled the little "Os" as the miles rolled by. Perhaps it was your favorite cereal and you ate it day after day after day. Perhaps you still do!

Think. Dream. Remember. Be the camera. Create the event. Share the story.

When writing memoir, please use first person.

Your memoir should be one or two pages in length. If you do not like the item you drew from the basket, pick another item from the list.

Bring a paper copy of the draft to class on Thursday.

Assignment #2
1. Conduct some research. Find the history of tattoos or piercings. Who were the earliest people to use the custom? Why was it done? At what age was it traditionally done? (Think of two other questions to explore.)

You may NOT use Wikipedia as your source. Find the information elsewhere!

Bring the information to class. Be sure you know the source of your article.

There will be a class discussion on Thursday be a class discussion on Thursday. You need the information to participate. Become the expert!









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