Exam Day

 1. Complete the "sentence correction" sheet. Hand it in to me.

2. Here are the instructions for the essay. Post your final copy in CANVAS. Hand the draft and peer editing notes to me.

Write the introduction. Capture the attention of the reader. Set your requirements for a good spot to study. Consider describing your favorite place if it is not one of the three here on campus.  Quote experts as support your requirements. Keep in mind that the experts do not have to agree with you. You can quote an expert and then disagree.

 Describe all three "good" spots to study on campus, but make sure it is clear that one is the best.

Consider listing them in order of importance - good, better, best.  Save the best for last. If you feel that one or two places are equally good, that is OK. Just be sure to provide specific examples to explain why.

Write an amazing conclusion. Consider referencing a quotation from one of the quotation sites to add interest to the end.

Provide the Works Cited page. Use in-text citations when you quote your classmates or the experts. MLA formatting is required. 

 

 

 

 Your exam must be posted by 2:50 pm today! You must be physically present in class to participate in the exam.

December 5, 2013

Reminder: Our exam is next Tuesday in our regular classroom. You have from 1:00-2:50 pm to complete the exam. You must be physically present.

1. You need to have a paper copy of your Three Best Places to Study draft. Print away!

Here were the instructions for the essay.

Write the introduction. Capture the attention of the reader. Set your requirements for a good spot to study. Consider describing your favorite place if it is not one of the three here on campus.  Quote experts as support your requirements. Keep in mind that the experts do not have to agree with you. You can quote an expert and then disagree.

 Describe all three "good" spots to study on campus, but make sure it is clear that one is the best.

Consider listing them in order of importance - good, better, best.  Save the best for last. If you feel that one or two places are equally good, that is OK. Just be sure to provide specific examples to explain why.

Write an amazing conclusion. Consider referencing a quotation from one of the quotation sites to add interest to the end.

Provide the Works Cited page. Use in-text citations when you quote your classmates or the experts. MLA formatting is required.

2. Your paper will be edited by four readers. Readers 1, 2, and 3 will comment on the peer editing sheet. Reader 4 will look at each sentence and make sure that it

• is a complete sentence.
• contains no punctuation errors.
• makes sense.
• uses vivid vocabulary.

3. You must submit the peer editing sheet along with the draft on Tuesday. Use the information to make corrections.
4. Exam notes:

• You have the entire class time on Tuesday to use for the exam.
• About 30 minutes of the time will be used to complete a GUM test. Know how to
• Avoid run-on sentences
• Avoid fragments
• Punctuate dialogue
• Use commas correctly
• Stick to one point of view
• http://grammar.ccc.commnet.edu/grammar/quiz_list.htm  80 81, 82, 83 (commas)
• 111, 112, 113 - Sentence combining
• 116 - rewriting bloated sentences
• Class activity - expanding sentences and avoiding clichés

Class Work

Last Tuesday, you looked up what the experts said about creating a positive environment to study.

Today we will continue with the next steps. This is in preparation for the writing part of the exam. The exam is one week from today! You must be present on the day of the exam. This is EMCC policy.

What is your favorite place to study? Jot down a brief description of the spot. Where is it? What is there? Is technology important? What about background noise? How about music? What do you need to successfully study?
Step 1: Talk to the others at your table and see what they do to create a study space. Add any appropriate comments to your notes. Give credit to the speakers. (Did you do this? Let's share to review.)

 

Step 2: Conduct research. Find out what the experts say about the perfect place to study. Read at least two articles and note 7-10 "things" that must be present in the perfect study spot. Keep track of your sources. Be sure you know the specific source of the information. For example, one source might note that a quiet environment is best because . . . Give credit to that source.

(Together, as a class, we will create a list of the top 7-10 necessities for successful study spots. Please take out your notes from last Tuesday.)

Step 3: Create a Works Cited page in EasyBib or other citation spot. Have you started yet?
New activity:  Step 4: For 15 minutes, walk around campus and look for three study spots. Take notes. What attracts students to that spot? What do you see and hear? What technology is present? How visible or private is the place? Take a picture with your phone so that you can study the spot later.
Step 5: Return to class and discuss the best place or places on campus to study.
Here are the instructions for the essay.

• Write the introduction. Capture the attention of the reader. Set your requirements for a good spot to study. Consider describing your favorite place if it is not one of the three here on campus.  Quote experts as support your requirements. Keep in mind that the experts do not have to agree with you. You can quote an expert and then disagree.
•  Describe all three "good" spots to study on campus, but make sure it is clear that one is the best.
• Consider listing thim in order of importance - good, better, best.  Save the best for last. If you feel that one or two places are equally good, that is OK. Just be sure to provide specific examples to explain why.
• Write an amazing conclusion. Consider referencing a quotation from one of the quotation sites to add interest to the end.
• Provide the Works Cited page. Use in-text citations when you quote your classmates or the experts. MLA formatting is required.

Step 6: Bring a paper copy of your draft to class on Thursday. There will be a peer editing activity.

 

Our exam is next Tuesday from 1-2:50 pm in our regular classroom. COME!

 

 

Class Work

Self Editing Activity for the Problem/Solution essay - (Old Age or Youth problem)

1. You will be reading your essay from the last sentence to the first sentence. This will help you to locate and revise any "unusual" sentences. In a separate document, show the original sentence in column 1 and the revised sentence in column 2.  (handout)

2. At your table, discuss your favorite place to study!

3. Quick Research . . . Locate and read one or two articles that provide recommendations for finding or creating the perfect place to study. Do your "standards" agree with the experts? Explain in one paragraph

• Create a Top 10 list and add information that explains why that item or environment is important. List the URL so that you will be able to find the article again.
• Post in CANVAS - 30 points for the list.
• 20 points for the paragraph

3. Take a walk around campus and look for three places that are good places to study. Be precise as to location. Take notes. What makes each location a good place to study?

Homework

Write the final copy of your problem/solution essay and post in CANVAS by next Tuesday. (100 points)

November 21, 2013

Reminder: This was the homework.

Write at least two paragraphs that explain the effects of your problem. Give credit to your sources. Bring a paper copy of your paragraphs to class. Also, post in Canvas. Due November 21st. (20 pts.)

Class Work

1. We will share the effects in a Reader's Circle. Be prepared to read your paragraphs and to identify your sources.

Homework
Write the solutions. You are now ready to "paste" the paper together.

• Definition of the problem
• Causes
• Effects
• Solutions

Post your draft in CANVAS by Tuesday. (50 pts.)
*****************************************************
Writing Practice

• In your own words, write a paragraph and explain what a good study area is to you.
• Now, locate at one reliable article that talks about how to study. Find what it says about creating the perfect study location.
• In a bulleted list, not what information you found. Give credit to your source(s)!

 Now,

 1.Walk around this building for 10 minutes and look for the best and worst places to study. Really LOOK at the spaces. List the strengths/weaknesses. Be precise. Details matter.
2. Return to class. Let's share.

Save this. We will revisit it on Tuesday.

November 19. 2013 - Tuesday

Class Work

This was the homework:

This is homework. Write at least two paragraphs that explain the causes of the problem. Post in Canvas by Tuesday. List your sources. (20 pts)

• Print a copy of your two paragraphs.
• Write your thesis statement on the top along with your name.

Let's look at your sentences. Number your sentences.
Now, use the chart to complete the task.

• How many words are in each sentence?
• How do you begin each sentence?
• What changes should be made?

Let's get rid of extra words!

See: http://grammar.ccc.commnet.edu/grammar/concise.htm

Let's also avoid cliches!

Try the practice quizzes. You will be assigned a number. Correct that sentence for each set. You may be working with a partner.

Write your corrected sentences on the board.

Homework

Write at least two paragraphs that explain the effects of your problem. Give credit to your sources. Bring a paper copy of your paragraphs to class. Also, post in Canvas. Due November 21st. (20 pts.)

November 14, 2013 - Thursday

Class Work

1. Get out a copy of your introduction. This was homework. You should be able to find it on Canvas if you posted it!
2. Share your introduction with the class. We will be listening for a clear description of the problem with either old age or youth.
3. We will also be hoping for an introduction that captures our attention. Let's review some possibilities:
http://writingcenter.unc.edu/handouts/introductions/
4. Now that you have clearly described/introduced the problem, your next task is to tell the reader how the problem came to be. What caused the problem? Do a bit of research and find out. Be sure to keep track of the source. This is a good place to include an example from life or from the news. An example from a movie or book would also be great here. (Remember, we watched UP. Think back to the characters and experiences. Talk to someone with the problem. Quote them. Remember, with minors, you MUST have parental permission to use the names. Instead, just give the general age and use yourself as the Interviewer in the Works Cited section. This is homework. Write at least two paragraphs that explain the causes of the problem. Post in Canvas by Tuesday. List your sources. (20 pts)
5. Taking care of commas.

You will be working with a partner group to "show" the class how to use commas correctly.

• Modifying phrases or clauses to begin sentences
• After a transitional word, phrase, or clause that begins a sentence
• To set off a modifier, establish a qualification, contrast, or exception.
• Before coordinating conjunctions (FANBOYS) in compound sentences.
• Between items in a series
• In nonessential elements
• In dates, names, titles, dates, , and addresses.
• To set off tag questions
• To use yes/no remarks and mild exclamations
• To prevent misreading

Directions: Find and share the rule.
Provide two example sentences showing the rule in action.

Provide one sentence for testing! The class will have to write your sentence correctly.

You may write your rule and sentences on the board. We have plenty of space! You have 12 minutes to prepare.

https://owl.english.purdue.edu/owl/resource/607/02/

http://grammar.ccc.commnet.edu/grammar/commas.htm


For practice try 80, 81, 82, and 83 at http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Class Work

This was the homework.

Homework:

Select a problem encountered by the elderly or by the young. (One problem/one age group)

You need to define the problem and claim that it exists.

Now you need reasons why the problem exists. Conduct some research and come up with at least two reasons.

For each reason, you need give examples. The information will answer "because". What proof is out there? Look for at least two sources.

Keep track of your sources and provide the URL if the source was electronic. (EastBib is a good place to keep track of your sources.)

Post in CANVAS. This is due on Tuesday and is worth 35 points. Do not delay!


What problems did you select - Write your topic on a post-it and place on the board. Write your name on the post-it as well.

Now that all are posted, read the wall. If your "problem" post is the same or almost like another post, move the two posts together.

Get together with the others of the same or similar topics and discuss what you found to be the causes of the problem. It is perfectly OK to share resources!


Now it is time to look for solutions! What can be done to solve or "fix" the problem?
1. Locate at least two viable solutions given by experts. List your sources. Write the solutions on post-its and place under the "problem" on the board. Give credit to your sources. Find at least three possible solutions.

2. Read the wall again and meet with the others who are investigating the problem. Discuss. Did you locate the same solutions?

3. Estimate the cost of the solutions. Money is an issue. How can the money element be addressed?

4. Now, locate a quotation about your problem. Write that on a post-it and add it to the board. Cite your source! Place on the board.

5. Are there any news stories related to your topic? List on the next post-it and place on the board. What is your source? Note it.

6. Now, meet again with others who share your topic. What "stories" and experiences do you know about the topic? Did Grandma share something? Did your little sister have an opinion? What do folks in the group who experience the problem have to say? Share the stories with the others in your topic group.

7. You are almost ready to write. Fill in the chart as drawn on the board. Use your own paper or create a Word document. Let me know when you are finished so that I can review it with you.

Homework

Write the introduction to your essay. Capture the attention of the reader AND define/describe the problem. Cite at least one source. Post in CANVAS (20 pts.)

November 7, 2013

Class Work

Let's talk about the article: http://wenku.baidu.com/view/d5b6d0c69ec3d5bbfd0a74b6.html

Do you agree or disagree with the author?

What did the author claim?
Why did she believe that?
What evidence was provided as proof?


Game Time: You will receive a card noting the group you should join. Do so. Instructions will follow.


Homework:

Select a problem encountered by the elderly or by the young. (One problem/one age group)

You need to define the problem and claim that it exists.

Now you need reasons why the problem exists. Conduct some research and come up with at least two reasons.

For each reason, you need give examples. The information will answer "because". What proof is out there? Look for at least two sources.

Keep track of your sources and provide the URL if the source was electronic. (EastBib is a good place to keep track of your sources.)

Post in CANVAS. This is due on Tuesday and is worth 35 points. Do not delay!

November 5, 2013 - Tuesday

1. Finish watching UP - continue and discuss the charts.

2. What are the problems faced by children today? Do you agree with this list?
http://www.toptenz.net/top-10-issues-facing-our-youth-today.php
3. What are the problems faces by older people? Read this article. Do you agree that these are the problems? What would you add or take away?
http://www.bizymoms.com/relationships/elderly-problems.html

4. If you have not read the article listed in Thursday's blog, read it now! Summarize it in two paragraphs. Post in CANVAS. (20 pts.)

October 31, 2013 - Thursday

Class Work

Reminder: We are currently talking about and getting ready to write about the two worlds of the young and the old. What are the joys and challenges of both worlds?

Today we will be watching portions of UP. You need to keep an old/young chart. We will stop along the way to discuss.

Let the show begin!


Homework: Read this article. Be ready to answer a few questions and discuss on Tuesday.
The Virtues of Growing Older by Carol Siskin
http://wenku.baidu.com/view/d5b6d0c69ec3d5bbfd0a74b6.html

October 29, 2013 - Tuesday

Class Work

1. What is youth? (Your definition/dictionary definition)
2. Think about your favorite things to do as a child. Let's talk and write. What did you like? What don't you miss?
3. What is old age? (Your definition/dictionary definition)
4. What do you look forward to? What do you fear?
5. What does Shakespeare say? (Example from literature)

The Seven Ages of Man William Shakespeare 

 

 

                                       All the world’s a stage,

        And all the men and women merely players;

        They have their exits and their entrances,

        And one man in his time plays many parts,                       

5      His acts being seven ages. At first the infant,

        Mewling and puking in the nurse’s arms;

        And then the whining schoolboy, with his satchel

        And shining morning face, creeping like snail

        Unwillingly to school. And then the lover,  

10    Sighing like furnace, with a woeful ballad

        Made to his mistress’ eyebrow. Then a soldier,

        Full of strange oaths, and bearded like the pard, 

        Jealous in honor, sudden and quick in quarrel,

        Seeking the bubble reputation

15    Even in the cannon’s mouth. And then the justice,

        In fair round belly with good capon lined,

        With eyes severe and beard of formal cut, 

        Full of wise saws and modern instances;

        And so he plays his part. The sixth age shifts

20    Into the lean and slippered pantaloon,

        With spectacles on nose and pouch on side;

        His youthful hose, well saved, a world too wide

        For his shrunk shank; and his big manly voice,

        Turning again toward childish treble, pipes

25    And whistles in his sound. Last scene of all,

        That ends this strange eventful history,

        Is second childishness and mere oblivion,

        Sans teeth, sans eyes, sans taste, sans everything.

5. What do artists say?



How well did Shakespeare and the "artist" portray the process of aging?

5.  Are there any song about aging? "Sunrise/Sunset" comes to mind.
http://www.stlyrics.com/lyrics/fiddlerontheroof/sunrisesunset.htm
Go to YouTube - type in Fiddler on the Roof Sunrise/sunset to watch the music in action.

6. Now it is time to think.

•  List the top 10 wonderful things about being young.
• List the top 10 challenging things about being young.
• List the top 10 wonderful things about being old.
•  List the top 10 challenging about being old.

7. Have you seen any movies about the follies or joys of your and/or the follies or joys of aging?
Why are these popular? Check YouTube for these trailers. Watch. Take notes on the problems and joys of aging.
Lost Vegas Trailer
Up Trailer

8. This link gives great tips for conducting interviews. Read it BEFORE conducting the homework interview. http://managementhelp.org/businessresearch/interviews.htm

9. Homework: Interview someone who is at least 20 years older than you. Think of five questions to ask them about their thoughts on aging. Post your questions and answers in CANVAS by Thursday.

Class Work

This is what you were supposed to do for homework.

The classification essay is an essay in three parts.

A. Introduction

B. Middle paragraphs - there may be three or more. There should be three "classes."

C. Conclusion

•  Write your draft.
• Be sure that your introduction includes a thesis statement that notes the two or three items you will use to prove your classification. 
•  Include dialogue in your example(s).
• Post your draft in CANVAS by the beginning of class on Thursday. You will need the draft in class. (25 pts.)

1.  Make a copy of your draft available to the others at your table. The draft may be an electronic version in WORD on the computer screen. Or, if you prefer, you may provide a paper copy.
2. There will be two peer editors. Sign the peer editing sheet. Leave it and the paper at your spot at the table. Sift one chair to the right. Follow the directions for Reader #1.
3. When all #1 readers are finished. Shift one chair to the right. You are Reader #2 for this paper.
4. Return to your own paper/chair.

Look over the comments. What do you still need to do. On the back of the peer editing sheet, write a note to yourself and explain what you need to do before submitting the final essay.

The final copy is due on Tuesday. Post in Canvas.

****************************************************************

Sentence Combining...
Listen in class.
Practice at your table.
Practice on your own.
http://grammar.ccc.commnet.edu/GRAMMAR/quiz_list.htm
#111
#112
#113

Class Work

Reminders. . .

 A. What one line MUST be in your introduction?

B. What order should you use for writing this essay?

C. What else do you know about the middle of this essay?

D. What needs to happen in the last paragraph?

 

Hint: Look back at the samples we went over last week.

 

 The classification essay is an essay in three parts.

A. Introduction

B. Middle paragraphs - there may be three or more. There should be three "classes."

C. Conclusion

•  Write your draft.
• Be sure that your introduction includes a thesis statement that notes the two or three items you will use to prove your classification. 
•  Include dialogue in your example(s).
• Post your draft in CANVAS by the beginning of class on Thursday. You will need the draft in class. (25 pts.)

It is Assignment #24. 

 Today we will work on getting the middle paragraphs to come alive with examples from life. In order to make these stories believable, you need to include some conversation.

 

Let's look at an example of dialogue in action! "If Only"...

 

You will need a partner for this activity - just one! Find a person who shares your birth month. You have 58 seconds to locate and sit by that person.

 

You will each select a slip from the "person" envelope.

As a pair, select a slip from the "location" envelope.

Each individual select a slip from the "object" envelope.

 

Now, the two of you will role play the person with the object. Think about the object for a few moments. Why do you have that object? Where did you find it? Is it yours? What are you going to do with it?

 

Next, have a conversation with your "partner." Stay in character.

 

Write the conversation. Punctuate correctly. Apply the rules. You will be sharing your conversation with the class. You must turn in one paper copy of the conversation.

 

http://www.be-a-better-writer.com/punctuate-dialogue.html

 

 

 

 

October 17, 2013 - Thursday

Class Work

1. We are working on Classification Essays -

Review questions:
A. What one line MUST be in your introduction?
B. What order should you use for writing this essay?
C. What else do you know about the middle of this essay?
D. What needs to happen in the last paragraph?

Hint: Look back at the samples we went over on Tuesday.

This is an essay in three parts:
A. Introduction
B. Middle paragraphs - there may be three or more. There should be three "classes."
C. Conclusion

Today we will work on getting the middle paragraphs to come alive with examples from life. In order to make these stories believable, you need to include some conversation.

Do you know the rules for punctuating dialog? If not, click on one of the links to find out.

Rules - short and sweet: http://www.bownet.org/5la/grammar/punctuatingdialogue.htm

More Rules: http://teacherweb.com/CT/scottsridgems/Jennes/punctuating.pdf

Here is a quick on-line practice - never mind that it is for Grade 8. The rules do not change in college! Work with a partner to practice. Once you have your sentences, check the answers to see if you were correct. http://www.glencoe.com/sec/writerschoice/rws/mslessons/grade8/lesson30/exercises.shtml

Now try this practice set. Check your answers. How did you do?
http://grammar.ccc.commnet.edu/grammar/quizzes/quotes_quiz.htm

Finally, see if you can identify the correct lines.
http://www.proprofs.com/quiz-school/story.php?title=punctuating-quotations-dialogue

Real Practice . . . Creating Characters (handout)

First, you will follow the instruction and create a character.
Next, you will find a partner with whom to have a conversation.
Then, you will write the dialog that the two characters might have.

Include:

• A one-two paragraph description of your character
• Setting - Where does this conversation take place.
• A ten line verbal - your character talks five times and your partner's character says five lines.

Post the conversation in Canvas. You will have the description of your own character. Both your partner and you will post the same 10 line exchange and setting description.

For homework:  Continue working on the parts of your Classification Essay. We will begin the draft on Tuesday. Get a head-start if you wish.

October 15, 2013

By now, your definition draft should be posted in Canvas.



What can be classified????

What type of a student are you? Find out!
http://grammar.ccc.commnet.edu/grammar/composition/classification.htm




Stay tuned...

2 sample essays

Brainstorm topics


Zero in on your topic


Think about organization


Write the draft.

October 10, 2013 - Thursday

Class Work

For today, you needed to post your definition draft on Canvas. A Works Cited page was required along with in-text citations.

Are their any questions about MLA Works Cited pages or the use of in-text citations?

I will look at these. We will discuss and revise next week.

*******************************************

Today, we are going to write from observation. This will be an Observation Report - you are the reporter.

You will be locating a place on campus. You will sit there for 15 minutes and record snippets of conversations along with any sensory details. Do not talk yourself. Simply write. (sight, sound, touch, taste, smell) Do not spend time thinking. Just observe and record. Be back in the room at _____________________ pm.

Now, assess what you recorded. What can you say about the place? This is a report.

You have up to 15 minutes to write.

Now share at your table. Listeners, discuss the following:

• Can you identify the location based on the details?
• Are sensory images used?
• Is there a message?

Here is a sample essay. "Young Lions, Young Ladies"

Your job is to take your short description and make it flow. Go back to the place, if necessary, to get more details. Find a message. What's your point? Create one. Bring the draft to class on Tuesday - paper copy - or on a jump-drive. There is a spot on Canvas.

Here is a brief sample from Henry David Thoreau who wrote books about his observations:

We had a remarkable sunset one day last November. I was walking in a meadow, the source of a small brook, when the sun at last, just before setting, after a cold, gray day, reached a clear stratum in the horizon, and the softest, brightest morning sunlight fell on the dry grass and on the stems of the trees in the opposite horizon and on the leaves of the shrub oaks on the hillside, while our shadows stretched long over the meadow east- ward, as if we were the only motes in its beams. It was such a light as we could not have imagined a moment before, and the air also was so warm and serene that nothing was wanting to make a paradise of that meadow. When we reflected that this was not a solitary phenomenon, never to happen again, but that it would happen forever and ever, an infinite number of evenings, and cheer and reassure the latest child that walked there, it was more glorious still.
The sun sets on some retired meadow, where no house is visible, with all the glory and splendor that it lavishes on cities, and perchance as it has never set before--where there is but a solitary marsh hawk to have his wings gilded by it, or only a musquash looks out from his cabin, and there is some little black-veined brook in the midst of the marsh, just beginning to meander, winding slowly round a decaying stump. We walked in so pure and bright a light, gilding the withered grass and leaves, so softly and serenely bright, I thought I had never bathed in such a golden flood, without a ripple or a murmur to it. The west side of every wood and rising ground gleamed like the boundary of Elysium, and the sun on our backs seemed like a gentle herdsman driving us home at evening.

October 8, 2013 - Tuesday

Class Work

1. Let's take a look at your definition drafts. Please print a paper copy or have it available as a WORD document on the screen. The Canvas view does not allow new typing. The GUM editor will need to note corrections on your paper.

You will have THREE different editors. One will edit for CONTENT. One will edit for CLARITY. One will edit for Grammar, Usage, and Mechanics. (GUM) A handout will be provided. Be sure to sign your name as the author.

2. Learn how to document your sources. 

Follow this link to guidelines and sample essays for using MLA documentation in an essay

http://bcs.bedfordstmartins.com/resdoc5e/

Click on the link to Humanities.


Just in case you are still confused, these sites give you rules and examples for documenting your paper.
http://leo.stcloudstate.edu/research/mlaparen.html

http://virtual.parkland.edu/walker102/mla.htm

3. It is time to practice.

• You must have at least two direct quotations in your definition essay. Add one now. Show me in a separate document that you know how to give credit to a direct quotation. Hint: A direct quotation is one that you borrow word-for-word from a source. It is placed in quotation marks. The source is noted either in parenthesis or is identified in the text of your essay.
• You must have at least two paraphrased pieces of information. Add one now. Hint: a paraphrase is NOT in quotation marks, but you still need to give credit to your source with an in-text citation.

Homework:  Revise your essay and include in-text citations. Update your Works Cited page to include ONLY the sources you actually cite in your essay. Post both in Canvas by Thursday.

October 3, 2013 - Thursday

Class Work

Today you will learn how to write a definition paper.

You have conducted some mostly-informal research. You took notes on the graphic organizer.

Now it is time to look at some samples and figure out how to organize your information. You might discover that you need to conduct more research!

Go to: http://grammar.ccc.commnet.edu/grammar/composition/definition.htm

Together we will study "What is a Yankee,? " the sample essay and "A Few of My Favorite Things" (handout)

Homework:  Begin your definition essay. Post Draft 1 in Canvas. A space will be available later today. It is due Tuesday and is worth 25 points.



Grammar Considerations . . . The Comma! Yes, it is finally time to find out everything you always wanted to know about commas but were afraid to ask:
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
You will be writing your own sentences for each slide. Please type them in Word.

Practice the rules by trying the following quizzes:
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm  Complete 73,74, 80, 81, 82, and 83. Make a note of your score on each. I want you to try all. You will get credit for trying all. On Tuesday, I need to know your scores and what questions you still have.

October 1, 2013 Tuesday

Class Work

Writing definitions continued...(handout) This is where we left off on Thursday. How is your "search" going?

• This graphic organizer will help you to expand your definition. First, find at least two quotations that explain what your term is. Simply go to a search engine and type in "quotations about ____________________." Put your term in the blank and hit "search." You will be directed to quotation sites similar to the ones you used in an earlier essay. Write those quotations in the space provided, or create a Word document and chart like the paper one. Feel free to copy/paste the quotations. Be sure to note the URL and the name of the individual who said the words.
• Next, find a dictionary site on-line and write the dictionary definition of the term. Again, be sure to document your source. Give the name of the dictionary site and include the URL.
• Moving clockwise around the chart, provide a personal definition of what the term is not.
• Find your term in literature/art/film/television/music. Again, the Internet is your friend for this block. If you want to find a work of art, simple search for __________________ in art. Fill in the blank with your term. Many artistic works should pop up. Select one to reference. Include the URL, name of the art selected, and the name of the artist.
• Now it is time to talk to 3 others in the class and find out how they would define your term. Be sure to get the correct spelling of the names and quote them exactly.
• Has your term been in the news recently? Is there a news story that clearly shows what your term is? Remember the example of the fast food worker whose act of kindness toward the blind man clearly demonstrated "kindness." You are looking for something like that. Include the URL if you read the story on-line.
• Now, find an on-line thesaurus. List 3-5 additional words that mean the same as your chosen term. Include the URL and name of the thesaurus site.
• Are there any historical examples of your term in action? Search. Briefly relate the event. Give the source of your information.

For homework, complete the chart and create a Works Cited page. Use www.easybib.com to make your life easier. If you have another citation site that your prefer, feel free to use it. You MUST create a final Word document and post it in Canvas. Bring a paper copy of your notes to class on Tuesday. You will NOT post the notes, but I will check your work in class.

Questions?

*********************************************************************************

• We are going to take a break from our definitions for the rest of the day.
• Handouts: The Clothesline Project & Silent Witness
• Before we head outside, take a few moments to find out about the projects by visiting the web sites listed on the handouts.
• This project is to bring awareness to the issue of domestic violence in our society.
• We will go outside and study the t-shirts on display. Please complete the worksheet. (20 pts)
• Also, visit the Silent Witness Display. Complete that worksheet as well.  (20 pts.)
• We will return to class and discuss the issue and turn in the worksheets.

************************************************************************************
For homework, finish any outstanding assignments! Now is a good time to get caught up.

September 26, 2013 - Thursday

Class Work

1. Let's share your definition narratives. For homework, you should have written a brief narrative that clearly shows what your chosen term is.

• You will need a paper copy. Print now.
• Gather in a circle as much as is possible in the room while working around the chairs.
• Reading what you have written out loud is a great way to "hear" how you write. You will automatically want to make revisions and corrections.
• If your narrative is very long, you may select the beginning or ending to read and quickly tell us what happens next.
• As listeners, ask questions and make comments. You have two post-its. Write your name on the post-its. You must speak twice during this activity. When you have had a turn to comment, give me one of the post-its. This will make it possible for everybody to comment.
• For homework, revise your narrative and post in Canvas. The revision is worth 15 points. You must show growth! Perhaps you will want to add sentences. You might want to select more vivid vocabulary. Details are important! If others appear in your narrative, add dialogue. Dialogue will make your story come alive. Be sure you note where and when the event took place.

2. News about MyWritingLab.  You will need to complete the pre-test. There is not way to work around this. Once you finish it, do not go any further until I talk to you. You may have the last 15 minutes of class time to work on this.

3. Get registered on EasyBib. Go to www.easybib.com.


3. Writing definitions continued...(handout)

• This graphic organizer will help you to expand your definition. First, find at least two quotations that explain what your term is. Simply go to a search engine and type in "quotations about ____________________." Put your term in the blank and hit "search." You will be directed to quotation sites similar to the ones you used in an earlier essay. Write those quotations in the space provided, or create a Word document and chart like the paper one. Feel free to copy/paste the quotations. Be sure to note the URL and the name of the individual who said the words.
• Next, find a dictionary site on-line and write the dictionary definition of the term. Again, be sure to document your source. Give the name of the dictionary site and include the URL.
• Moving clockwise around the chart, provide a personal definition of what the term is not.
• Find your term in literature/art/film/television/music. Again, the Internet is your friend for this block. If you want to find a work of art, simple search for __________________ in art. Fill in the blank with your term. Many artistic works should pop up. Select one to reference. Include the URL, name of the art selected, and the name of the artist.
• Now it is time to talk to 3 others in the class and find out how they would define your term. Be sure to get the correct spelling of the names and quote them exactly.
• Has your term been in the news recently? Is there a news story that clearly shows what your term is? Remember the example of the fast food worker whose act of kindness toward the blind man clearly demonstrated "kindness." You are looking for something like that. Include the URL if you read the story on-line.
• Now, find an on-line thesaurus. List 3-5 additional words that mean the same as your chosen term. Include the URL and name of the thesaurus site.
• Are there any historical examples of your term in action? Search. Briefly relate the event. Give the source of your information.

For homework, complete the chart and create a Works Cited page. Use www.easybib.com to make your life easier. If you have another citation site that your prefer, feel free to use it. You MUST create a final Word document and post it in Canvas. Bring a paper copy of your notes to class on Tuesday. You will NOT post the notes, but I will check your work in class.

September 24, 2013

Class Work

Today we are going to work on definitions. Of course you are familiar with a dictionary definition. However, there are other ways to show the reader what something means by providing excellent examples.

Consider the following:

• war
• peace
• love
• hate
• kindness
• wickedness
• abandon
• thrill
• a specific animal
• hero
• etc... add to the list until you find a word that brings a specific memory to mind.

For example, you might be touched by the word "kindness" because you can remember when someone did something above-and-beyond the call of duty for you. That story exemplifies "kindness."

Of course, you will want to use organization.

Patterns of organization :
http://faculty.washington.edu/ezent/impo.htm
(Handout)

Let's take a look at a couple of examples:
"Cruel Portion"
"Quiet Heroes"

Notice the organizational pattern of each.

What are other strengths in the writing?

What point of view is used?

Notice the length of each essay. To show the reader your definition, you need to elaborate. Make every word count.

For homework, use a narrative example to define a term. This is a draft. Please post in Canvas and be ready to share it on Thursday. (20 pts.)

September 19, 2013 - Thursday

Class Work

1. You need to have a paper copy of your comparison/contrast draft, or you need to have a Word document copy showing on your computer screen.
2. Find a partner. You will only be reading one paper today.
3. Answer all questions on the Peer Editing Checklist. Highlight as asked using markers for paper and the "highlighter" in Word for electronic copies.
4. In addition to the questions on the sheet, take a look at the formatting. Did the author use MLA formatting? If so, draw a star in the upper left corner of the Peer Editing Checklist.
Contrast Tags

• but
• however
• in contrast
• on  the other hand
• on the contrary
• while
• yet
• despite
• still
• conversely
• otherwise
• unlike

Comparison Tags

• like
• likewise
• much lie
• equally
• similarly
• comparably
• correspondingly
• analogously
• just as
• as well
• too
• also

This list is from Write Now by Daniel Anderson, p. 456.
MLA Formatting Information
http://mlaformat.org/mla-format-sample-paper/

Revise and post the final copy in Canvas. It is due Tuesday.

****************************************************
Activity #2 - Using Vivid Vocabulary - The right word is not the same as the "almost" right word.

First: Look at the wall to your right. Look hard and long. Describe that wall as completely as possible. You may walk over to that wall if you want a close-up.

Second: Look at the table in front of you.

• Describe it close up
• Describe it from across the room
• Pretend you have a magnifying lens and describe a small detail of the desk.

Sharing...

Third activity:
Take a five minute walk outside of our classroom. Be quiet. You are to write five one-sentence snap shots of things you see. Look for the extraordinary as well as the ordinary. Use vivid language. For example, if you were describing the block outside of your home, it might read something like this...Halfway along the block is a mustard-yellow house with filmy windows and a sagging door. Notice the use of colors and actions to describe that house. Your five sentences should use imagery and motion words. Be precise!

Sharing . . .

Homework
Pick one of the following to describe:
1. cup
2. paper clip
3. box
4. shoe
5. clock
6. phone
7. bottle
8. book
9. light fixture
10. chair
11. Candle
12. Something else you might find at home.

Use vivid details. Write at least a paragraph. Include a long shot and a close up. Word choice matters. Post in Canvas.

******************************************************************

Take a few minutes to explore MyWritingLab. What do you find there that might be useful to you? Do you have any questions? Bring 10 comments/questions to class on Tuesday. Thanks!

Tuesday, September 17, 2013

Class Work


Back to MyWritingLab one more time.

After consulting with Mr. Robinson,  the company representative, he thought we should try the following:

1. Register for a different section for this class.
 Use:  eaton04717
Enter your student code when asked to do so.

Keep your fingers crossed!

*******************************************************

Return to the Comparison/Contrast topic...review the two ways to organize

a." Shopping in America" - http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

How is this paper organized? How do you know which type of shopping the author prefers? What words, lines, phrases, and examples tell you the authors opinion. Highlight those as we look at the model.

b. What two topics are you comparing and contrasting? Share at your table. For homework, all you had to do was describe each.

C. Now, you need a point - a message if you will. Which is better? What will you use for examples?

D.  You will need to use from transitions and tags for comparing and contrasting. Consider the following.

Contrast Tags

• but
• however
• in contrast
• on  the other hand
• on the contrary
• while
• yet
• despite
• still
• conversely
• otherwise
• unlike

Comparison Tags

• like
• likewise
• much lie
• equally
• similarly
• comparably
• correspondingly
• analogously
• just as
• as well
• too
• also

This list is from Write Now by Daniel Anderson, p. 456.

Your homework is to write the draft of your comparison/contrast essay.

• Provide an introductory paragraph where you introduce both items and note what points will be discussed in your essay.
• Move through the essay using either point-by-point or item-by-item organization. Do NOT mix these!
• Provide a conclusion. Wrap it up with a few lines that clearly remind the reader why one item is better than the other, at least according to you!
• Use comparison/contrast tags and transitions. This should be in conversational paragraph form. It should NOT read like a bulleted list.
• Post your draft in Canvas.
• Consider bringing a paper copy of the draft to class on Thursday or be able to call up the document in a Word document. Either will be fine for a peer editing activity on Thursday.

****************************************************************

How to get that professional look!

1. All you need to know about MLA formatting but were afraid to ask.

When submitting an essay, you want the first glance to clearly show that you are a proficient. Even across a room, the reader should be able to glance at your paper and see that you know what you are doing.

For English class, you need to use MLA Style when formatting an essay.

Take a look at these sites:
http://owl.english.purdue.edu/owl/resource/747/01/
http://mlaformat.org/mla-format-sample-paper/
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-122-s&va=mla+format

Using Word, create a "practice" first page of your comparison/contrast essay. You do not need to write the actual paper. Just write something for the first two or three lines. The formatting is the assignment. Show me when you finish.

***********************************************************************

That's it for today! Go forth and write your comparison/contrast draft!



      

Class Work

1. You need either a paper copy of your process essay or you need to have a Word document copy showing on the computer screen.
2. Take the paper rubric and sign your name at the top as the author.
3. Find someone in the room who is NOT at your table to read for Content. You will read that person's paper for content. Make comments. Highlight if necessary.
4. Find another reader who is not at your table. Ask that person to read for Clarity. You will read that person's essay for Clarity. Highlight as needed and make comments.
5. Find a third person who is not at your table and ask that person to read for Mechanics Issues. You will read that person's paper for GUM issues. Highlight as needed and make comments.

Take your rubric and essay and return to your seat. Use the comments to make revisions as you write the final copy. The final copy is due in Canvas before class on Tuesday. You will hand in the Writing Rubric on Tuesday.

**********************************************************

Activity #2
 Back to MyWritingLab one more time.

After consulting with Mr. Robinson,  the company representative, he thought we should try the following:

1. Register for a different section for this class.
 Use:  eaton04717
Enter your student code when asked to do so.

Keep your fingers crossed!

**************************************************************
Activity #3

Comparing and contrasting two ______________________________.

Let's brainstorm a bit. What two things, places, events, or people can be compared and contrasted?

How does one go about organizing all of that information?

Point by Point
or
Item by Item
Take notes!
 Here are some sample essays.
For homework, read the entire "Hazelnut" essay by clicking on the link. Look for words and phrases that clearly show which hazelnut the author prefers.  Be ready to discuss in class on Tuesday.

http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

In class, we will look at three sample essays.
"Shopping in America"
"Neat People vs. Sloppy People"

Note how the author organizes. Also note how the author clearly shares his or her preference for one topic over another.

For homework - Find two "somethings" to compare and contrast. Conduct research. Talk to people and look on the Internet. (Give credit to your sources.) Write a summary paragraph about each topic. Clearly show which you prefer. Just describe each for now. Also, credit your sources.

Day 7 - Tuesday, Sept. 10, 2013

Class Work

1. One-line wonders! What is the first line of your essay? We will share! Be ready.

2. Those of you who submitted the description of your audience did a nice job. Focus on that audience as you write the rest of your essay.
3. If you decided to change topics, that is fine. Just remember to focus on a specific audience throughout.
4. Let's take a look at a student written model essay. (handout) Look for:

• Vocabulary choices
• Process steps
• Point of view
• Introduction
• Conclusion

We will also review a short essay that contains some problems to avoid. See if you can spot the problems. (handout) Now, how can you avoid those problems?

For homework, you will be writing the complete draft of your process essay. Post in Canvas. Don't forget the title! We will be peer editing in class on Thursday. Be able to call up the essay on the computer. A WORD document is needed for this. (25 pts.)

5. How important are titles????? Work through the following at your table.

• Name at least 10 famous titles. Consider book, song, and movies when creating the list.Did the titles have anything to do with the story or show?
• What are the hallmarks of great titles?

Here are some tips for writing titles:
http://www.gooddocuments.com/techniques/titleexample.htm

6. Let's work on fluency and tone. I will read a prompt to the class. You are to write freely for 10 minutes. Then, you will take the same topic and write freely for another 10 minutes. This time you will be changing your tone. Then, you will tell me which piece of writing is stronger and explain.

Listen for the instructions.

Day 6 - Thursday

Class Work

1. Quiz...It is time to prove that you know how to avoid run-on sentences and comma splices.
2. Log into MyWritingLab - you need your own pass code!

• Course Name: ENG091 1:00pm
• Course ID: eaton8873

Let's get started.

3. More news about introductions...
You need to:

• Introduce your topic
• Engage your readers with:
• Startling statistics
• Interesting quotations
• News events
• Song lyrics
• Poetry lines
• Personal stories
• Useful facts
• "Stuff" from popular culture
• Link the topic to the reader. Why does the reader need to know this? How will the information be useful?
• Orient them to the organization of your essay - in this case, the chronological approach works best.
• Here are some additional tips: http://itdc.lbcc.edu/oer/esl/esl33xal/presentations/introductoryparagraphs/introductoryparagraphs-notes.html

Let's take a look at some introductions:
http://grammar.ccc.commnet.edu/grammar/intros.htm
http://students.berkeley.edu/apa/personalstatement/introductions.html You be the judge.

4. The first sentence is critical. Let's take a look at some sample first lines. Again, judge the writer! Is the sentence strong enough for you to want to read the rest of the essay? Discuss your assigned sentence at your table. Agree on the effectiveness of the sentence. Be ready to share with the class. What makes the first line strong or weak? If it is not a strong sentence, what is needed to make it so? If it is strong, what makes it so?

1. There always seems to be some sort of controversy or skepticism when a newcomer pops up in the medical field, especially if that newcomer offers methods that differ from conventional practice.
2. One of the first lessons you'll learn if you spend any time with Trace Waters is that it's never a good idea to judge people based on stereotypes.
3. At first, it wasn't even an argument.
4. On weekend graveyard shifts at St. Joseph's Hospital I worked the emergency room, mopping up pools of blood and carting plastic bags stuffed with arms, legs, and hands to the outdoor incinerator.
5. "The point of books is to combat loneliness, David Foster Wallace observes near the beginning of "Although of Course You End Up Becoming Yourself," David Lipsky's recently published, book-length interview with him.
6. America's "boy crisis" has been canceled.
7. It's been muttered for some time now in feminist academic circles that the "boy crisis" - the near-ubiquitous belief that our nation's boys are being academically neglected and emotionally persecuted by teachers whose training, style and temperament favor girls - is little more than a myth."
8. Stuck in horrible traffic on the New Jersey Turnpike last weekend, I didn't have much to look at other than the other slowly moving cars.

(All sentences come from sample essays in Write Now by Daniel Anderson.)

5. Revisiting your introductory paragraph - REVISE it. Bring the sentence to class on Tuesday.
6. Map out the rest of the essay. What are the steps? Create an informal outline of the rest of your paper leading up to the conclusion. You may create a flow chart. (20 pts.)(Class activity on flow charts.) http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-122-s&va=flow+charts+examples

Remember, you must select a topic that is appropriate for the general college reading audience. We are a public institution that receives public money. Topics that share information about how to drink, take drugs, or engage in other dangerous or illegal activities are not appropriate topics.

Welcome to Tuesday

Class Work

1. Let's look at Canvas. You need to submit your work in the correct space on Canvas. If you see that an assignment has been submitted on your side of Canvas, then I have that paper or other assignment on mine.

You do not need to attach your work to an e-mail or Canvas message. It will be waiting in my Speed Grading box. Please check. If you do not know how to submit a paper, now is the time to find out. I assure you that you are not the only person in the room who needs a bit of help!

2. Reminder: You DO need to purchase the access code to MyWritingLab. Please bring it to class with you on Thursday. You will need it to register on the site. You cannot share codes or use a code that belongs to someone else. You need to be the owner of the code.

3. Back to the FANBOYS, SNOBS (conjunctive adverbs), and the ever popular and down-right strong semi-colon!

Let's see how all of these work.

 

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

 

Work with a partner to complete the practice quiz:

http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm

4. Process papers - did you think of something you know how to do? Can you explain in clear steps how to do it? You might consider something that happened to you and explain how that event came to be.That will be the challenge for our next writing assignment.

According to the book Wordsmith, process writing surrounds you. Consider recipes, instruction manuals, and the many titles of self help books that line bookstore shelves.

Here is some additional information: http://leo.stcloudstate.edu/acadwrite/process.html

Let's brainstorm some possible topics. For the next two minutes, create a list at your table. Assign one person to write your responses on the board.

How to ...

***

All of these are possible topics.

 Introduction: You must let the reader know what you will be discussing. It is also a good idea to consider using a personal example, a famous quotation, a startling statistic, or a clear description. Your job is to capture the attention of the reader.

Here are some additional tips: http://grammar.ccc.commnet.edu/grammar/intros.htm

Let's consider the following possible topics:

• How to select a good day-care facility
• How to pick a bank
• How to have an enjoyable vacation
• How to fix a flat tire (or anything else that might be broken)
• How to deal with stress
• How to be a good employee
• How to get physically fit
• How to mend a broken heart
• How to live on a tight budget
• How to lose or gain weight (pick one)
• How to save money
• How to dine correctly

(Really, the list is endless. At your table, select ONE of the above or come up with a topic of interest to all of you. Talk about the best way to introduce the topic. What experiences do you bring? )

For homework, you are to select your own topic and write the introduction.
 
Also, tell me a little bit about your audience. Who needs to know how to do this? What is the age? Is gender important? Is the audience experienced or new to the topic?
 
Post both paragraphs in Canvas. You earn up to 10 points for each paragraph for a total of 20 points.

B. Also, read a sample process essay: http://jhuniverse.jhu.edu/~jhumag/0298web/baby.html It is about how humans learn to talk.
In a bulleted list, provide 10 points of interest from the essay. What did the author do to capture your attention and keep it? (Post in Canvas)

**********
If you need more information about process papers, click the following link: http://grammar.ccc.commnet.edu/grammar/composition/process.htm

If time permits, we will learn how to banish fragments! That is a topic of interest to writers!

Day 4 - Thursday, August 29, 2013

Class Work

1. Meet the EMCC Writing Rubric! If you still have the paper copy with you that was handed out on Day 1 of class, please take it out now. If you need a new copy - let me know.

2. For homework you were to write Draft 2 of your object essay. Add the narration - the story. Let the reader see the object in action with YOU. Post the draft to Canvas by the beginning of class on Thursday. ALSO, bring a paper copy. Do not toss DRAFT 1. I will want both drafts attached to your final copy later next week. I want to see the growth.

3. . Please take out that paper copy OR find it on Canvas OR use your jump-drive or e-mail attachment to call it up on the computer.

• You may stay at your table as long as there are three other people there with you. If you are at a table with a total number of folks other than four, you need to move. In other words, you need to be in groups of FOUR!
• Once you have your paper visible and are part of a group of 4, move one chair to your left. You are now Reader #1 for this activity .  You are reading for CONTENT. Sign your name by "Content." As you read, you will focus on the subject matter, focus issues, and support issues. The object should be described in such a way that you can visualize it. There should be a "story" element that explains how the object came into the possession of the writer, something the writer has done with the object, or what the writer predicts might happen with the object in the future. The story should be clear and leave you, the reader, with NO questions!
• Now, move one more chair to the left. You are Reader #2 for this part of the activity. Sign your name by "Clarity." You are looking for strong organization and sentences that are in standard English. Word choice matters along with paragraphing. The order of the paper should make sense.
• Move one more chair to your left. You are now Reader #3 for the final part of the activity. Put your name by "Editing." You will be checking for correct formatting. In this instance, you should see evidence of paragraphs. You may skip the "Citation Issues" as no research was required. DO pay careful attention to the "Mechanics Issues" or GUM stuff - Grammar, Usage, and Mechanics. If you see a sentence in need of additional punctuation help, please help! You may write on paper copies or highlight on electronic copies.
• Move one more chair to your left and take a look at the comments. Use these to guide your final revision. The final copy is due in CANVAS by the beginning of class on Tuesday. Bring the paper drafts along with the rubric to class to turn in. I want to see the growth of this essay.

**********************************************************************************
"The Blank Notebook"- Sample Essay - handout from Southern Living magazine.

1. How do you feel when you come to be the owner of a blank notebook? Perhaps you purchased it yourself. Maybe you remember a time when your family gave you one so that you would be ready for school. For two minutes, respond to the term: NOTEBOOK.

2. Now see how Rick Bragg, a Pultzer Prize-winning author writes about his notebook!
3. As you read, highlight specific details. These might include sensory images: sight, sound, touch, taste, and/or smell.
4. Does the author like or dislike the notebook? What words, phrases, and/or examples let you know?

As you move into the third and final draft of your object essay, take some tips from Mr. Bragg. Clearly let the reader know how you feel about your object.

********************************************************************************
Return of the FANBOYS - also, meet the SNOBS - better know as Conjunctive Adverbs! And then there is the mighty semi-colon - the "Superman or Wonder Woman of the punctuation world. The semi-colon is strong enough to hold two independent clauses together without help!



http://writing.wisc.edu/Handbook/ConjAdv.html

Like the FANBOYS, Conjunctive Adverbs are able to connect two independent clauses - sentences. However, conjunctive adverbs need help. Enter the semi-colon and the comma!

Let's see how all of these work.

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

*******************************************************************************
Homework

A. Draft #3 is due by the beginning of class on Tuesday. See The information above.

B. Practice punctuation compound sentences. (Handout - bring it back with corrections! Remember, there is more than one correct answer.


C. Think about something you know how to do and could teach others to do. Have an idea for Tuesday when we will begin a process paper.

Day 3 - Tuesday, all day long!

Class Work (Homework is in GREEN!)

1. Please give me your mind-map! It was part of the essay about you.
2. Let's look at a couple of the group description from Thursday . . .
3. Peer editing activity: 

• Either have a paper copy of your "object" description, or call it up on the computer screen.
• You were to describe the object in detail. This included sight, sound, touch, taste, and smell as appropriate.
• You need ONE partner for this activity.
• Show the object of the picture of the object to your partners. The tallest person in the pair goes first.
• Then, with both of you looking at the paper, read your description to your partner. Do not stop, just read.
• Partner - LISTEN.
• Reader - read the paper again. This time, stop at the end of each sentence and ask the listener if there are any questions. You are looking for additional information that you could add to your description. What did you miss?
• Listener - DO ask questions. For example, if you partner has written that the object is "kind of small," ask for specifics. Is it two inches long? Does is weigh less than an ounce? Can it be compared to something else that is that size? ASK! Note the questions.
• Then, switch roles. If you were the reader, you are now the listener. If you were the listener, you are now the reader. Follow the steps described above.
• Please sign your partner's paper and note that you were the listener.

4. Once the editing activity is over, be sure to get your paper and the questions back. If it is on the screen, be sure to save the questions and your partner's signature.

5. As a class, let's look at a professional writer's description of a notebook. Silently read the essay to yourself. Underline or high-light at least three examples of strong and specific description. Write your favorite line of description on a post-it and stick it to the board along the "line." These are the most powerful lines in the paper! Let's see if we agree.

6. Class discussion:

• How is this essay different from your object description?
• How is it similar? What are the commonalities?
• What do you need to add to your essay to make it more powerful?

7. What you have is an idea for a better paper. Now, add the story. Put yourself into it. After all, it is your object! You can tell how you came to own the object. Perhaps you can tell the story of a time when the object came in handy. You could speculate how your life would change if you did not own the object.

8. For HOMEWORK, write Draft 2 of your object essay. Add the narration - the story. Let the reader see the object in action with YOU. Post the draft to Canvas by the beginning of class on Thursday. ALSO, bring a paper copy. Do not toss DRAFT 1. I will want both drafts attached to your final copy later next week. I want to see the growth.

9. Grammar moment:  Let's meet the FANBOYS!
http://grammar.ccc.commnet.edu/grammar/conjunctions.htm
http://www.grammar-quizzes.com/8-3punc.html
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm See #s 73, 74, 75, 76, 77. Practice any two with a partner. Practice two others for homework.