Thu., Dec. 11
A couple people asked me about the soundtrack from the movie, so I'm providing this link.
I'll post what happened in the last few minutes of the movie when I get my briefcase out of the car (where my notes are). Right now it's cold and raining.
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The instructor returned some A & P final papers.
She gave the handout for the optional extra-credit assignment, "Reaction Paper." We went over the handout and the instructor explained how to do such a paper.
The instructor also reviewed "narrative," as this is what the film "Stranger Than Fiction" is about. We watched part of the film while the instructor reviewed notebooks. Almost all the notebooks (except for four) were completed. At the next class, we will catch up those notebooks plus do Langan check-ins.
Showing posts with label Writing 101 fall 2008. Show all posts
Showing posts with label Writing 101 fall 2008. Show all posts
Tuesday, December 9, 2008
Friday, November 28, 2008
Attn: All Writing Students
This weekend I am reading rough drafts of final papers. To keep track of the papers, I have initiated a status report. Check the status of your paper with the link at left "RD Papers Status."
If for any reason you cannot get into this file, e-mail me and I will copy and paste it and send it to you.
Note: all students writing about universal health care should see this newspaper story at the Washington Post.
If for any reason you cannot get into this file, e-mail me and I will copy and paste it and send it to you.
Note: all students writing about universal health care should see this newspaper story at the Washington Post.
Tuesday, November 25, 2008
Writing 101 What Happened in Class
9:30 a.m. class
Miscellaneous papers and research exams were returned.
We checked in the intros to the argument and persuasion paper and the instructor will review them over the holiday. Students rec'd 3 pts for each item: creative intro, thesis statement, and preview. Each student labeled the other student's introductory items.
Students who want a rough draft reading should email their paper to the instructor by Nov. 30. In the subject line, the student must put: RD101930. These papers will be returned with feedback by Dec. 2. The final paper is due Dec. 4.
We went over a paraphrasing handout.
Miscellaneous papers and research exams were returned.
We checked in the intros to the argument and persuasion paper and the instructor will review them over the holiday. Students rec'd 3 pts for each item: creative intro, thesis statement, and preview. Each student labeled the other student's introductory items.
Students who want a rough draft reading should email their paper to the instructor by Nov. 30. In the subject line, the student must put: RD101930. These papers will be returned with feedback by Dec. 2. The final paper is due Dec. 4.
We went over a paraphrasing handout.
Tuesday, November 18, 2008
Writing 101 What Happened in Class
Nov.20
In the earlier class, we checked in the research article. This had previously been done for the 2 p.m. class.
The instructor presented an outline for the persuasion paper. Students are to write their rough draft (2 p.m. class) or one-two pages (9:30 class) and bring it next Tuesday. The information is to be arranged independently by the writer, however. Certain conventions must be observed, though, such as the fact that the thesis goes in either the first or second paragraph.
The outline is cut and pasted below.
In the 2 p.m. class, the instructor gave students a handout on paraphrasing and plagiarism. The handout was deemed necessary because of papers that are coming in that are plagiarized.
After we completed the discussion of the paper, we corrected the research exam. Papers were returned to the instructor for recording in the gradebook, but will be returned at the Tuesday class.
Assignments:
Write rough draft or several pages of the argument persuasion paper, depending on which class you are in.
Complete Langan for the check-in.
Nov. 18:
We had the research exam today. It was broken into two parts. Students had to complete citations, so they were allowed to use their handout, class notes, and the Hacker guide. We completed correcting most of the exam, but not all of it. We will finish correcting it on Thursday.
Also on Thursday, we will continue working with the text of Aaron for assistance in writing the argument and persuasion paper.
Assignments:
Langan check in will be next Tuesday , Nov. 25th, and students should have chapters 19-26 completed.
After that, complete Langan chapters 27-32 for the final check-in on December 11.
Schedule for Argument and Persuasion Paper:
Turn in rough draft on Tues., Nov 25
Instructor will return RDs on Tues., Dec. 2
Student makes corrections on Tues and Wed, Dec. 2 & 3
Student turns in final paper on Thurs Dec 4
Instructor reads and corrects from Dec 4 through Dec.10
---------------------
Introduction:
Establish clearly the problem or controversy that your paper will examine.
Summarize the issues.
Define key terminology
Example: Id, superego.
Make concessions on some points of the argument
Example: I can well understand why people want leaves off their lawns. Leaves, when they have turned brown, can be unsightly. We judge our neighbors by how they keep their property.
Use quotations or paraphrases to explore the controversy.
Provide background information.
Write a thesis to establish your position
Body
Develop arguments to defend one side of the subject
Analyze the issues, both pro and con
Give evidence from the sources, including quotations from the scholarship as appropriate
Conclusion
Expand your thesis into a conclusion to demonstrate that your position has been formulated logically through careful analysis and discussion of the issues.
In the earlier class, we checked in the research article. This had previously been done for the 2 p.m. class.
The instructor presented an outline for the persuasion paper. Students are to write their rough draft (2 p.m. class) or one-two pages (9:30 class) and bring it next Tuesday. The information is to be arranged independently by the writer, however. Certain conventions must be observed, though, such as the fact that the thesis goes in either the first or second paragraph.
The outline is cut and pasted below.
In the 2 p.m. class, the instructor gave students a handout on paraphrasing and plagiarism. The handout was deemed necessary because of papers that are coming in that are plagiarized.
After we completed the discussion of the paper, we corrected the research exam. Papers were returned to the instructor for recording in the gradebook, but will be returned at the Tuesday class.
Assignments:
Write rough draft or several pages of the argument persuasion paper, depending on which class you are in.
Complete Langan for the check-in.
Nov. 18:
We had the research exam today. It was broken into two parts. Students had to complete citations, so they were allowed to use their handout, class notes, and the Hacker guide. We completed correcting most of the exam, but not all of it. We will finish correcting it on Thursday.
Also on Thursday, we will continue working with the text of Aaron for assistance in writing the argument and persuasion paper.
Assignments:
Langan check in will be next Tuesday , Nov. 25th, and students should have chapters 19-26 completed.
After that, complete Langan chapters 27-32 for the final check-in on December 11.
Schedule for Argument and Persuasion Paper:
Turn in rough draft on Tues., Nov 25
Instructor will return RDs on Tues., Dec. 2
Student makes corrections on Tues and Wed, Dec. 2 & 3
Student turns in final paper on Thurs Dec 4
Instructor reads and corrects from Dec 4 through Dec.10
---------------------
Introduction:
Establish clearly the problem or controversy that your paper will examine.
Summarize the issues.
Define key terminology
Example: Id, superego.
Make concessions on some points of the argument
Example: I can well understand why people want leaves off their lawns. Leaves, when they have turned brown, can be unsightly. We judge our neighbors by how they keep their property.
Use quotations or paraphrases to explore the controversy.
Provide background information.
Write a thesis to establish your position
Body
Develop arguments to defend one side of the subject
Analyze the issues, both pro and con
Give evidence from the sources, including quotations from the scholarship as appropriate
Conclusion
Expand your thesis into a conclusion to demonstrate that your position has been formulated logically through careful analysis and discussion of the issues.
Tuesday, November 11, 2008
What Happened in Class 101
November 13
We worked on the argument and persuasion essay, which is the most heavily weighted paper for the term.
The instructor put a worksheet up on the screen. The purpose was to help students organize for the argument and persuasion essay. As a class, we worked through each point. The worksheet is copied and pasted at the end of this blog entry (way at the bottom).
We looked at student examples intermittently throughout the class period.
Toward the end of the class, the instructor showed students where the electronic databases were at the library's web site. Each student has to find an article from the databases and bring it to the next class.
Students should continue their research and writing on their topic. In addition, they should do another two chapters in Langan.
At our next class session, we will continue working through the worksheet. We will also have the research exam. Bring your internal text citation worksheet and study over your notes from the research lectures.
Note to students with infrastructure topic:
Here is a link that will help. You might argue that this bill be passed.
November 11
We talked about the role of research in higher education and how the frontiers of knowledge are expanded. We also discussed how public libraries differ from academic libraries. There will be an exam on the notes from this class session and the last. You will be asked to do MLA citations, so have your handout on internal text citation with you, as you will be allowed to use it.
Assignment: Read 328-44, 345-49, "The Waste Generation." As you are reading, apply what the text says about persuasion to your persuasive premise (what you are trying to persuade your reader to think or do). A more detailed example will be posted here later.
The test on research is a week from today, Nov 18th.
Note: students in the 2-3:20 class must bring in one academic source from the databases at the library's web page. Two points.
Note: the table with student topics has been updated at 2:35 a.m. Wednesday
The persuasive topics are at the link at left. I changed my mind about putting them in the other document.
What do you want people to do as a result of reading your paper?
(instructor's example) I want people to stop using leaf blowers and instead to chop their own leaves and make compost or mulch out of them. I want them to keep the leaves on their property as food for their plants and trees. I want them to stop using fossil fuels to haul something organic (leaves) around.
2. Argument: (what are my points of reason?)
a) We are running out of fossil fuel and should prioritize our use
b) Fossil fuels emit pollution and NJ has the second highest air pollution in the country, second only to California
c) Mother Nature designed leaves to serve as food for trees, shrubs, and other plants
d) Having heavy trucks and heavy equipment removing leaves increases traffic congestion
Persuasion: (what are my emotional appeals?)
We used to be able to enjoy fall days with our windows in our homes open. Now we have to keep them shut because of the noise
The health of Americans is suffering because we use technology to address nearly every aspect of everyday life
Working together on tasks can give the entire family exercise while enjoying togetherness and a sense of purpose
3. Thesis statement formulation:
Defend or attack a position
Suggest a solution to a problem
Challenge a value or belief
4. Break your central assertion into subclaims:
1.
2.
3.
4.
5. What are the opposing arguments?
How do I dispense with them?
6. Organize the points of the argument into a clear, logical structure that pushes toward my conclusion.
We worked on the argument and persuasion essay, which is the most heavily weighted paper for the term.
The instructor put a worksheet up on the screen. The purpose was to help students organize for the argument and persuasion essay. As a class, we worked through each point. The worksheet is copied and pasted at the end of this blog entry (way at the bottom).
We looked at student examples intermittently throughout the class period.
Toward the end of the class, the instructor showed students where the electronic databases were at the library's web site. Each student has to find an article from the databases and bring it to the next class.
Students should continue their research and writing on their topic. In addition, they should do another two chapters in Langan.
At our next class session, we will continue working through the worksheet. We will also have the research exam. Bring your internal text citation worksheet and study over your notes from the research lectures.
Note to students with infrastructure topic:
Here is a link that will help. You might argue that this bill be passed.
November 11
We talked about the role of research in higher education and how the frontiers of knowledge are expanded. We also discussed how public libraries differ from academic libraries. There will be an exam on the notes from this class session and the last. You will be asked to do MLA citations, so have your handout on internal text citation with you, as you will be allowed to use it.
Assignment: Read 328-44, 345-49, "The Waste Generation." As you are reading, apply what the text says about persuasion to your persuasive premise (what you are trying to persuade your reader to think or do). A more detailed example will be posted here later.
The test on research is a week from today, Nov 18th.
Note: students in the 2-3:20 class must bring in one academic source from the databases at the library's web page. Two points.
Note: the table with student topics has been updated at 2:35 a.m. Wednesday
The persuasive topics are at the link at left. I changed my mind about putting them in the other document.
---------------------
Argument and persuasion worksheet:
1. Write out your persuasive premise:
What do you want people to do as a result of reading your paper?
(instructor's example) I want people to stop using leaf blowers and instead to chop their own leaves and make compost or mulch out of them. I want them to keep the leaves on their property as food for their plants and trees. I want them to stop using fossil fuels to haul something organic (leaves) around.
2. Argument: (what are my points of reason?)
a) We are running out of fossil fuel and should prioritize our use
b) Fossil fuels emit pollution and NJ has the second highest air pollution in the country, second only to California
c) Mother Nature designed leaves to serve as food for trees, shrubs, and other plants
d) Having heavy trucks and heavy equipment removing leaves increases traffic congestion
Persuasion: (what are my emotional appeals?)
We used to be able to enjoy fall days with our windows in our homes open. Now we have to keep them shut because of the noise
The health of Americans is suffering because we use technology to address nearly every aspect of everyday life
Working together on tasks can give the entire family exercise while enjoying togetherness and a sense of purpose
3. Thesis statement formulation:
Defend or attack a position
Suggest a solution to a problem
Challenge a value or belief
4. Break your central assertion into subclaims:
1.
2.
3.
4.
5. What are the opposing arguments?
How do I dispense with them?
6. Organize the points of the argument into a clear, logical structure that pushes toward my conclusion.
Thursday, November 6, 2008
Writing 101 What Happened
November 6
We talked about the elections and students turned in their signed letters from the polls. Some students had pictures of themselves at the polling precinct.
What was due today was three-four paragraphs of definition writing. The topic being defined is pertinent to the student's argumentation/persuasion paper. We checked in definitions and one point was given if students had this completed. The due date for the argument/persuasion paper is December 4.
After checking in the papers, the instructor asked students to refer to their internal text citation handout. We went over the purpose of citation systems and the instructor showed how to do internal citations.
We talked about the elections and students turned in their signed letters from the polls. Some students had pictures of themselves at the polling precinct.
What was due today was three-four paragraphs of definition writing. The topic being defined is pertinent to the student's argumentation/persuasion paper. We checked in definitions and one point was given if students had this completed. The due date for the argument/persuasion paper is December 4.
After checking in the papers, the instructor asked students to refer to their internal text citation handout. We went over the purpose of citation systems and the instructor showed how to do internal citations.
Tuesday, October 28, 2008
Writing 101 What Happened in Class
Oct. 30:
The instructor checked Langan chapters while students reviewed Judy Brady's essay, "I Want a Wife." We then discussed the rhetorical technique of definition. We talked about male and female stereotypes.
The assignment for Thursday, Nov. 6 is to write approximately four paragraphs of definition on the topic of one's argument persuasion paper.
On Tuesday, November 4, students are given the class period to go and vote. For students who are not registered, there is a writing assignment in addition to the one above. Students are to write approximately one page of definition. The topic to define is "participatory democracy."
Students who are voting should have the poll letter signed and also try to have their picture taken at the polls or to take their own picture of their precinct. All of the above will be due on Nov. 6.
Oct. 28:
Students who needed more time handed in the comparison-contrast paper today.
The instructor handed out the next assignment, which is the argument/persuasion paper. We went over the assignment and then reviewed topics (link at left, "2008 Topics"). Students must have their topic selection made by the next class. The instructor has composed a table of students and topics (again, link at left).
In addition, she also handed out an internal text citation guide that will be reviewed at the next class.
The instructor handed back the division analysis (election year issues) paper. The papers are corrected but not scored. We will score in class in the future.
We finished the comma worksheet. There will be a comma exam in the near future.
Next class:
We will do a Langan check-in. Have everything from Ch. 11-18 done. Seventeen and eighteen are for this week.
The instructor checked Langan chapters while students reviewed Judy Brady's essay, "I Want a Wife." We then discussed the rhetorical technique of definition. We talked about male and female stereotypes.
The assignment for Thursday, Nov. 6 is to write approximately four paragraphs of definition on the topic of one's argument persuasion paper.
On Tuesday, November 4, students are given the class period to go and vote. For students who are not registered, there is a writing assignment in addition to the one above. Students are to write approximately one page of definition. The topic to define is "participatory democracy."
Students who are voting should have the poll letter signed and also try to have their picture taken at the polls or to take their own picture of their precinct. All of the above will be due on Nov. 6.
Oct. 28:
Students who needed more time handed in the comparison-contrast paper today.
The instructor handed out the next assignment, which is the argument/persuasion paper. We went over the assignment and then reviewed topics (link at left, "2008 Topics"). Students must have their topic selection made by the next class. The instructor has composed a table of students and topics (again, link at left).
In addition, she also handed out an internal text citation guide that will be reviewed at the next class.
The instructor handed back the division analysis (election year issues) paper. The papers are corrected but not scored. We will score in class in the future.
We finished the comma worksheet. There will be a comma exam in the near future.
Next class:
We will do a Langan check-in. Have everything from Ch. 11-18 done. Seventeen and eighteen are for this week.
Tuesday, October 21, 2008
Writing 101 What Happened in Class
Oct. 23
We wrote compare-contrast essays using Leanita McClain and work done for the division/analysis essay as our sources.
-------------------
Oct. 21
The objectives for the class were to go over midterm grading and work on commas.
First, however, students pointed out that November 4, election day, falls on a Tuesday. Students asked if it would be possible to get the class period off to vote. Because the high number of students who are registered to vote, about 80% of the class, the instructor agreed to this request. Another reason for granting the request is that voting is easier when it's done first thing in the morning. Students agreed to document their voting by having a letter signed by the poll worker and also to take a picture of the polling precinct with their cell phones.
Students who are not registered to vote will receive a separate writing assignment that will be due the follow class session.
Next we went over midterm grades, and following that, we checked in the writing question assignment from Aaron. The final part of this writing assignment will be checked in on Thursday, and students will receive one point for having this assignment done ("Language" section).
The instructor had a comma handout for students to follow along while watching a video. We watched the video and after that, the instructor provided a worksheet for students to test their knowledge of what they had just learned. Primarily, we learned about commas with independent clauses and dependent/independent clause, but other comma rules were reviewed.
Note to students: there may be a comma quiz at a future class.
Next class: In-class writing assignment with comparison-contrast. Students will be required to quote from the McClain essay. Students should be doing the next two chapters of Langan, 15 and 16. At our next class, we will also be given the argument/persuasion assignment.
We wrote compare-contrast essays using Leanita McClain and work done for the division/analysis essay as our sources.
-------------------
Oct. 21
The objectives for the class were to go over midterm grading and work on commas.
First, however, students pointed out that November 4, election day, falls on a Tuesday. Students asked if it would be possible to get the class period off to vote. Because the high number of students who are registered to vote, about 80% of the class, the instructor agreed to this request. Another reason for granting the request is that voting is easier when it's done first thing in the morning. Students agreed to document their voting by having a letter signed by the poll worker and also to take a picture of the polling precinct with their cell phones.
Students who are not registered to vote will receive a separate writing assignment that will be due the follow class session.
Next we went over midterm grades, and following that, we checked in the writing question assignment from Aaron. The final part of this writing assignment will be checked in on Thursday, and students will receive one point for having this assignment done ("Language" section).
The instructor had a comma handout for students to follow along while watching a video. We watched the video and after that, the instructor provided a worksheet for students to test their knowledge of what they had just learned. Primarily, we learned about commas with independent clauses and dependent/independent clause, but other comma rules were reviewed.
Note to students: there may be a comma quiz at a future class.
Next class: In-class writing assignment with comparison-contrast. Students will be required to quote from the McClain essay. Students should be doing the next two chapters of Langan, 15 and 16. At our next class, we will also be given the argument/persuasion assignment.
Tuesday, October 14, 2008
Writing 101 What Happened in Class
Thursday, Oct. 16
The class did the "Staying Consistent with Person" test and we graded them in class.
Next we looked at some of the Division/Analysis papers on the doc cam.
The instructor checked in Langan workbooks toward the end of class.
Next week we will be working on comma rules. We will also figure out a midterm grade.
Do Chapters 13 & 14 in Langan. Chapters 11 & 12 were to have been done this week.
Review the comma rules in Hacker.
Read Aarton, Chapter 10, pages 230-39, Comparison & Contrast. Read McClain's "The Middle-Class Black's Burden." There may be a class exercise with this essay. Do the questions at the end on page 261-62. Have the "Meaning," "Purpose and Audience," and "Method and Structure" done by Tuesday. Have the "Language" section done by Thursday.
Tuesday, October 14:
Students turned in their Langan books for midterm credit.
We wrote the Division Analysis first draft in class. First the instructor explained the purpose of this rhetorical technique. She then showed an outline on the overhead projector.
After the students wrote their first drafts, we looked at drafts on the document camera.
While students were writing, the instructor checked in the Langan chapters and gave this effort a midterm grade. The "A" students voted on whether to allow their colleagues another shot at raising their grade if they completed the rest of the Langan chapters by this Thursday. In both classes, the "A" students voted to give their colleagues another shot, so the instructor will look at Langan again on Thursday. Students need to have everything through Chapter 10 completed, including the blue quizzes at the end.
Next class:
Turn in revised and typed division analysis paper. Document sources in the text. Finish Langan if you have not already done so.
The class did the "Staying Consistent with Person" test and we graded them in class.
Next we looked at some of the Division/Analysis papers on the doc cam.
The instructor checked in Langan workbooks toward the end of class.
Next week we will be working on comma rules. We will also figure out a midterm grade.
Do Chapters 13 & 14 in Langan. Chapters 11 & 12 were to have been done this week.
Review the comma rules in Hacker.
Read Aarton, Chapter 10, pages 230-39, Comparison & Contrast. Read McClain's "The Middle-Class Black's Burden." There may be a class exercise with this essay. Do the questions at the end on page 261-62. Have the "Meaning," "Purpose and Audience," and "Method and Structure" done by Tuesday. Have the "Language" section done by Thursday.
Tuesday, October 14:
Students turned in their Langan books for midterm credit.
We wrote the Division Analysis first draft in class. First the instructor explained the purpose of this rhetorical technique. She then showed an outline on the overhead projector.
After the students wrote their first drafts, we looked at drafts on the document camera.
While students were writing, the instructor checked in the Langan chapters and gave this effort a midterm grade. The "A" students voted on whether to allow their colleagues another shot at raising their grade if they completed the rest of the Langan chapters by this Thursday. In both classes, the "A" students voted to give their colleagues another shot, so the instructor will look at Langan again on Thursday. Students need to have everything through Chapter 10 completed, including the blue quizzes at the end.
Next class:
Turn in revised and typed division analysis paper. Document sources in the text. Finish Langan if you have not already done so.
Thursday, October 9, 2008
Writing 101 What Happened in Class
Thursday, Oct. 9
The instructor handed back the narratives and showed students how to do a corrections sheet based on the errors marked on their paper.
We focused first on comma splices. The instructor handed out a worksheet and first showed students three ways to correct the comma splice. Then the students did the worksheet, locating correct sentences and marking the ones that were comma splices. Finally, the students corrected the comma splices on the worksheet.
Next the instructor wrote up the format for a corrections sheet and showed it to students on the document camera. Students then did their own corrections sheet, documenting their corrections with the Hacker or Langan books.
For next class:
Do the next two chapters in Langan. Come to class with the research you did for the candidates. Students will be writing in class, so the research is essential to complete the work on Tuesday. The worksheet (Divison/Analysis) must be filled out. Also, bring your class notebook and the Langan book so the instruction can check them in.
The instructor handed back the narratives and showed students how to do a corrections sheet based on the errors marked on their paper.
We focused first on comma splices. The instructor handed out a worksheet and first showed students three ways to correct the comma splice. Then the students did the worksheet, locating correct sentences and marking the ones that were comma splices. Finally, the students corrected the comma splices on the worksheet.
Next the instructor wrote up the format for a corrections sheet and showed it to students on the document camera. Students then did their own corrections sheet, documenting their corrections with the Hacker or Langan books.
For next class:
Do the next two chapters in Langan. Come to class with the research you did for the candidates. Students will be writing in class, so the research is essential to complete the work on Tuesday. The worksheet (Divison/Analysis) must be filled out. Also, bring your class notebook and the Langan book so the instruction can check them in.
Tuesday, September 30, 2008
Writing 101 What Happened in Class
Thursday, Oct. 2
We discussed plagiarism; the instructor used a Powerpoint that took students through what it is, why it's important to document correctly, and the two styles (APA and MLA). In addition, the instructor showed when and how to paraphrase, summarize, and quote, either directly or indirectly. She also showed how to do internal text citations.
After the plagiarism discussion we checked in student notebooks and Langan chapters.
There will be no class on Oct. 7. Meet in the computer lab for class on Oct. 9 where students will take a "person consistency" test and either do corrections to their narrative or begin a draft of their division/analysis paper. Please note: if you are planning on doing the latter, you will need to have your research with you.
Also see assignments from Tuesday's class.
Tuesday, Sept. 30:
The instructor went over how to write with example. She talked about extended and multiple examples and how to place the strongest examples in writing, arranging examples for a speech, or even for a cover letter inquiring about a job.
Next the students did peer readings of each other's work. Students marked:
E for example
Underlined transitions
Specified "extended" or "multiple" examples
Corrected English errors
In addition, each student was to think up a title for the essay that was read.
The instructor handed out the division/analysis exercise so students could begin thinking about next week's paper.
For next class: Do chapters 4-8 in Langan before Sunday, October 5th.
Work on your class notebook because you will receive points for it on Oct. 2, next class (3 points).
Revise your one-page example paper and put it in your notebook for the instructor to review in class on October 9th while you are doing the person exam at the computer lab.
If you have time, start filling out the Division/Analysis exercise by going to the candidates' web sites.
We discussed plagiarism; the instructor used a Powerpoint that took students through what it is, why it's important to document correctly, and the two styles (APA and MLA). In addition, the instructor showed when and how to paraphrase, summarize, and quote, either directly or indirectly. She also showed how to do internal text citations.
After the plagiarism discussion we checked in student notebooks and Langan chapters.
There will be no class on Oct. 7. Meet in the computer lab for class on Oct. 9 where students will take a "person consistency" test and either do corrections to their narrative or begin a draft of their division/analysis paper. Please note: if you are planning on doing the latter, you will need to have your research with you.
Also see assignments from Tuesday's class.
Tuesday, Sept. 30:
The instructor went over how to write with example. She talked about extended and multiple examples and how to place the strongest examples in writing, arranging examples for a speech, or even for a cover letter inquiring about a job.
Next the students did peer readings of each other's work. Students marked:
E for example
Underlined transitions
Specified "extended" or "multiple" examples
Corrected English errors
In addition, each student was to think up a title for the essay that was read.
The instructor handed out the division/analysis exercise so students could begin thinking about next week's paper.
For next class: Do chapters 4-8 in Langan before Sunday, October 5th.
Work on your class notebook because you will receive points for it on Oct. 2, next class (3 points).
Revise your one-page example paper and put it in your notebook for the instructor to review in class on October 9th while you are doing the person exam at the computer lab.
If you have time, start filling out the Division/Analysis exercise by going to the candidates' web sites.
Tuesday, September 23, 2008
Writing 101 What Happened in Class
Thursday, Sept. 25:
We started the class off by doing peer readings of the descriptive writing. Each person took a criteria slip and ranked the paper accordingly. Each person was to write reaction to the paper as it was read.
Next the instructor returned the person consistency worksheet, for which students received up to 3 points. At the same time, she collected the students' narratives.
Previously, the class had been asked to read Aaron, Ch. 6, Exemplification. We reviewed transitions with which to introduce the example on p. 73, Hacker. Students have already worked with transitions in Chapter 2 of Langan (pages 33+). The instructor pointed out transitions in Hacker that students might use in bringing up examples.
To do for next class:
Write one page on a topic selected from p. 143, Aaron. Use transitions from Hacker (73) and Langan (33+) to introduce the examples.
Tape the critique slips to your descriptive paper and put it in the second section of the notebook.
At the next class we will check in Langan chapters 1-3 and also issue notebook points. If all sections of the notebook are categorized and papers filed accordingly, students will receive 3 of the 10 points for the notebook grade.
Tuesday, Sept. 23:
Instructor reviewed what we did in the two previous classes.
We went over the fourth page of the syllabus.
The instructor asked students for the consistency of person worksheet and the descriptive exercise and page of rough draft (assignments given to students from the previous week).
First we exchanged person consistency worksheets. Each student read another's paper for the use of "you." We also read for consistency of person for Writers B and C on the worksheet.
It became apparent that many students were having difficulty with this, so the instructor brought up additional notes from her computer files and went over the issues with person consistency. Then we worked on transferring sentences from first to third and with making plural pronouns consistent with singular subjects. Students showed examples of their writing on the doc cam.
Next we worked with the descriptive writing exercise. Once again, students traded papers and reviewed each other's work. Students received 1.5 points for having the exercise done and 1.5 points for having one page of descriptive writing rough draft done.
There will be a quiz on person consistency October 9th. Students will be asked to convert first to third and third to first. There will also be second-person writing to convert to either first or third.
To do for next class:
Revise descriptive writing page for a future peer reading in class. Criteria was shown by the instructor. Narratives will be handed in this coming Thursday. The instructor will also check to see that students have completed Langan's first three chapters.
Notebooks should be organized and papers filed by October 2. On that date, students will receive three points toward their class notebook (3 of 10 points).
Students should read the exemplification chapter in Aaron (Chapter 6).
2-3:20 class
Same as above.
We started the class off by doing peer readings of the descriptive writing. Each person took a criteria slip and ranked the paper accordingly. Each person was to write reaction to the paper as it was read.
Next the instructor returned the person consistency worksheet, for which students received up to 3 points. At the same time, she collected the students' narratives.
Previously, the class had been asked to read Aaron, Ch. 6, Exemplification. We reviewed transitions with which to introduce the example on p. 73, Hacker. Students have already worked with transitions in Chapter 2 of Langan (pages 33+). The instructor pointed out transitions in Hacker that students might use in bringing up examples.
To do for next class:
Write one page on a topic selected from p. 143, Aaron. Use transitions from Hacker (73) and Langan (33+) to introduce the examples.
Tape the critique slips to your descriptive paper and put it in the second section of the notebook.
At the next class we will check in Langan chapters 1-3 and also issue notebook points. If all sections of the notebook are categorized and papers filed accordingly, students will receive 3 of the 10 points for the notebook grade.
Tuesday, Sept. 23:
Instructor reviewed what we did in the two previous classes.
We went over the fourth page of the syllabus.
The instructor asked students for the consistency of person worksheet and the descriptive exercise and page of rough draft (assignments given to students from the previous week).
First we exchanged person consistency worksheets. Each student read another's paper for the use of "you." We also read for consistency of person for Writers B and C on the worksheet.
It became apparent that many students were having difficulty with this, so the instructor brought up additional notes from her computer files and went over the issues with person consistency. Then we worked on transferring sentences from first to third and with making plural pronouns consistent with singular subjects. Students showed examples of their writing on the doc cam.
Next we worked with the descriptive writing exercise. Once again, students traded papers and reviewed each other's work. Students received 1.5 points for having the exercise done and 1.5 points for having one page of descriptive writing rough draft done.
There will be a quiz on person consistency October 9th. Students will be asked to convert first to third and third to first. There will also be second-person writing to convert to either first or third.
To do for next class:
Revise descriptive writing page for a future peer reading in class. Criteria was shown by the instructor. Narratives will be handed in this coming Thursday. The instructor will also check to see that students have completed Langan's first three chapters.
Notebooks should be organized and papers filed by October 2. On that date, students will receive three points toward their class notebook (3 of 10 points).
Students should read the exemplification chapter in Aaron (Chapter 6).
2-3:20 class
Same as above.
Tuesday, September 16, 2008
What Happened in Class, Writing 101
Here's a link to the reading schedule. It is completed for September only. You'll receive a hard copy in class when it's finished.
-----------------
Thursday:
Today we had a worksheet on person consistency. The instructor explained that in academic writing, third person is used the most. Some academic papers are in first person. Academic papers are not written in the second person.
There was a worksheet with examples of student writing where person was inconsistent. The writing also needed to be edited to read smootly.
First, however, the instructor talked to the class about how to look up information in their style guide. We discussed the index, table of contents, and use of specialized glossaries. We looked up various terms, such as "person."
Then we began the worksheet. Student work was shown on the overhead projector. We did the first exercise to give students practice in writing consistently in the third person.
Later in the class, the instructor handed out the descriptive writing assignment. She also brought some items to work with in description.
To do before next class: Finish "person" worksheet. Be prepared to show your work if the instructor calls on you to go to the document cam. In addition, find an outdoor spot and do the exercises in generating descriptive words for next Tuesday. Write one page of rough draft and bring it to the next class. Be prepared to show both your rough draft and the results of your exercise.
On Thursday of next week the final versions of the narrative (autobiography) will be due.
Tuesday:
The instructor checked in three pages of each students' narrative.
She handed out a fourth page of the syllabus and told students
the class would go over it at a future class.
A student asked a question about the writing assignment at the
end of Ch. 3, Langan. No, you do not have to do these writing
questions. Focus on the writing assignments from Aaron, such
as narrative and descriptive.
Students did a paired learning exercise where they filled in a
non-graded quiz on narrative writing.The instructor will
review them for feedback on how well students are learning
from the lectures. They will be returned and students will put
them in their notebooks.
The instructor handed out the notebook classifications and
told the students to get their notebooks organized. At a
future class, students will receive points for having their
notebooks in order with the categories. These points count
toward the final notebook grade (class participation).
Instructor showed students the reading schedule at the blog.
Instructor went over organization of points from Langan, Ch. 2.
To Do for the Next Class: read the descriptive writing
chapter from Aaron. We will do descriptive writing exercises
in class. Also a person consistency exercise.
2-3:20 class:
Same as above except this group had the fourth page of the syllabus.
In this class, we did not talk about how to organize a paragraph (Langan, Ch. 2) . We will need to complete this at the next class. Assignment is the same for above class.
-----------------
Thursday:
Today we had a worksheet on person consistency. The instructor explained that in academic writing, third person is used the most. Some academic papers are in first person. Academic papers are not written in the second person.
There was a worksheet with examples of student writing where person was inconsistent. The writing also needed to be edited to read smootly.
First, however, the instructor talked to the class about how to look up information in their style guide. We discussed the index, table of contents, and use of specialized glossaries. We looked up various terms, such as "person."
Then we began the worksheet. Student work was shown on the overhead projector. We did the first exercise to give students practice in writing consistently in the third person.
Later in the class, the instructor handed out the descriptive writing assignment. She also brought some items to work with in description.
To do before next class: Finish "person" worksheet. Be prepared to show your work if the instructor calls on you to go to the document cam. In addition, find an outdoor spot and do the exercises in generating descriptive words for next Tuesday. Write one page of rough draft and bring it to the next class. Be prepared to show both your rough draft and the results of your exercise.
On Thursday of next week the final versions of the narrative (autobiography) will be due.
Tuesday:
The instructor checked in three pages of each students' narrative.
She handed out a fourth page of the syllabus and told students
the class would go over it at a future class.
A student asked a question about the writing assignment at the
end of Ch. 3, Langan. No, you do not have to do these writing
questions. Focus on the writing assignments from Aaron, such
as narrative and descriptive.
Students did a paired learning exercise where they filled in a
non-graded quiz on narrative writing.The instructor will
review them for feedback on how well students are learning
from the lectures. They will be returned and students will put
them in their notebooks.
The instructor handed out the notebook classifications and
told the students to get their notebooks organized. At a
future class, students will receive points for having their
notebooks in order with the categories. These points count
toward the final notebook grade (class participation).
Instructor showed students the reading schedule at the blog.
Instructor went over organization of points from Langan, Ch. 2.
To Do for the Next Class: read the descriptive writing
chapter from Aaron. We will do descriptive writing exercises
in class. Also a person consistency exercise.
2-3:20 class:
Same as above except this group had the fourth page of the syllabus.
In this class, we did not talk about how to organize a paragraph (Langan, Ch. 2) . We will need to complete this at the next class. Assignment is the same for above class.
Tuesday, September 9, 2008
What Happened in Writing 101, 9/9 & 11
September 11:
9:30-10:50
We read the syllabus in class.
We reviewed the narrative and looked at it for purpose. Some students said it served the purpose of making them realize they were in school. The purpose emerges as the writer progresses.
We then looked at for whom we are writing. One student said he shared his writing with his friends. One of his friends is now gone, due to an automotbile accident. The student said that the writing served the purpose of letting his friends who are still living know how important they are to him.
Next we discussed point of view. The instructor explained how the point of view emerges as one writes. An example given was the student who reached an emotional turning point when he went outside in the storm and rolled around in the mud. After that experience, his point of view was that emotions are handled better if they are expressed. That is also perhaps why he chose to ficus his narrative on his "history of emotions."
Next we analyzed where we could put in dialogue. The instructor wrote sample dialogue on the overhead. Then the students looked for places where they could add their dialogue to the narrative. The purpsoe of such dialogue is to break up the narrative and give it some punch. What to do for next class:
Do the first three chapters in the sentence skills book. These must be completed by Sept. 25. Continue writing the narrative. By Sept. 15 the narrative should be completed. We will revise it and turn in the final for this rhetorical form on Tuesday, Sept. 23.
Next week the instructor will introduce descriptive writing. She will also provide a copy of the notebook sections.
Bring all work in progress to class in hard copy form.
September 9:
9:30-10:50:
The instructor talked about narrative writing and spoke from notes that are reproduced later in this blog post.
She asked students to show what they had produced so far on the narrative assignment. Many students had note cards and some had both the cards and a page of writing. A few had the full three pages. Some said they left their materials at home on the computer. The instructor informed students that they are always to bring their writing to class so they can get credit for having progressed on the assignment.
Students began their writing sample at 9:55 a.m. The writing samples will not be returned. The instructor will comment on them at a future class.
What to do for the next class: Continue working on the narrative. See deadline dates in previous post. Check back at this post for a copy of the syllabus. At an upcoming class, we will go over the syllabus and do paired introductions.
Notes from today's class:
What is in a narrative?
A beginning that sets the scene
A setting
A middle that tells a story
An ending that brings the story to a close
Characters
Description
http://www.nj.com/: weather five-day forecast
How is the information arranged?
How does each day’s forecast connect with the previous day’s forecast?
What narrative do the pictures of the five-day forecast tell?
How is the visual narrative the same or different as the verbal?
Why use narration?
a) report information
b) support an argument
c) provide an example
d) set a mood
How do you write narrative?
1) Determine your purpose
2) Consider your audience
3) Establish a point of view
4) Use dialogue
Techniques:
Flashback
Flashforward
Transitions:
2-3:20 class Tuesday
Same as above except the instructor was not able to finish the narrative lecture in the time allowed. Students began the writing assignment at 2:30, leaving 50" to write 2-3 pages. The instructor will continue with the narrative notes at the next class, starting with "considering the audience." Students should bring their work to the next class so they have text with which to work.
2-3:20 class Thursday:
We did an exercise with dialogue. The instructor demonstrated dialogue and students then looked for a spot where they could put dialogue in their own narrative. After students wrote dialogue, we put examples up on the overhead projector.
The class then read the syllabus. By this weekend, the instructor will post the readng schedule, so check back for this document. You will also receive a had copy.
To do for next class: In addition to continuing work on the narrative, students who have the Langan book should begin chapters 1, 2 and 3. These will be due on Sept. 25
Thursday, September 4, 2008
Writing 101 Narrative Assignment Sheet
Note: the new virus protection program I downloaded said it successfully removed the Malware Win32: Trojan-gen(Other) virus/worm; vps version 08904-1,9:04/2008. It came into my system via a video file. Even though it said it was successfully removed, I still think it's wise to wait and see if it really is gone. If you copy and paste the text below, you will not be at risk for getting this virus:
Narrative Assignment Sheet
Write the story of your life in approximately three pages. Write an outline and at least one page for the week of Sept. 8 (bring to class). Write another page or two for the following week (Sept. 15). Revise for a total of three pages for class on Tuesday, September 23.
Among the many topics you may wish to cover are:
• your family
• the town in which you grew up
• your early interests
• philosophy of life
• relationships
• conflicts
• how you knew what you might want to study
• what you have learned from peers
• how you learned about practical matters (money, organization, etc.)
• work experiences
• how you obtained your first job
• values of your family
• hobbies
• what you have learned from school
While your first draft might be a chronology (linear 1->2-->3-->), the second draft will reflect and discuss life events. It will have a theme (see narrative reading assignments).
Helpful information on writing narrative.
Narrative Assignment Sheet
Write the story of your life in approximately three pages. Write an outline and at least one page for the week of Sept. 8 (bring to class). Write another page or two for the following week (Sept. 15). Revise for a total of three pages for class on Tuesday, September 23.
Among the many topics you may wish to cover are:
• your family
• the town in which you grew up
• your early interests
• philosophy of life
• relationships
• conflicts
• how you knew what you might want to study
• what you have learned from peers
• how you learned about practical matters (money, organization, etc.)
• work experiences
• how you obtained your first job
• values of your family
• hobbies
• what you have learned from school
While your first draft might be a chronology (linear 1->2-->3-->), the second draft will reflect and discuss life events. It will have a theme (see narrative reading assignments).
Helpful information on writing narrative.
Writing 101 What Happened
9:30-10:50 a.m. class:
The instructor went over the three things students most want to know on their first day of class:
who is the instructor
what the class is about
what the student has to do to get an A in the class
For those who missed the background information on the instructor, please read the link at left ("About Me").
The class covers writing the basic rhetorical forms: narrative, description, exemplification, division, classification, cause/effect, etc. For more of the forms, see the table of contents in the Aaron text. In addition, the class thoroughly covers the usage of the English language. For this part of the class, students complete a workbook (Langan).
ISBNs for the texts are:
Langan: 9780073123752
Aaron (essays): 0312392257
also you should have the Hacker guide: 0312406843
What students should do for the next class:
The instructor went over the three things students most want to know on their first day of class:
who is the instructor
what the class is about
what the student has to do to get an A in the class
For those who missed the background information on the instructor, please read the link at left ("About Me").
The class covers writing the basic rhetorical forms: narrative, description, exemplification, division, classification, cause/effect, etc. For more of the forms, see the table of contents in the Aaron text. In addition, the class thoroughly covers the usage of the English language. For this part of the class, students complete a workbook (Langan).
ISBNs for the texts are:
Langan: 9780073123752
Aaron (essays): 0312392257
also you should have the Hacker guide: 0312406843
What students should do for the next class:
- purchase the books at the bookstore or online (Aaron has to be purchased online). Print out your book order and put it in your notebook in case the company ships late. The instructor will not hold you responsible for reading the texts for the first two weeks.
- obtain a 3-ring looseleaf notebook with dividers. You can make your own dividers using manila files and cutting them in half
- make a bookmark file called Writing 101 on your browser
- go to the library and get a card so you can check out books. Get a computer account with UCC so you can access the library. Talk the librarians about what you need to have so you can access the online databases from your home computer
- start your rough draft of the first assignment, which is to write a three-page autobiography. This is the narrative rhetorical technique. Bring the outline or a page or two for next week.
Syllabus and other documents (such as the autobiography assignment) will be posted here later this evening.
Note: students, if you are ordering the Langan book online, be sure to find out if it is written in. The book consists of exercises and if someone else has filled in all the blanks, it will not be useful to you. You can ask that question before you order.
2-3:20 class
Same as above.
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