Final Meetings

Final Meeting Times-

April 21

12:00   Nathalie Rodriguez
:15       Chelsea Loete
:30       Andrew Lovato
:45       Israel Alba
1:00     David

April 23


12:00   Taylor Lang

:15       Sabrina Young
:30       Gigi Soberano
:45       Mayra
1:00

April 28


12:00 Ramiro

:15     Luis
:30     Jaz
:45
1:00

April 30

12:00    Lisa

:15       Alex Staley
:30     Marybel
:45      Daniel Zepeda
1:00    Stephanie


May 2

12:00:  Lawrence Sims

:15       Karen
:30       Korina
:45       Elizabeth
1:00

FInal Projects and first two entries.

WPA Guidelines Project-

Prove you know what you should know by providing examples from your own work that show you’ve mastered some of the guideline bullet points.

Rhetorical Knowledge

 

·       Focus on a purpose

·       Use conventions of format and structure appropriate to the rhetorical situation

·       Write in several genres

Critical Thinking, Reading, and Writing

·        Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources

Processes

·       Be aware that it usually takes multiple drafts to create and complete a successful text

·       Develop flexible strategies for generating, revising, editing, and proof-reading

·       Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work

 

Knowledge of Conventions

·       Practice appropriate means of documenting their work

·       Control such surface features as syntax, grammar, punctuation, and spelling.

 

 

 

WPA Guidelines Project

 

Rhetorical Knowledge

 

·       Focus on a purpose

       

Define:  

 

      Focusing on purpose means that I have to stay on the same subject throughout my essay and stay on track with that the whole time.

 

Explain:

 

      In my narrative essay, my purpose was to ................. and I did that throughout my essay.  In the first paragraph I wrote: “(insert your quote here).”  This is about .................., so that shows me focusing on a purpose.  In my second paragraph, I wrote, “………………” and you can see I’m still writing about the same thing.  Lastly, in my conclusion I wrote, “………………….” and that shows that I am still focusing on my purpose.  From all of these examples, it is clear I can focus on a purpose in my essays.

ARG stuff-

-  Journal-  Remind me-  What's logos, pathos and ethos?

-  Video-  How does this make you feel?  Is it persuasive?  Why?

-  Don't Do.

- Do.

- In text citation.

-In sentence citation.

- Works Cited.

-Rebuttal and Concession.

- Possible structure-- essay and paragraphs.

- Final meetings schedule?

- HW-  It's all about the essay.  Please be ready to have your essay in class on Monday to submit to me.

Argument beginnings...

1.       Journal-  What’s your topic for your research based argument?  Why did you choose that topic? 

2.       Presentations….

3.       Works Cited Practice.

4.       HW-Return to class with a topic, for sure…

C/C editing...

1.  Journal-  Thinking about argument, what's a social issue that you are interested in and why?

2.  Groups and editing-

C/C list-

1.  Is there an intro with a thesis using "whereas?"

2.  Are there 5 or 8 paragraphs?

3.  Is there a conclusion that, well, concludes?

4.  Do they have examples to support their opinions?

5.  Is each body paragraph at least 8 sentences?

6.  What's the Topic?

7.  What's the purpose?

8.  UL areas where you have concerns.

9.  Write a compliment for the author.


3.  What's up?  Days and Dates.  What's left.

4. HW-  Argument essays... What's your topic going to be?  Read Little Adult Criminals and Adult Crime, Adult Time.

C/C and Editing.

1.  What might you compare for your C/C essay?

2.  Groups and editing.

questions-

1.  Does this have a beginning, middle and end?

2.  Does it start in the middle of the action?

3.  Does the author use concrete words?

4.  Does the author describe using all 5 senses?

5.  Would others find this interesting?

6.  Did the author choose a 30 second or 1 minute moment to write about?

7.  Underline any places where you think there are mistakes.


3.  HW-  E-mail me the descriptive essay and return to class on Monday with a Draft of your C/C essay.

4.  Read "Never Do That to a Book," and "The New Trophy Wife" and answer the first group of questions for each.

Descriptive, cont.

1.  Summarize the story you'll tell to another...

2.  Groups and stories.  Please tell your story to your group.

3.  Drafting Time...Essays Due Wednesday.

4.  You'll e-mail me the essays by Friday for me to grade over the break.

Description, cont.

0.  Attendance and caption contest, here.

1.  Journal-  Descriptive Practice...  Video here.

2.  Descriptive Game... It's like.

3.  Poem Discussion... Let's find descriptive tricks....

4.  HW-

Think, really think, about your story, and be ready to tell the story to another next class.  Also, prepare an outline or plan of how you'll tell your story.  Please bring the plan to class.

1. Journal-  essay checks.




2.  Read a loud.


Common Mistakes...

1.  Fragment.
2.  Comma Splice
3.  Run on
4.  Tense shift.
5.  Verb tense agreement.
6.  Parallelism.
7.  Pronoun Antecedent Agreement
8.  Comma after introductory elements-


  

Closing and what's up-

Descriptive Reading:  "The Deer at Providencia" on page 150 plus the first set of questions 1-6.
Descriptive Reading:   "The Vietnam Wall" on page 176.
Descriptive Reading:   "Facing It"  on the world wide web with no questions. 

No Journal! 

Narrative... Quick notes and reminder... DUE MONDAY!

We're going to jump right in.  First, Sentence Fluency. Story and Trade.

Voice Practice-  Groups and Game.

Grading with the Traits.

Student Essay  :  "Mother Nature"

Rubric:  this rubric to grade...

HW-  Complete your Narrative Essay for class.  Remember the rules!

Closing Thinking, beginning Narrative...

Journal 1-  What thinking skills did you utilize to complete your origami?

Journal 2-  What was your most embarrassing moment?

Notes....

Notes...

Notes...

Story and Plan...

HW-  Return with an organized plan for a narrative story...

Next Class-  Grading with the traits, SF practice, Voice practice...

HW-  Typed Essay Draft Due MONDAY!

HW

Reading and questions from Patterns  "The Lottery" by Chris Abani with questions 1-6 under "Reading Closely" and "Salvation" by Langston Hughes with questions 1-6 under "Reading Closely."

Virtual Class!

Hi Everyone!  Thanks for checking in to find your HW for our class on Monday.

Please read "Mother Tongue" by Amy Tan and create 10 TS questions for another to answer. 

Please also read "A Hanging" by George Orwell and create 10 TS questions for another to answer.


Also, please notice that these stories are Narrative stories, written in the first person and seemingly true, and this is the type of writing we will be doing on our first assigned essay.

Please return to class with your Crane and TS questions.  We'll wrap up thinking skills and begin Narrative and Writing process notes.

Monday- Thinking Skill Project

1.  Origami Flower...

2.  HW-  Origami Crane

2 more thinking skill challenges...

1.  No Journal-  Groups and quiz...

2.  Attendance-

Inference.

1.  Attendance.

2.  Journal/question switch.

Please read the following short poems by Robert Frost and Sara Teasdale, respectively.  Choose one and, using your thinking skills, explain what you think it means and why you think what you think it means.  :)

Nothing Gold Can Stay

Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.


Let It Be Forgotten

Let it be forgotten, as a flower is forgotten,

   Forgotten as a fire that once was singing gold,

Let it be forgotten for ever and ever,

   Time is a kind friend, he will make us old.

If anyone asks, say it was forgotten

   Long and long ago,

As a flower, as a fire, as a hushed footfall

   In a long forgotten snow.

______________________________________________

3.  Inference tests....  Number 1-  in groups.

Babe Smith has been killed. Police have rounded up six suspects, all of whom are known gangsters. All of them are known to have been near the scene of the killing at the approximate time that it occurred. All had substantial motives for wanting Smith killed. However, one of these suspected gangsters, Slinky Sam, has positively been cleared of guilt.

T  F  ?  1.                  Slinky Sam is known to have been near the scene of the killing of Babe Smith.

T  F  ?  2.                  All six of the rounded-up gangsters were known to have been near the scene of the murder.

T  F  ?  3.                  Only Slinky Sam has been cleared of guilt.

T  F  ?  4.                  All six of the rounded-up suspects were near the scene of Smith's killing at the approximate time that it took place.

T  F  ?  5.                  S. The police do not know who killed Smith.

T  F  ?  6.                  All six suspects are known to have been near the scene of foul deed.

T  F  ?  7.                  Smith's murderer did not confess of his own free will.

T  F  ?  8.                  Slinky Sam was not cleared of guilt.

T  F  ?  9.                  It is known that the six suspects were in the vicinity of the cold-blooded assassination.

________________________________________

   A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up and the man sped away. A member of the police force was notified promptly.

           

T  F  ?  1.                  A man appeared after the owner had turned off his store lights.

T  F  ?  2.                  The robber was a man.

T  F  ?  3.                  The man who appeared did not demand money.

T  F  ?  4.                  The man who opened the cash register was the owner.

T  F  ?  5.                  The store-owner scooped up the contents of the cash register and ran away.

T  F  ?  6.                  Someone opened a cash register.

T  F  ?  7.                  After the man, who demanded the money, scooped up the contents of the cash register, he ran away.

T  F  ?  8.                  While the cash register contained money, the story does not state how much.

T  F  ?  9.                  The robber demanded money of the owner.

T  F  ?  10.              The robber opened the cash register.

T  F  ?  11.              After the store lights were turned off a man appeared.

T  F  ?  12.              The robber did not take the money with him.

T  F  ?  13.              The robber did not demand money of the owner.

T  F  ?  14.              The owner opened a cash register.

T  F  ?  15.              The age of the store-owner was not revealed in the story.

T  F  ?  16.              Taking the contents of the cash register with him, the man ran out of the store.

T  F  ?  17.              The story concerns a series of events in which only three persons are referred to: the owner of the store, a man who demanded money. and a member of the police force.

T  F  ?  18.              The following events were included in the story: someone demanded money. a cash register was opened, its contents were scooped up, and a mall dashed out of the store.

_________________________________________

HW-  Read Fish Cheeks, by Amy Tan and create 10 TS questions for another in class to answer.

HW-  Finish the first inference test we didn't complete in class (STORY A).   To access it, please click here.

Interview Presentations...

1.  Attendance.

2.   Journal- 

When have you inferred something based upon appearance?  Were you correct?  Were you not?  Are facts true?

3.  Interview presentations.

4.  HW-  Read this poem and create 10 thinking skill questions for another to answer.

Thnking Skills Cont.

Journal-

 

What does what you’ve learned about your mind tell you about the world you perceive?  

 

Analyze-  To determine the nature and parts.

 

Compare-  Point out similarities.

 

Contrast- Point out the differences.

 

Clarify-  To make clear

 

Connect-  To place in relation to something else

 

Distinguish-  Contrasting two things.

 

Elaborate- To tell more about.

 

Evaluate-  Determining the worth.

 

Explain-  To make understandable.

 

Predict-  To point out a future occurrence.

 

Summarize- To tell a short version

 

Infer-  To determine based on evidence.

 

Identify-  To name or recognize.

 

Interpret- To put in other words.

 

Synthesize-  To put together or combine.

HW-  Using 5 different terms, create 5 interview questions for another student in class

Thinking Skills Intro-

1.  Attendance-

1.2.  HW?  Friday is good too...

2.  Long journal, with quizzes and experiments-

What did you learn about your perception of the world from what we just completed?

3.  Thinking Skills notes...

4.  HW-  Questions for partner interviews.

Welcome

Welcome to Class!

1.  Class procedures...  Attendance



2.  Journal: (We start with one every class.  At least 1/2 a page, please.)




When you're taking a new class, it's a good idea to think about what you want out of that class.  What do you want out of this one?


3.  Syllabus and books...  (legal stuff)  





4.  Diagnostic Essay... "The Art of Authorship" by  Mark Twain  

      Please read the following essay and respond to these questions:

1.  What is Mark Twain claiming about writing or his writing process?
2.  Do you agree or disagree and why?

  Please be sure to write an essay in response that offers your potential reader a beginning, middle and end.


5.  Homework-  Return with your typed essay in MLA format.


6.   Homework... Follow this link and complete the "Improving Information Literacy Skills" tutorial provided by our excellent library.  Please print out your final score and bring it to class.



7.  Homework:   Please return with the last page of the syllabus signed.