October 8, 2015 - Thursday

Reminder: The draft of your food/health essay is due on Tuesday, October 13, 2015. Your draft needs to:

• Identify the topic -what is "it"?
• Note the causes/history of the topic.
• Share the effects of the topic.
• Provide solutions and call readers to action.
• Provide reasons and evidence for each claim.
• Give credit to the sources you used in the essay by using in-text citations.

Post on CANVAS. Also, bring a paper copy of your draft to class for a peer editing activity. You may print from the room.

Class Work

1. In-text citations . . . all you need to know to make this EASY!
2. Simple examples: https://owl.english.purdue.edu/owl/resource/747/02/
http://content.easybib.com/citation-guides/mla-format/how-to-cite-a-parenthetical-citations-mla/

3. Sample Essay: http://www.dianahacker.com/pdfs/hacker-Daly-MLA.pdf
Same essay: https://depts.washington.edu/owrc/Handouts/Hacker-Sample%20MLA%20Formatted%20Paper.pdf (Just in case one site won't open, the other one should


4. Using transitions - write with style: http://grammar.ccc.commnet.edu/grammar/transitions.htm

Happy writing! You have the information. Now, put it all together on paper.

October 6, 2015 - Tuesday

Class Work
1. Share charts - groups of two or three - Discuss.

• Do you understand the claim?
• Are the reasons sufficient? If so, what makes them so?
• Is there enough evidence for each reason?
• In what ways is the evidence believable?

Submit your chart - take a picture of it and submit it on CANVAS. If you created an electronic version, simply post. (I have a camera you may use if you need to take a picture and can't do it on your phone.) The space is now available for an electronic submission.

2. Work on the conclusion - call to action.
Now that you have outlined most of your essay, it is time to think about what you would like your audience to DO about the food/health problem. You may do this much like you did the earlier chart.
Tips: http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
https://owl.english.purdue.edu/engagement/2/2/60/
Don't: http://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
Examples: https://www.asdk12.org/middlelink/la/writing/stepup/writing_conclusion.pdf

• You want the audience to ________________________.
• Why?
• Because: Reason #1, Reason #2, (possibly) Reason #3
• Be sure you have a result or two for each reason. The reader is asking:
• What will happen if I do this? What are the benefits?
• How much time do I need to invest in order for this to happen?
• How much will it cost?
• Will others benefit?
• Etc.

You also need a strong concluding sentence.

Homework: Either write a concluding paragraph or create a conclusion chart. Post either in CANVAS by Thursday. (15 points)

Spend the rest of the class working on the draft of your essay. Feel free to listen to music using headphones if that will help you focus. You may stay in the room; however, feel free to work at a space outside of the room.  Meet back here 10 minutes before the end of class to report your progress.

October 1, 2015 - Thursday

This was the homework:
Write the introduction to your "food/health" essay. Post in CANVAS. (25 points)

In addition, you started your research and summarized your progress.

Class Work
1. Share your introduction - groups of five. (A paper copy will work best. If you can print from here, do so. If not, go to the computer commons and print now. We will gather back here in 7 minutes.)
2. Gather in one of the four corners of the room or in the "study" wing.
3. Read your introduction to the group.
4. As a member of the group, listen. Discuss the strengths of each introduction. Also, offer a suggestion if the essay did NOT capture your attention. Remember that the goals of this introduction were to capture the attention of the audience and to introduce the topic.

**************************************************************************
1. How is your research progressing? 8:30 am group - here is an additional place for finding excellent information - your own school library is on-line 24/7. Take a look! (See handout)
2. Now that you have something to prove - a thesis - you need to prove that it is true!
3. Consider this - (Take notes on claims, reasons, and evidence.)
4. For homework, create your own chart. Provide three reasons for your claim. The evidence comes from your research. If you have no evidence for a reason, that is the jumping off point for further research! Bring a paper copy of the chart to class on Tuesday. (25 points)
5. After you have strong evidence, it will be time to state some results. Start thinking of this segment as a second claim. (If the reader believes you, what do you want the reader to do?) Conduct additional research where you look for solutions.) Post three possible solutions in CANVAS and cite your sources. (Use two or three different sources.) (15 points)
6. You may use the rest of the time to conduct research and to work on your chart.

September 29, 2015 - Tuesday

This was the homework.
For homework, identify your audience. Tell me about your audience. Who are your intended readers? Why do they need to know about your topic? Why are you writing? (Educate/persuade/) What tone will work the best? Write in paragraphs. Post in CANVAS. (20 points.)

 

Helpful tips: https://www.youtube.com/watch?v=V-rkHLQUz8w

https://www.youtube.com/watch?v=owLK6r6kBYk

 

 Now, select a topic for further research and development. Complete a K/W/L chart for your topic.

K= What do you already know about the topic?

W= What do you need to research/discover?

L = What do you want your target audience to learn about the topic? What do you want them to do as a result of reading your information?

Post in CANVAS. (15 points) Due: Tuesday, Sept. 29

Class Work

1. Introduce your topic and audience to the class - quick introductions . . .
2. If you look back at the KWL chart, you will see that you actually know where you are going with this assignment. The "L" tells you what you want that audience to know about the topic. In addition, it tells you what you want the audience to do as a result of reading your essay.
You are ready to conduct further research related to your topic. (You will have some time at the end of class to do this.)
3. Introductions are important in essay writing. A great opening line and paragraph or two will determine if the audience will want to read the rest of the essay.

Here are some suggestions:
YouTube: https://www.youtube.com/watch?v=6fhUs8LQ8E4
http://grammar.ccc.commnet.edu/grammar/intros.htm
and http://writingcenter.unc.edu/handouts/introductions/

• On a  piece of paper, number from 1-14 leaving a couple of lines between numbers. Fourteen introductions are being passed around the room.
• Read each introduction.
• Rate each introduction as poor to excellent using 1-10 as your rating scale with 1 = poor.
• Explain why the introduction did or did not capture your attention.
• Tell what technique was used.

Samples: http://grammar.about.com/od/developingessays/a/How-To-Begin-An-Essay-13-Engaging-Strategies-With-Examples.htm

and a few tips on what NOT to do: http://writing2.richmond.edu/writing/wweb/intros.html
Samples of what NOT to do: http://grammar.about.com/od/developingessays/a/Hookers-Vs-Chasers-How-Not-To-Begin-An-Essay.htm


Take a look at these opening lines . . . http://grammar.about.com/od/developingessays/a/whack-At-Your-Reader-At-Once-Eight-Great-Opening-Lines.htm



Homework #1
Write the introduction to your "food/health" essay. Post in CANVAS. (25 points)

Conducting research - what do you need to find to have an effective essay?
1. A good example: http://grammar.ccc.commnet.edu/grammar/composition/examples.htm
2. Quotations from experts.
3. Numbers/statistics - informal survey
4. Interview
5. Hard facts
6. Link to literature, art, or music
7. Causes and effects
8. Solutions
9. See https://owl.english.purdue.edu/owl/section/2/8/

Homework #2
Search, search, search. Take notes. Keep track of your sources on EasyBib or other electronic device.
Write a summary of your efforts to this point. What have you discovered? What do you still need to find out? In short, evaluate your progress.  Post in CANVAS - (25 Points)

 

This was the homework:
Homework: Locate two articles or pamphlets that are related to health. Read the articles or pamphlets. Summaries each  - one paragraph per article or pamphlet. Give credit to each source. Be ready to share the original and your summary on Thursday. Post your summaries in CANVAS. (20 points per summary = 40)

Class Work

1. There are post-it notes on your tables. Take two notes. Write down the topics about which you read. Put your name at the bottom of the post-it. Post the notes on white board. Let's see which topics seem to be most popular now.
2. Select one of your summaries to share with a neighbor or two. (10 minutes to read two or three summaries of others)
3. What did you learn?
4. It is now time to select a topic for further research and writing. You will be writing a cause/effect essay. Here's how! http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
Let's take some time to look carefully as a sample essay. http://grammar.ccc.commnet.edu/grammar/composition/cause/cause_frames.htm

Get into groups of two or three. Together brainstorm possible topics for a cause/effect essay. Make a list. Post your list.

5. In addition to selecting a topic, you will need to identify your target audience. Consider: http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/audId.cfm
and
http://www.aims.edu/student/online-writing-lab/process/determining-audience

6. For homework, identify your audience. Tell me about your audience. Who are your intended readers? Why do they need to know about your topic? Why are you writing? (Educate/persuade/) What tone will work the best? Write in paragraphs. Post in CANVAS. (20 points.)

Helpful tips: https://www.youtube.com/watch?v=V-rkHLQUz8w
https://www.youtube.com/watch?v=owLK6r6kBYk

7. Now, select a topic for further research and development. Complete a K/W/L chart for your topic.
K= What do you already know about the topic?
W= What do you need to research/discover?
L = What do you want your target audience to learn about the topic? What do you want them to do as a result of reading your information?
Post in CANVAS. (15 points) Due: Tuesday, Sept. 29

Tuesday, September 22, 2015

Class Work

1. Quick review of advertising techniques:

• Bandwagon
• Be unique/Stand out in a crowd
• Penny Pincher
• Rich and Famous
• Down Home
• Testimonial
• Star Struck
• Landscape only
• Health appeal
• Youth Appeal
• Humor
• Statistics

2. I have placed a variety of food or food related ads on the table in the other room. (partners) Please select one.

 

• Take a look at the ad. What techniques were used to convince the buyers to spend their money on this product? Together, make a list and explain.
• Example: there might be a line about the health benefits of the product. Quote the line and explain if it was effective or not. Would you try the product based on the ad?
• Ads often use more than one technique. Sometimes the message is in the image. Sometimes the message is in the words. Look carefully.
• Submit the ad and your response. Be sure that both of your names appear on the response sheet.

3. What did you find out about yourself as a food consumer? (For homework, you kept a food diary for 24 hours and wrote a reflection. Were there any surprises? Did you alter your food choices any because you were keeping track? Did you make healthy choices? Talk to a partner for a few minutes. Share what you discovered about yourself.)

4. I am working on your essays and have discovered a few "housekeeping" needs. Today, we will spend some time learning to avoid:

• run-on sentences
• comma splices

Meet the FANBOYS and SNOBS. (Instruction)
View the PowerPoint: http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
Visit http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Practice with quizzes 73, 74, 75

Keep track of your progress. Report your scores in CANVAS and reflect in a sentence or two on your progress. Can you avoid run-on sentences and comma splices, or do you need more information?

Homework: Locate two articles or pamphlets that are related to health. Read the articles or pamphlets. Summaries each  - one paragraph per article or pamphlet. Give credit to each source. Be ready to share the original and your summary on Thursday. Post your summaries in CANVAS. (20 points per summary = 40)

Tips on writing summaries: http://public.wsu.edu/~mejia/Summary.htm

September 17, 2015 - Thursday

Class Work


Review:
1. Let's practice - you will work in groups of three and be assigned one of the following to describe in ONE sentence. Write your sentence on the board when finished. Remember the tips what you learned about descriptive writing!

Use sensory details - five senses(sight, sound, touch, taste, smell) + motion (bubble activity)

Use figurative language - analogies, metaphors, similes

Be precise - nouns, adjectives, action verbs

Get organized - random jumping from point to point is pointless!

Do include personal reactions/feelings/experiences

• stone
• milk
• soda pop
• sunlight
• dirt
• coin
• French fries
• leaves
• bush

2. Open your "candy land" draft. You will be sharing your draft with one other person. You will read your essay out loud to that person. Your partner will follow along on the screen. Together decide on the best section/paragraph of your essay. Then, switch roles. Decide who will read the best part out loud to the entire class!

Homework #1:  Bring in a quotation or cartoon that reflects your opinion about food. (15 points)
3. Read "Coke" by Philip Dacey http://org.coloradomesa.edu/~jbarak/232/Coke-Dacey.htm

4. What techniques do advertisers use to get the public to buy/taste/love food? Let's review.
https://quizlet.com/4557967/examples-of-persuasive-techniques-flash-cards/

I have placed a variety of food or food related ads on the table in the other room. (partners) Please select one.

• Take a look at the ad. What techniques were used to convince the buyers to spend their money on this product? Together, make a list and explain.
• Example: there might be a line about the health benefits of the product. Quote the line and explain if it was effective or not. Would you try the product based on the ad?
• Ads often use more than one technique. Sometimes the message is in the image. Sometimes the message is in the words. Look carefully.
• Submit the ad and your response. Be sure that both of your names appear on the response sheet.

Homework #2: Keep a food diary for 24 hours. You do NOT need to submit it. You do need to write a reflection/response. Consider the following:

• Do you think about what you eat?
• How healthy are your choices?
• Did keeping track change the way you ate that day?
• Would you make modifications to your choices? If so, why?
• Were your choices based on ads or the pressures of others?
• Were your choices based on the appearance, aroma, or location of the food?
• Are you in charge of what you eat?
• It has been said that we are what we eat. Do you agree/disagree?

Post your reflection in CANVAS by Tuesday. (25 points)