Welcome! Final Affirmations...

1.  Welcome-  Please leave essays in the front for editing.

Preview.... remember this video?  Have you seen it?






2.  Journal:

Describe two traits about yourself that have helped or will help you continue to be a successful student.



3.  Affirmations:  

From the book:

"The practice of doing affirmations allows us to begin replacing some of our stale, worn out, or negative mind chatter with more positive ideas and concepts.  It is a powerful technique, one which can in a short time transform our attitudes and expectations about life, and thereby totally change what we create for ourselves."


Here is a STUDENT example: 


"I am a determined, hardworking, and dedicated student."
                                                 
"I am a determined, hardworking, and dedicated student."
                                                  
"I am a determined, hardworking, and dedicated student.

I am determined because even though I've faced obstacles, I've....(one specific example.)
I am hardworking because when I have to do....
I am dedicated because I've come to class every.....

Please create your own student example.  Remember, these are about our best student traits, not just personality traits. 



4.  Affirmation Groups...


After we select groups, we'll take turns reading our affirmations to each other.  Listeners can help by agreeing, smiling, and being positive.  When it's your turn, read slowly and clearly.  Believe in yourselves!



5.  Whole class report.

Brave volunteers will receive a special piece of chocolate for their efforts.  (10 minutes)



6.  Reminders...  Affirmations, Meetings... Come to class Wednesday....

Catching up...

1.  Journal-

Do you feel like you are behind in class or do you feel caught up?  Why?

2. Mini C/C lesson to help...

3. Mini Arg lesson to help...

4.  Project reminders.. To help.

5.  Meeting reminders...

6.  Work/drafting time....

Last entries... All entries... Meeting dates... what's happening moving forward?

Knowledge of Conventions

• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.

Earn two stars to leave....


All the entries we've completed-

Rhetorical Knowledge

• Focus on a purpose
• Respond appropriately to different kinds of rhetorical situations
• 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
• Learn to critique their own and others' works

Knowledge of Conventions

• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.

Final Meeting Times and Dates-

Nov 27:

10:00- Paul V
10:15- Kara T
10:30-Karen A
10:45-Isaias B.
lex J.

Dec 2:

10:00- Bryanth T
10:15-Brandon Piper
10:30-Meredith H.
10:45-Karina

Dec 4:

10:00-Jesus Rico
10:15-Elizabeth G
10:30-emilio A.
10:45-

Dec 6

10:00-Lawrence S.
10:15-Stephanie M.
10:30-Abraham R.
10:45-Gigi S.

Dec  9
 
10:00- Antwane Sonneveldt
10:15- Elynn-
10:30-
10:45-

Processes contined and completed. Only two more to go!

Below are our two bullet points for today-

Processes-

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

Learn to critique their own and others' works


Once you've received a star-  You're done!  See you Wednesday-

HW-  Type up projects-  Finish essays to earn a star.

Projects, cont.

Here is our last bullet point from CTRW, and below is the first bullet point from the next group:  Processes-  Let's finish both today.

1.  Discuss with neighbors how to complete entries for the two bullet points below.  Once you have a plan, get started.  When you're finished with one or both, see me to get a star.  Finish both with two stars and you can leave-

Critical Thinking, Reading, and Writing

• Integrate their own ideas with those of others

Processes

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

Projects, cont.

http://gawker.com/rand-paul-plagiarized-3-pages-of-his-book-wants-to-sho-1458063394

Journal-

How would you prove that you "use reading and writing for learning, inquiry and communication?"



Projects, Continued.... 

So far, we've finished:

Rhetorical Knowledge

• Focus on a purpose
• Use conventions of format and structure appropriate to the rhetorical situation
• Write in several genre

And now we're starting....


Critical Thinking, Reading, and Writing

• Use writing and reading for inquiry, learning, thinking, and communicating

Define:

Explain:


Finish your draft of your project, then, please go type it up and don't forget to re-write essays!

One Big Thing-- and finishing some other things...

1 big thing:  final projects

 

Topic:   

 

My Knowledge of English 101 Concepts.

 

Audience:   

 

 EB

 

Purpose:  

 

 To prove I know what I should know based upon the WPA guidelines bullet points using my own work from class as evidence.

 

Rhetorical Knowledge

 

·       Focus on a purpose.

 

Define:   

 

This means that I have a reason for writing and I can stick with that reason throughout my essay.

 

Explain:  

 

It is evident that I know how to focus on a purpose since in my narrative essay my purpose was to entertain and I focused on that throughout the essay.  In my first paragraph I wrote, “…………………..”  This, I think, is entertaining, and that is the reason I wrote the essay.  Later, in paragraph 2 I wrote, “……………..,” and that proves that I am sticking to my goal.  Finally, in my last paragraph I wrote, “…………………,” and from all these examples, it is clear I can focus on a purpose.

 

HW-  Complete your first project entry by organizing your project into a word document and then by typing it up.

Reminder! No class. Virtual class- please see below.

Hi!

Welcome to our virtual class.

HW:  please visit this website and locate the heading called "rhetorical knowledge"  click on any text to visit the site.

Then, define the 8 things that students should know that are listed in bullet point format. They are beneath the heading. 

We'll discuss for final projects. See you Monday. 

Evaluations... Arg Completion.

1.  Please turn in your argument essay by placing it on the front desk-

2.  Barriers to completion?  If you didn't turn in your essay, is there something I can help with?  Do you have questions or problems that we can solve to help you move forward?

3.  Please unplug and grab a computer to complete class evaluations.

4.  What's next-  What we have to do.... Calendar.... 

5.  NO Class on Friday!  Virtual class only.... Please check the blog for HW-

Arg, cont.

1.  Journal-  

What's been the hardest part of your argument essay


1.5  Works Cited Workshop.


2.  Editing and groups.


1. Is the introduction at least 5 sentences?

2. Do they have a thesis?

3.  Are there at least 3 facts per paragraph?

4.  Are they using in-text citation correctly?

6.  Is their MLA format correct?

7.  What mode of persuasion are they employing?  Logos, Pathos, Ethos, or a combination?

8.  Offer a suggestion for improvement.

9.  Did they convince you?

10  Offer a compliment.





HW-  Complete essay and submit on Wednesday.

Arg, Body PP, Cont.

First-   Random Question time.

Journal-  Please find 2-3 facts from On Course to use in your next, second, body paragraph.

While you are researching, I'd like to see your essay so far.  Please place it on your desk.

Once you've finished, create the next body paragraph.

Use the instructor and classmates as resources to finish.

HW-  Have completed your essay, doing the last paragraph and the introduction on your own.  Please return to class with a completed draft.

Arg, cont.

1.  We're working through the argument together.  For a journal, find three facts from On Course that will support your first body paragraph.

2.  Working in groups is fine.

3.  Once you have your three facts, if you like, follow the paragraph pattern (notes in class) and complete your first body paragraph.  (in text citation)

4.  See me to read your first BP and when you're done, you're free to go.

5.  HW- Type up what you've completed, and return to class with the intro and first body paragraph.

Argument, cont. Introduction...

Journal-

Meet with your group from last class and write your thesis and 3 facts on the board again.


Discussion of topics... choice of topics...


Introduction:  State the problem, Explain the problem, solve the problem in a thesis- (logos, pathos, ethos)


Drafting time-  When your intro is complete, see me.

Groups and Topics to Argue.

Journal-  What 3 pieces of information from the chapter reading did you find most important?

Groups-  Create a thesis that persuades based on the chapter reading.  Then, in your group, find 3 facts to support your thesis.

Presentation of Group work....

Commercial presentations...Cont. Monday.

Presentations

Please turn in typed journal entries to the front....


Presentations!

HW for Friday.  Please read 139-168, chapter 4, Mastering Self-Management by Friday.  Be prepared for a discussion and topic invention for our Argument essay.

Argument Introduction, cont.

1.  All Day journal!

Watch this ad.  Identify whether logos, pathos, or ethos is being used.  Explain how logos, pathos or ethos is used to convince people to buy the product.  How do they work?

2.  Don't forget homework due Monday.... Presentations and typed journal entries.

3.  Have a great weekend!

C/C submission day, maybe.

1.  Journal-

Explain what's wrong with your MLA format, or explain one grammar mistake you make over and over again in your essay.  See me for deciphering help.  Speak with neighbors, too.

2.  Read aloud.

3.  Turn in your c/c essay?

4.  HW review-  Clarification.  Please complete the HW, type it up, and return it to me on MONDAY-

5.  HW- find an ad, either print or video, that contains at least two of these three persuasive strategies:  Logos, Ethos, or Pathos.  Create a  prezi to explain how your ad utilizes at least two of the three appeals, due Monday.

6.  HW- model

C/C peer editing

1.  Journal-

How can using the right words change your life?

2.  Groups and editing.  Please answer the questions on the back of your partner's essays.

1.  Does the introduction introduce the topic and provide readers with some background knowledge?

2.  Is the last sentence of the introduction a thesis with grounds and an opinion?

3.  Do their body paragraphs contain facts about the topic?

4.  Are their body paragraphs in the order provided by the thesis?

5.  Did they follow one of the organizational plans?

6.  Circle any typos or obvious mistakes.

7.  What's one thing they could improve?

8.  What's one thing you like?

9.  Is there a conclusion that restates the thesis?

10. Do they have a good mix of sentences?


3.  Edit and return to class with another version of your essay.

4.  HW-  Read pages 114-118.  Complete Journal Entry 12-  

1.  Journal- 

Show your outline to another and ask them if they think it is organized correctly and if it seems logical.

2.  Reading and discussion....

3.  In class drafting time.  A body pp from your outline.

4.  HW!  You've planned your work.  Now, work your plan and return with a C/C draft.

C/C topics

POSSIBLE C/C TOPICS

About Student Success & On Course.

1.     Good v Bad test taking strategies.

2.     Right v Wrong Time management.

3.     Proactive V procrastinating students.

4.     Active v Proactive learner.

5.     Struggling V non struggling.

6.      Surface culture v Deep culture

7.      Good study habits V Bad

8.     Good v Bad note taking.

9.     Victim V creator.

10.  Participants V Non Participants

11.  Honors Students V. Denial Students.

12.  Self-Knowledge V Self-blindness.

13.  Good and bad attendance.

1.  Journal: 

Share your outline with another and discuss how you arranged it...  Or, what's your possible C/C topic?


2.  Compare/Contrast Topics...Class Invention.

2.5  Paragraph format...

3.  Compare/Contrast Planning time... Complete outline to exit!

4.  HW-  Fill in the facts on your outline.

5.  HW-  Read 55-68 and complete journal entry 7.

1.  Journal-  Compare and Contrast McDonald's and Burger King.

2.  Read aloud.

3.  C/C plans.

Grounds:

Thesis:

Plan 1:

Plan 2

Plan 3

4.  C/C topics.

5.  C/C essay here.

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

7.  Practice outline groups.

8.  HW-  Reading the above essay and outline the essay. 

Editing and Questions.

1.  Journal- 

What's victim language?  Provide an example of how you have used this type of language in the past.

2.  Reading and Discussion.

3.  Groups and editing.

Editing directions.  This is our second edit.  We're looking for typos, grammar errors, or other confusing mistakes.  Please circle any areas where you think there is a mistake or any areas where you don't understand what is happening.

4.  HW-  Complete your descriptive essay for class on Monday.

Editing Groups...

1.  Caption Contest.  In class thinking skill exercise.

2.  Journal-  What's the purpose, beyond describing, of your descriptive essay?

3.  Groups and Questions.

QUESTIONS-

1.  Is there a beginning, middle and end?
2.  Are there at least two similes?
3.  Do you understand what's happening?
4.  Are there at least two metaphors?
5.  Can you find sensory imagery?  Do they use the 5 senses?
6.  Is this a narrative in the first person?
7.  Does it start in the middle of the action?
8.  Circle any areas where you see mistakes or don't understand.
9.  Would you retell this story to another?

4..  HW- 

Reading from the book.  Pages 40-55.  Please complete the case study on page 40 and the Journal Entry on page 53.

5.  HW:  Bring a revised version of your draft for editing.

Story Telling....

1.  Journal-  Summarize the story you are about to tell.

2.  Descriptive Practice...  Similes.

It's like...
It's like...
It's like...
It's like...
It's like...

3.  Groups and Stories...

4.  HW-  Essay Drafts Due Wed.

Are you on course?

Journal- 

Do you think you are on course?  What areas related to school are you off course?  If you're not, why are you on course.


Test results... What do they mean for you?  Teams and discussion.


On Course questions and class discussions...5 most important points.

HW-  Be ready to plan and tell your story for Monday...

Your Choice-

We might be practicing description, we might be discussing on course.

1.  Journal:

Read your own paper out loud with a pencil.  What did you notice?  Why?

2.  MLA Check groups...



3.   No Way Mistakes:

a.  Tense shift.  I love to eat when I was hungry.

b.  PNA-    Someone who is cool has all the tricks; they know how to...

c.  VTA-  I loves to eat.

d.  Comma Splice: (CS) I love to eat, I love to cook.

e.  Run on:  I love to eat I love to cook.

f.  Parallelism:  I love to ride my bike, walk the dog, and watching movies


4.  HW-  Fix essays to submit on Wed.

5.  HW-  Read pages 1-21 in On Course and complete the self-assessment.

6.  HW-  During reading, prepare 3 questions for the class, and make a list of the 5 most important points.

Groups and Editing

1.  Journal:

What does a good editor do?  Why have others read our papers?  What can you do as a reader to help other writers?

2.  Partners and editing questions...

1.    Is this story interesting?

2.    Is this story understandable?

3.    Is anything missing?

4.    Should I take out a part/s?

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

6.    Does it have a beginning, middle, and end?

7.    Is there a message?

8.    What’s the topic?

9.    What’s the purpose?

10.   Is there good mix of sentences?

11.   Would you tell the story?

3.  Groups and reading....

4.  HW-  Fix your draft...Return with a typed version on Friday!

5.  HW-  Make sure you have the textbook by Friday!

Thinking, grading, individualism...

1.  Journal:  Watch here, and then become a reporter.  Describe what you see and hear.

2.  Trade questions.

3.  Grades and groups... Compare...

4.  My Grade...

5.  HW-  Narrative Essays Due Thursday.

6.  HW- Answer another's questions.

1.  No Journal-  We have a lot to do.

2.  6-Traits:

3.  Writing Process:

4.  TAP

5.  Narrative Tips...

Narrative To Dos and Don'ts-

Do:  Start en media res:  In the middle of the action.
Do:  Tell a story we care about/are interested in.
Do:  Have a beginning, middle, end, and (maybe) a moral.
Do:  Be human.
Do:  Pick a 30 second period of time to describe.

Don't:  Be egotistic:  we don't care about your 8th grade wrestling championship, you do.
Don't:  Start with all the background.  Start in the middle of the story!
Don't:  Write about your kids.
Don't:  Try to make yourself sound amazing-- Be yourself.

6.  Grading "Mother Nature."  Teams and Grades with rubric

7.  HW-  Read...  "A Hanging,"  Create 10 TS questions for another to answer about the story.

Thinking Skills Cont.

1.  Journal:

Do you jump to conclusions?  When's a time you assumed something and were wrong?

2.  Inferring Quiz... Here.

3.  Groups and questions... Fish Cheeks...

4.  Groups and storytelling.

5.  HW-  Questions... Fish Cheeks.

6.  HW-  6-Traits... What are they?

7.  HW-  Writing Process... What is it?

8.  HW-  Narrative Essay Drafts due Sept. 2nd.


Inference Test:  From:  www.cwu.edu/.../Com451/AssessmentTools/INFERENCE%20TEST.doc

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.

Statement's About Story B

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.

Thinking Skills, Cont.

 1. Journal--

What does it mean when one says go slow to go fast?  How can you apply that to writing?


2.  Groups and Questions....

3.  Mother Tongue... Narrative and Discussion.  What's a Narrative?

4.  My Narrative:  Embarassing Moment.

5.  HW----  Read "Fish Cheeks" and create 10 TS questions for another to answer.

6. HW-  Come with a plan and be ready to tell your story.

Thinking Skills

Thinking Skills

1.  Attendance!

2.  Please turn in your homework assignment to the front desk.

2.5  Set--  Abbot and Costello--------  "Who's on First?"

3. Journal:

Have you ever thought something, believed something to be absolutely true, and then discovered you were wrong?  What happened?  How did you figure out you were wrong?  What lesson did you learn from this experience?

4..  Thinking Skills quiz...

5.  Notes... Thinking Skills...

6.  Reading and Thinking skill questions... 

Welcome!

Welcome to Class!

1.  Class procedures...  Attendance


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

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 read a beginning, middle and end.


5.  Please finish and print your 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:  Access and print out the last page of the syllabus.  Please return with it signed.

Works Cited Entries

Below are examples of how to cite the various types of sources in this class guide.

 Print Book:
Author. Title of book. City of publication: Name of publisher, year of publication. Print.
Brown, Lester R. Outgrowing the Earth: The Food Security Challenge in an Age of Falling Water Tables and Rising Temperatures. New York: W. W.

Norton, 2004. Print.

Print Reference Book:

Author of entry (if given). "Title of Entry." Title of Book. Editor (if given). Edition or year. City of Publication: Publisher, year of publication. Print.
Kirkham, W. Stuart. "Hybrid Vehicle." Encyclopedia of Environment and Society. Ed. Paul Robbins. Vol. 3. Los Angeles: Sage, 2007. Print.

 
E-book:
Author. E-book title. Name of editor (if given). City of book publication, Name of book publisher, publication date. Name of database. Web. Date of access.
Maser, Chris. Earth in Our Care: Ecology, Economy, and Sustainability. Chapel Hill: Rutgers UP, 2009. e-brary. Web. 26 Mar. 2011.

Reference Book in Online Library Database:

Author of entry (if given). "Title of Entry." Title of Book. Editor (if given). Edition or year. City of Publication: Publisher, year of publication. Page

numbers (if not in alpha order). Web. Database Name. Date of Access.    

“Water.” Encyclopedia of Sustainability. Robin Morris Collin and Robert William Collin. Vol. 1: Environment and Ecology. Santa Barbara: Greenwood

Press, 2010. 56-64. Gale Virtual Reference Library. Web. 26 Mar. 2011.

Article from Database:
Author. "Title of article." Title of journal Volume number.issue number (year): page range. Name of database. Web. Date of access.
“Wind Energy.” Environmental Encyclopedia. Gale, 2010. Gale Opposing Viewpoints in Context. Web. 24 Mar. 2011.

Ambrose, Jeanne. “Let Them Eat Veggies.” Organic Gardening June-July 2010: 26-28. Ebsco MasterFILE Premier. Web. 26 Mar. 2011.

Website:
Author (if given). "Title of article." Name of Site. Name of institution/organization/sponsor affiliated with the site, date of creation. Web. Date of Access.

Ricker, Lisa. "English Class Decodes 'Greenspeak.'" ASU Global Institute of Sustainability. Arizona State
     University, 8 Mar. 2011. Web. 28 Mar. 2011.