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.

• 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.

3. Body Art...Who has body art? What is body art? What are the results? When is body art used? When did body art start? (What is the history of body art?  Where can one get body art? Why do people use body art? How is body art obtained? How do people respond to body art? (Discussion)

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)

6. Read either the "History of Body Piercings" or the "History of Tattoos".  (Paper copies in class.)
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.





 

Syllabus

Some of you were having difficulty getting the syllabus button to work on BlackBoard.  Use the copy below. It is the same.

Syllabus English 101

ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton

E-mail: patricia.eaton@estrellamountain.edu

Blog: www.eatonenglish101.blogspot.com (I use this to guide our work in class. You may find it helpful for review.)

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.

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.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 < /span>

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%

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
   1. 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.
   2. 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.
   3. 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

First Class

August 21, 2012

Welcome to English 101 - a course that is live and virtual! You get the best of both worlds.

Required:  Write Now
This must include YOUR registration code. You cannot complete the assignments without it. You need to have it by this afternoon. If the book is not available in the bookstore, you can purchase it on-line at the Pearson site.

Class Work

1. Introductions
2. Getting around BlackBoard . . . don't give up!
3. Syllabus Overview . . . click on the "syllabus" icon to view the syllabus.
4. Review of assignments in the Orientation Module.
*******************************************************************
5. Who likes to write????? What was your best writing experience? What was your worst?
(This discussion will help with the reflection paper in the Orientation module. It is due Thursday - posted in BlackBoard. )
 ****************************************************************
6. Locating quotations about writing:
http://www.quotegarden.com/writing.html

http://www.quotationspage.com/subjects/writing/

http://thinkexist.com/quotations/writing/

 Locate a quotation that sums up your personal opinion about writing. (This activity will help you with the Report Project in Module 1. It is due next Tuesday.
7. Learn to use EasyBib . . . add the source information that goes with your quotation.

www.easybib.com

You are required to give credit to your sources on all papers.

This first day covers technical aspects of the on-line course. You might get frustrated, but do not give up. I will check my e-mail every afternoon and do my best to answer your questions. 

There will probably be many questions with the orientation unit. Bring those questions to class on Thursday and we will work on solutions together.

Homework:  Complete the Orientation Module. Also, register for MyCompLab. You must do this in order to complete the orientation module.

Grade Update . . .

The grading is in progress. Final grade will NOT be available until Friday afternoon.

Exam Day!



Reminder to my 11:30 class. . . our exam begins at 11:00 in our regular room. The exam period ends at 12:45. Once you have printed and submitted the final copy of the "artifact" essay, you are free to leave.

Reminder to my 1:00 class . . . our exam begins at 1:00 in our regular room. Computers are available. You will need to e-mail the final to me as the computers are not linked to the printer. If you printed a paper copy at home, you may submit that. There is no need to send a copy via e-mail. Once the final copy is submitted electronically or on paper, you are free to leave.

Papers will be returned. Some are still in progress. Do not panic yet. If a grade is missing on Thursday, let me know. Grades are not due until Friday afternoon. There is time to get everything in order.

If you want the exam and any as yet ungraded papers returned to you, write your name and address on an index card and leave it with me. I will mail them to you. The college pays for postage to provide this service.

Thank you for an outstanding semester! I wish all of you the best of luck in your future studies. You will make a positive difference in this world!

Class Work

We will finish the review...see Tuesday's post.

We will complete a peer editing activity.

Homework
Work on the final copy of your artifact essay.

You MUST come to the exam on Tuesday. You will have the entire time to finish your essay. There is also a short "reading" activity where you will be asked questions about an article to be given on the day of the exam.

Exam times:

The 11:30 class will begin the exam at 11:00 am in our regular class room. It ends at 12:45 pm.

The 1:00 class will begin the exam at 1:00 pm in our regular class room. It ends at 2:45 pm.

Class Work

Let's review some important writing tips.

Name: ___________________________________   Class: ________________________________

Last Minute Tips

Directions: Correct the following sentences. There may be more than one problem. There are many correct ways to write beautiful sentences!

1.       Moving side-to-side; feeling seasick and not knowing where to go or what to do. (fragment)

2.       Leaving lights on in empty rooms, computers left on for days and using dishwashers and washing machines when they are not completely full are the effects of these carbon footprints. (parallel structure and causes vs. effects)

3.       Try as one might, a person can be a difficult to get rid of as a fungus. They can disrupt us and even use up all of our food and take up all our space. (Pronoun agreement and parallel structure)

4.       I got to thinking to myself what could be the cause of the temperature rising and the only think I could think of would be from this well-known problem known as global warming. (point-of-view and sentence structure)

5.       It is never too late to make a change and although we may not have the power to change every single person’s opinion, we have the power to take action for our own decisions.  (run-on sentence/confusing message)

6.       We as humans need to stop polluting our earth because it harms the ocean which then affects our food sources, animals and will affect us. (Confusing)

7.       On the back of this paper, sketch the first page of an MLA essay. Make up a title for the work and punctuate it correctly.

8.       List guidelines for a Works Cited page. What does it look like? What font(s) should be used? How is the spacing?

9.       Using an interview, web site, and book create a three-entry Works Cited page.

10. What are the top five things to remember about in-text citations? List them.

11. Know the difference:

·         To/too/two

·         Their/there/they’re

·         Wear/where/were

·         Accept/except

·         Use of numbers vs. numerals

1.       How does one go about writing effective introductions? Pretend you are writing for a new 101 student. Give guidelines. (Paragraph or bulleted list)

The exam!

Exam Date:

•  11:30 class - The exam begins at 11:00 am on Tuesday, May 8, 2012. It ends at 12:50 pm. We meet in our regular room.
• 1:00 class - The exam begins at 1:00 pm on Tuesday, May 8, 2012. It ends at 2:50 pm. We meet in our regular room.
• You must be present the day of the exam - no exceptions. This is a college rule.
   

Here it is:

101 English Exam – Spring 2012

Note: You must be present the day of the exam. You may NOT e-mail the paper to me and then 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 us using words. As you describe it, consider letting your attitude toward the object show through in your choice of words and details (e.g., "This baseball glove is triple stitched and made of genuine Black Angus leather. It is so soft and supple that it folds together as flat as a book.").

·         Conduct research. Find and share the history of the object. For example, if your object is a ring, locate 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? Why are rings used as symbols of marriage? Keep track of your sources.

• You might also consider an interview if the person who gave you the object is still living. Or, you could interview others who have artifacts like yours.

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?

Pay attention to organization. Will you start with a description of the object or tell the story of how it came into your possession? Where will you include the research? How will you explain the importance of the object to you? How will you end the essay?

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

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

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

Homework

Write the draft of your artifact essay. Bring the draft to class on Thursday.