Projects and Calendar....

1.    Journal-   What’s the most important thing you learned from this class, if anything?

2.   WPA guidelines project entries one and two…

3.   Groups and argument essays…  (in-text citations?  Works Cited?)

4.   Schedule for the rest of class…

WPA Guidelines Final Project

Rhetorical Knowledge

◦Focus on a purpose

Define:

I know how to focus on a purpose, and I have done so in all of my essays.  For example, in my C/C essay, my purpose was to point out the differences between MCD and BK.  While staying true to my purpose, I wrote, “…………………….”    As you can see, I am discussing the differences b/t MCD and BK, so I was focusing on my purpose, which was to elucidate those differences.  In another essay, my descriptive essay, my job was to describe a lightning strike that I witnessed.  I wrote, “………………………………”  Here, too, one can see that I was writing about a lightning strike, and that quote displays how I am able to stay on track and focus on my purpose.  Later in the same essay, I wrote, “………………………….”    This shows that I am able to zero in on my purpose. 

◦Write in several genres-

Define:

Explain:

I know how to write in different genres.  Some of the genres we practiced in class included argument, description, compare and contrast, and personal narratives.  Here is an example from my argument essay, and you can tell that I am taking a side on an issue, and that’s what makes it argumentative.  I wrote, “……………………………….”  In a different essay, my narrative essay, I wrote, “……………………………………..”  Here you can see I am writing about something personal and I am using the first person, so it’s absolutely narrative.

Conclude:

Since I was able to write an argumentative essay and a personal narrative, it is clear that I can write in several genres.

Groups and WPA decisions...

Groups and WPA decisions...

1.        Journal-  What point from your argument do you think is most convincing to others?  Why is it so?

2.       WPA guidelines  Finalize project ideas and groups decide last two.

3.       Groups and outlines…



Rhetorical Knowledge

◦Focus on a purpose

Define:

To focus on a purpose means to stay on task and topic throughout my essay while driving my point home to a particular audience.

Explain:

In my C/C essay, my purpose was to compare MCD and BK.  In that essay I wrote, in the first paragraph, that MCD had “great fries, while BK’s fries are soggy or burnt.”  Later, in another paragraph I wrote that MCD had “clean restrooms, but at BK, the restrooms are disgusting.” 

Conclude:

 

 Since I was able to stay on topic during both of my paragraphs in my essay, it is plain to see that I know how to focus on a purpose.

* 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

◦Integrate their own ideas with those of others

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

◦Learn common formats for different kinds of texts

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

Composing in Electronic Environments

◦Use electronic environments for drafting, reviewing, revising, editing, and sharing texts

Arg and final project

1.   Journal:  What is the final project, as you understand it?

2.  WPA guidelines and project description

3.  Groups and project…

4.  HW:  Argument essay outline due on TUESDAY.

Critical Thinking, Reading, and Writing

1.       Use writing and reading for inquiry, learning, thinking, and communicating

2. Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
3. Integrate their own ideas with those of others
4. Understand the relationships among language, knowledge, and power

Processes

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

2. Develop flexible strategies for generating, revising, editing, and proof-reading
3. Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
4. Understand the collaborative and social aspects of writing processes
5. Learn to critique their own and others' works
6. Learn to balance the advantages of relying on others with the responsibility of doing their part
7. Use a variety of technologies to address a range of audiences

1.        Using Pathos, convince me to give money to the needy.

2.       Watching ads and groups…  Label the ads as P, E, or L, or a combination.

3.       Research for Argument essays… Topic List on Board….

4.       Groups and C/C essays.

http://www.tellyads.com/sub_index.php?alpha=G

Virtual Class on Thursday... Homework below--

Happy Fall Break!


Okay.  First, I'd like you to write a draft of your compare and contrast essay and bring your draft to class for others to read.  Before you bring your draft to class, please ensure you:

1.  Read it out loud.

2.  Check to make sure your points are balanced.  For example, if you discuss the idea that soccer is better than football because soccer is creative and that is one of your grounds for comparison, it makes logical sense to discuss the fact that football is not creative.  Not only should you discuss the grounds for both topics, but you should make sure your essay is structured in such a way that readers know what is coming next based upon the pattern you create. 

When we return to class on Wednesday, we'll discuss argumentative essays and read our compare/contrast essays in editing groups.  To get ready for the argument we will write, please read a primer about argumentative essays here

and please read some argumentative examples by students, here and here, and a famous one by Dr. Martin Luther King here.

Enjoy your break!

1.  Journal-- Explain why your C/C topic matters to you....

1.5... C/C groups?

1.6... Papers returned...

2.  MLA format for papers, review...HERE

3.  Final project introduction...  See the WPA guidelines HERE

4.  ON LINE CLASS ON THURSDAY... check the blog and complete the assignment.  Please place it in your portfolio...

1.  C/C practice...Discussion/Explanation...   Where does this paragraph fit into an essay?

With a partner, please complete a paragraph using the format below:

1.  Topic Sentence
2.  Fact
3.  Opinion
4.  O
5.  F
6.  O
7.  O
8.  Concluding Sentence

Here is an example paragraph:

TS-  MCD offers poor service.
F-    For example, when one approaches the counter at MCD, most of the time, the employees don't even smile.
O-   This means that they are not happy to be there.
O-   This also mean they aren't happy to have customers.
F-    In addition, at the drive through, the order is often wrong.
O-   This means that the employees are careless.
O-   This means they don't care about the guests experience.
CS-  MCD's employees are not happy and they are careless so the service is poor.


Here is the topic sentence I'd like you to use to finish your paragraph-

TS:  College students are expected to behave in certain ways.

1.  Journal:  Outline a compare and contrast essay in your journal using the format...

2.  C/C essay here.

3.  Transitions to use with C/C essays here.

4.  Groups...

5.  HW:  Please bring your completed descriptive essay to class...