Class Work
1. Submit essays. The final copy goes on top. Place the rough draft and the peer editing sheet underneath.
2. Discuss personal experiences with piercings, tattoos, and/or hair design and color.
Homework
1. If you have not already done so, read "Under My Skin" by Jon Bowen in Between Worlds - pp. 29-33. Look at questions 1-4 in "Thinking About Text - pp. 32-33. Be prepared to discuss on Friday. Pay attention to the personal narrative sections.
2. Read "On Teenagers and Tattoos" pp. 24-29 in Between Worlds. Look at the "Thinking About the Text" questions on p. 28 in preparation for a class discussion.
3. Conduct a brief mini research activity on the history of tattoos and body adornment. When did the practices begin. Why are they done? What variety exists. Prepare a bulleted list of ten or more points. Bring the list to class on Friday.
4. Continue working on the on-line assessment. you need to finish by Friday.
Wednesday, January 26, 2011
Sunday, January 23, 2011
Monday, January 24, 2011
Class Work
1. Review the writing rubric and use it as a basis for a peer editing activity. Sharing will follow.
2. Sign in to Easybib and create two "practice" entries. www.easybib.com
3. Sign in to Connect Composition - the on-line grammar book and assessments.
4. By the end of the day on Friday, you need to complete the first assessment. Get started in class and finish at home.
5. The code for our class is English 101.
Homework
1. Write the final copy of your "writing" essay. Be sure to use MLA documentation and page formatting. Double space every line. Use a header to place your last name and the page number in the upper right hand corner.
2. Work on the first assessment in the on-line handbook.
3. Read "Under My Skin" by Jon Bowen in Between Worlds - pp. 29-33. Look at questions 1-4 in "Thinking About Text - pp. 32-33. Be prepared to discuss on Wednesday.
1. Review the writing rubric and use it as a basis for a peer editing activity. Sharing will follow.
2. Sign in to Easybib and create two "practice" entries. www.easybib.com
3. Sign in to Connect Composition - the on-line grammar book and assessments.
4. By the end of the day on Friday, you need to complete the first assessment. Get started in class and finish at home.
5. The code for our class is English 101.
Homework
1. Write the final copy of your "writing" essay. Be sure to use MLA documentation and page formatting. Double space every line. Use a header to place your last name and the page number in the upper right hand corner.
2. Work on the first assessment in the on-line handbook.
3. Read "Under My Skin" by Jon Bowen in Between Worlds - pp. 29-33. Look at questions 1-4 in "Thinking About Text - pp. 32-33. Be prepared to discuss on Wednesday.
Thursday, January 20, 2011
Friday, January 21, 2011
Class Work
1. Create groups of four. Share your quotation and explain why you liked it and how it applies to you. Each group needs to assign a time keeper. Each "speaker" has up to two minutes to share.
2. Your discussion serves as an early step in the writing process. You are now ready to write a 1-2 page essay introducing your "writing" self to me and to the class. The draft is due on Monday. Bring a double-spaced paper copy to class.
3. We will take a look at the EMCC Writing Rubric. This will be used to score the papers you write in class.
4. Get signed on to Easybib. This will be an invaluable tool for you as you conduct research and document your sources. http://easybib.com/
Homework
1. Write the draft of your paper. Bring a paper copy to class on Monday. Double-space, please.
2. Be sure you have your Connect Composition card. Bring it with you on Monday.
3. Obtain your Between Worlds book. There will be a reading assignment on Monday. If you have the older version of the book, it is the same as the newer book with the dark cover. The newer book is missing the last part of the book, a handbook. We only use the book for reading. Feel free to use the version that will save you the most money.
1. Create groups of four. Share your quotation and explain why you liked it and how it applies to you. Each group needs to assign a time keeper. Each "speaker" has up to two minutes to share.
2. Your discussion serves as an early step in the writing process. You are now ready to write a 1-2 page essay introducing your "writing" self to me and to the class. The draft is due on Monday. Bring a double-spaced paper copy to class.
- Pay attention to the introduction. Capture our attention.
- Use vivid details. Tell your story. This is a paper about you, so write in first person.
- Create a memorable conclusion. It does not need to be long, but the readers need to know that you are finished.
- Be sure to include your quotation in the paper! Give credit to the "owner" of the quotation.
3. We will take a look at the EMCC Writing Rubric. This will be used to score the papers you write in class.
4. Get signed on to Easybib. This will be an invaluable tool for you as you conduct research and document your sources. http://easybib.com/
Homework
1. Write the draft of your paper. Bring a paper copy to class on Monday. Double-space, please.
2. Be sure you have your Connect Composition card. Bring it with you on Monday.
3. Obtain your Between Worlds book. There will be a reading assignment on Monday. If you have the older version of the book, it is the same as the newer book with the dark cover. The newer book is missing the last part of the book, a handbook. We only use the book for reading. Feel free to use the version that will save you the most money.
Tuesday, January 18, 2011
January 19, 2011
Class Work
1. Welcome and introductions
2. Overview of the syllabus
3. Quotations about writing
http://koti.mbnet.fi/pasenka/quotes/q-writ.htm#Writing is heaven
Homework
1. Locate a quotation that reflects your thoughts about and experiences with writing. Use the link above or do an on-line search for more quotations. Simply type in Quotations about Writing in the "search" box. Many sites are out there. Be prepared to share and explain your selected quotation with a small group of students in class on Friday.
2. The quotation will be a starting point for a one to two page written reflection on your life as a writer. Prepare to tell me what I need to know about you as a writer. More information will be given on Friday.
Reminder: Purchase your books. You will need both on Monday.
1. Welcome and introductions
2. Overview of the syllabus
3. Quotations about writing
http://koti.mbnet.fi/pasenka/quotes/q-writ.htm#Writing is heaven
Homework
1. Locate a quotation that reflects your thoughts about and experiences with writing. Use the link above or do an on-line search for more quotations. Simply type in Quotations about Writing in the "search" box. Many sites are out there. Be prepared to share and explain your selected quotation with a small group of students in class on Friday.
2. The quotation will be a starting point for a one to two page written reflection on your life as a writer. Prepare to tell me what I need to know about you as a writer. More information will be given on Friday.
Reminder: Purchase your books. You will need both on Monday.
Friday, January 14, 2011
January 18, 2011 - Syllabus for English 101
Congratulations! You found the blog. This is the place where you can check on in-class assignments along with homework assignments. Links to outside readings will also be posted here.
The syllabus follows:
English 101: Spring 2011 – MWF @ 7:00 am
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com
Blog: eatonenglish101.blogspot.com
Required Texts:Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
The McGraw-Hill Handbook 2nd edition – on-line
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description(Prerequisite: English placement test score of a grade of “C” or better in English 071.)English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com or the Estrella Mountain e-mail) and go to eatonenglish101.blogspot.com for daily updates for the course. Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. 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, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.
Grading Scale:Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points each. Exam essay = The exam counts as a regular essay. 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 notes, drafts, peer and self” editing marks, and other items required for the specific essay. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper MLA for documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
The syllabus follows:
English 101: Spring 2011 – MWF @ 7:00 am
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com
Blog: eatonenglish101.blogspot.com
Required Texts:Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
The McGraw-Hill Handbook 2nd edition – on-line
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description(Prerequisite: English placement test score of a grade of “C” or better in English 071.)English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com or the Estrella Mountain e-mail) and go to eatonenglish101.blogspot.com for daily updates for the course. Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. 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, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.
Grading Scale:Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points each. Exam essay = The exam counts as a regular essay. 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 notes, drafts, peer and self” editing marks, and other items required for the specific essay. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper MLA for documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
Tuesday, December 14, 2010
Exam
Our exam is Thursday, December 16th in our regular room.
If you are finished with your essay, just come to class, take one last look at your essay, and submit it.
If you need the exam time to write your essay, just sit down and get started. You must finish by the end of the exam period - about 11:45 am. No exams can be accepted after the end of the exam period.
You must submit a paper copy of your essay in MLA format. No e-mail attachments will be accepted.
You may bring your Between Worlds book to class if you want to reference any of the articles.
Contact me at my yahoo e-mail account if you have questions.
patriciaeatonaz@yahoo.com
If you are finished with your essay, just come to class, take one last look at your essay, and submit it.
If you need the exam time to write your essay, just sit down and get started. You must finish by the end of the exam period - about 11:45 am. No exams can be accepted after the end of the exam period.
You must submit a paper copy of your essay in MLA format. No e-mail attachments will be accepted.
You may bring your Between Worlds book to class if you want to reference any of the articles.
Contact me at my yahoo e-mail account if you have questions.
patriciaeatonaz@yahoo.com
Tuesday, December 7, 2010
Tuesday, December 7. 2010
Class Work
1. Practive with sentence combining: http://grammar.ccc.commnet.edu/grammar/quizzes/combining_quiz2.htm
#A
· She was our Latin teacher.
· We were in high school.
· She was tiny.
· She was a birdlike woman.
· She was swarthy.
· She had dark eyes.
· Her eyes were sparkling.
· Her hair was graying.
#B
· The dancer was not tall.
· The dancer was not slender.
· The dancer was extremely elegant.
2. Discussion of living "between worlds." Take a look at sample essays:
A. "From 'Group Home Child' to College Success" by Tamecka L. Crawford
B. "Fish Cheeks" by Amy Tan
C. from Long Walk to Freedom by Nelson Mandela
D. "Dream Girl for My Son" by Patricia Seward Eaton
3. What did our book say? Look back at the sample essays in our book.
4. Selecting a topic - "What's your point?" We all life "between worlds" at some point in our lives. What "worlds" have you experienced? What challenges pop up when those worlds collide? What lessons have you learned? What message can you share with your readers?
5. Taking a look at Freedom Writers and/or Snow Falling of Cedars. What other movies have you seen that show the challenges faced when a character finds him or her self "between worlds?"
Homework
1. Cluster or free-write to recreate details about your "story."
2. Write the introduction and "map" where you plan to go. What's your point? What lessons did you learn? Bring the introduction to class on Thursday.
1. Practive with sentence combining: http://grammar.ccc.commnet.edu/grammar/quizzes/combining_quiz2.htm
#A
· She was our Latin teacher.
· We were in high school.
· She was tiny.
· She was a birdlike woman.
· She was swarthy.
· She had dark eyes.
· Her eyes were sparkling.
· Her hair was graying.
#B
· The dancer was not tall.
· The dancer was not slender.
· The dancer was extremely elegant.
2. Discussion of living "between worlds." Take a look at sample essays:
A. "From 'Group Home Child' to College Success" by Tamecka L. Crawford
B. "Fish Cheeks" by Amy Tan
C. from Long Walk to Freedom by Nelson Mandela
D. "Dream Girl for My Son" by Patricia Seward Eaton
3. What did our book say? Look back at the sample essays in our book.
4. Selecting a topic - "What's your point?" We all life "between worlds" at some point in our lives. What "worlds" have you experienced? What challenges pop up when those worlds collide? What lessons have you learned? What message can you share with your readers?
5. Taking a look at Freedom Writers and/or Snow Falling of Cedars. What other movies have you seen that show the challenges faced when a character finds him or her self "between worlds?"
Homework
1. Cluster or free-write to recreate details about your "story."
2. Write the introduction and "map" where you plan to go. What's your point? What lessons did you learn? Bring the introduction to class on Thursday.
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