Class Work

1. Share your summary.

Check list:

• Did the author include the title of the article and the magazine title in the first line?
• Does the summary read like a list or like flowing sentences?
• What is the message of the original article?
• What else, if anything, do you need to know?
• How long was the original article? How long is the summary?
• Is the summary too long, too short, or just right?

Let's learn how to cite sources the easy way! Go to www.easybib.com
Work with a partner if necessary. We only have two computers per table.

Homework: Post your final summary in MyCompLab. Include the Works Cited information. (35 pts.) Due: Tuesday, March 5.

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Time out!  Please sign into MyCompLab and see if it is now working properly. You should be able to see all assignments, all graded papers, all grades, and all worked returned for revision. Let me know if there are still problems.

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Thinking about definitions in writing . . .

In four sentences per term, define three of the following. Do not use a dictionary!

Love
Hate
Sloppiness
Exhaustion
Frustration
Joy
Erosion
Driving habits
Empowerment
Hypocrisy
Fads
Inner peace
Helplessness

Post your definitions in MyCompLab. (15 pts)

Let's look at a sample classification/definition paper:
http://grammar.ccc.commnet.edu/grammar/composition/classification.htm

Homework: Read the following essay. Be ready to answer questions on Tuesday, March 5th.
www.srs-pr.com/rambos.pdf

Tuesday

February 26, 2013

Class Work

1. This was the homework:
Complete Small Scrawl 1 and Small Scrawl 2 on pp. 218-219.

Bring both writings to class on Tuesday - paper copies - or be ready to print.

Share at your table. Listen for the event, its causes, and its effects. Elect one reader from your table to share with the class. Post ONE of your Small Scrawls in MyCompLab. (20 pts.) - Due Thursday.

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We are going to put the cause/effect essay on hold for a few days.

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We are going to learn to summarize. Turn to someone at your table and tell that person about your day so far. This is a short summary of the morning. Every detail is not included . . . just the important moments.

Now, think of your favorite movie. In no more than four sentences, summarize it. Your first sentence should give the movie's title and the general subject. The next two sentences present the movie's central problem and how it is solved. The final sentence should summarize the movie's overall message. See what you can do.

Let's share the movie summaries and discuss how easy or difficult it was to write the summary.

See Chapter 11 in Wordsmith. 

Jump to Step 3  - p. 243: Grab a magazine. Find an article to read. It must be at least one page long.  Remove the article from the magazine and write the title of the magazine and date of publication on the top of the article.  Also write the volume # and issue number if available. It now belongs to you. Using a highlighter, follow the steps.

Carefully follow the directions under Step 3. You should complete the steps by Thursday. Bring the draft of your summary to class. You will need a paper copy. If you prefer, follow the steps at http://www.enotes.com/how-write-summary-how-to/how-write-summary

Here are some additional sites with helpful information about writing summaries:
http://www.ehow.com/how_2046076_write-summary.html

Class Work

This was the homework: Proof read your own essay. Get the draft ready to submit. Use MLA formatting. Save to a jump-drive or e-mail it to yourself as an attachment. Also, either bring a paper copy or be ready to print one in class on Thursday. You will submit it in MyCompLab before leaving class on Thursday. Be ready. Let's Post in MyCompLab.

Write Stylish Sentences pp. 443-448 However, keep them concise!

To be or not to be...that is the question! Here is the answer for writing...Not "to be!" Shakespeare is not always correct!

For this activity, you will be working in small table groups. Listen for the instructions.

Take a look at this site: http://grammar.ccc.commnet.edu/grammar/concise.htm

For homework, take the practice quizzes there. Tell me how you did by posting in MyCompLab.

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Causes and Effects . . .


PP. 211-221 in Wordsmith -


Look at the picture of the house fire on p. 212. Consider the possible causes. Consider the possible effects. Make a list of each

See the sample essay on p. 214. We will read it together, then write your answers in the book. Work with others at your table.

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Homework
1. Complete Small Scrawl 1 and Small Scrawl 2 on pp. 218-219.

Bring both writings to class on Tuesday - paper copies - or be ready to print when you arrive.

Tuesday - February 19, 2013

Class Work

1. You should have submitted the introduction to your comparison/contrast essay in MyCompLab. If you have not done so, take a moment and do it now.
2. Check MyCompLab. Be sure you have a response/grade for the "Hello" practice activity.
3. You will post the conclusion to your Comparison/Contrast essay for Thursday. It should be posted by the time class starts at 11:30 am.
4.Let's look at one more sample essay: "The Virtues of Growing Older" ecmd.nju.edu.cn/UploadFile/16/7522/growing.doc
(Copy and Paste into the browser. You will also receive a paper copy in class.)

Or go to : http://www.docstoc.com/docs/17925912/The-Virtues-of-Growing-Older (You cannot print from this link. You can print from the first one.

5. Review your comparison/contrast essay. Did you use either the Point-by-Point or the Topic by Topic pattern? If not, consider reorganizing your essay. Organization is important in this type of essay.
6. Moving on . . .Check your paper for revision...see pp. 104-108 in Wordsmith.
7. You will be working at your table on the proofreading exercise on pp. 111-112. Be sure that all table members sign the answer sheet AND contribute to the answers.

8. Homework: Proof read your own essay. Get the draft ready to submit. Use MLA formatting. Save to a jump-drive or e-mail it to yourself as an attachment. Also, either bring a paper copy or be ready to print one in class on Thursday. You will submit it in MyCompLab before leaving class on Thursday. Be ready.

Thursday

Class Work


First: We have a guest from Pearson Company here to help us get registered in MyCompLab. If you have a MyWritingLab registration code, you are ready to join the group.

In the future, all essays will be submitted in MyCompLab.

1. We will review your comparison/contrast charts.

• Write your topic on the board.
• Find another with a similar topic
• Compare charts

2. Did you use the Point by Point OR the Item by Item  pattern? Explain to your partner.

3. Let's look at some sample essays to see how the topics can be introduced and to review the patterns of organization. (Warning... some professional authors use a poetic license. It may be difficult to determine the pattern of organization.)

A. Neat People vs. Sloppy People: http://evergreenessays.blogspot.com/2005/11/neat-people-vs-sloppy-people.html
B. "The Virtues of Growing Older"   ecmd.nju.edu.cn/UploadFile/16/7522/growing.doc
(Copy and Paste into the browser. You will also receive a paper copy in class.)

Or go to : http://www.docstoc.com/docs/17925912/The-Virtues-of-Growing-Older (You cannot print from this link. You can print from the first one.

Pay special attention to:

• The Introductions
• The Conclusions
• The patterns of organization

4. Let's talk about transitions . . .

Review the list  on pp. 26 and 77.
Also review the list at: http://www.studygs.net/wrtstr6.htm

Look at Exercise 4 on pp. 77-78.

Look at pp. 78-80. Note that transitions occur within paragraphs. The Transitional Topic Sentence is often used. See Neat People vs. Sloppy People for examples.

Look back at the two documents we read today. Highlight the transitional words and expressions.

Homework:
Write the draft of your essay. Submit your introduction in MyCompLab.

 Bring a paper draft of the entire paper to class on Tuesday, February 19. Focus on your organization. Follow the pattern you used in your outline today. Also, be sure you have smooth transitions between topics and points. Use transitional words, phrases, and topic sentences.


Happy Valentine's Day!

Tuesday 2/12/13

Class Work

The final copy of your "Frustrations" essay is due today. The final copy should -

• Use MLA format
• Be double spaced
• Use font #12
• Be attached to the draft and peer editing sheet.

1. Let's talk about punctuating titles BEFORE you submit your essay. See pp. 528-530.
Also see:
http://homeworktips.about.com/od/mlastyle/a/titles.htm
http://www.englishexercises.org/makeagame/viewgame.asp?id=2392  (practice)

Punctuating titles of papers in MLA format:

http://owl.english.purdue.edu/owl/resource/747/01/

See pp. 114-115 in your book.
Now, correct your title if it is not already correct.

2. NOTE: If you have not registered for the MyWritingLab portion of this course, do so by Thursday. A compay rep is coming to our class to get you registered for MyCompLab as well. You will be able to submit future essays and assignments there. You cannot register for the new feature without the MyWritingLab code. If you used a temporary code, it expired on February 10th. You need to REALLY register for the course.

3. Let's talk about comparisons and contrasts! pp. 195-211

• similarities/differences
• ______ is like ______
• compare/contrast

See:
http://writingcenter.unc.edu/handouts/comparing-and-contrasting/

Topic ideas:
http://grammar.about.com/od/developingessays/a/topicscompcon07.htm

See pp. 210-211

Organization:

• Point by Point (See p. 203)
•  Item by Item (See p. 203)

Table Activity ... You will be working with the others at your table to develop a comparison/contrast chart for one of the following.

You might consider starting with a Venn Diagram. Then, take what you discover and create a point by point or item by item outline.

A. Cats/Dogs
B. Fast food dining/Sit-down restaurant dining
C. Beach vacation/Mountain vacation
D. Football/Baseball
E. Cell phone/Land-line phone
F. on-line dating/face-to-face dating
G. computers/tablets

Sample Essays
See: http://www.roanestate.edu/owl/Com_Con.html
Look at the sample essay comparing McDonald's to Fox's .

Also see sample essay "The Advantages of Apartment Living" on pp. 205-207.

Homework
1. Select a topic - your choice.
2. Make an outline - use EITHER Point by Point or Item by Item - NOT BOTH! It is due on Thursday.
3. Get to know commas. See pp. 453-454. Complete practice exercises 1 and 2. You may write in your book.

Thursday

Class Work

1. We will be working with the draft of your "frustrations" essay. You need a paper copy. Print in the room if you need to.
2. Get with ONE partner - someone who is NOT at your table. Follow these directions:

A.      Listen to the author read the paper. What is the tone? How could you tell?

B.    Can you identify the target audience? If so, tell me a little about that audience. How could you tell?

  C. Although we are going to work on conclusions today, did the author provide any suggestions for changes? If so, what are they? If not, what would you suggest as a solution?

(Use the sheet provided to record your responses.)

3.Looking at Conclusions ... pp. 93-99

Homework: Revise and write a powerful conclusion! Use one of the methods described in class today:

• Summary
• Recommendation
• Prediction
• Full Circle
• Quotation

Most of you will select the "recommendation" as it fits the essay. However, I can see that "prediction" or "quotation" would also work.

The full, finished essay is due on Tuesday, February 12th. Be sure that the final copy is:

• In MLA format
• Double spaced
• Font #12
• Is attached to the draft and peer editing sheet.

4. Confusing words...let's get them straight! Listen and take note! pp. 492 - 496

• its/it's
• too/to/two
• their/there/they're
• then/than
• hear/here
• are/our
• feel/fill
• know/no

Table groups:
A. Look up the rule. Go to the Internet if your assigned words are not in the book. Draw a picture that shows the correct meaning of each word. (An example will be provided in class.)
B. Write a sentence for each term. Be sure you can explain why you used each homophone in your sentences.
C. Write the sentences on the board. Be ready to explain to the class. Show your pictures.

Homework: Select another set of confusing words from pp. 492-496 other than those listed above. Write a sentence for each showing correct usage. You may NOT use the sentences in the book. Due Tuesday, 2/12/13

Tuesday

Class Work

Turn in you "Danger" paragraphs if you have not already done so.

1. It seems that I can't tell Tuesday from Thursday and posted that your "Frustration" essay draft would be due on Thursday. I will stick to what I posted. For now, let's talk about the essay.

• Write your topic on the board
• Join with others who have your topic
• Talk about the parts of the essay (10 minutes)

Here are the directions again:

You are to write a draft of the "Frustrations" essay. You will have at least five paragraphs.
Paragraph #1: Introduce the reader to the frustrating person, place, or thing. Open with either a quotation (p. 60), or with an anecdote (p. 62).
See the following link for more information about writing introductions: http://grammar.ccc.commnet.edu/grammar/intros.htm
Paragraphs 2, 3,and 4: Build your essay with three specific examples that clearly show why you are frustrated. Use your powers of descriptive writing to make the examples come alive.
Paragraph 5: End with some suggestions for changes. What should be done about this particular frustration?
Bring the draft to class on Thursday. You will need a paper copy. Make sure your specific examples are clear. Be sure your introduction contains either an anecdote or quotation.

When you discuss with your group, share examples. Why did you select the topic? What do you hope to change as a result of writing this essay? Who needs to read your paper?(Audience)

2. Let's think about audience. When you write, it is easier to select examples and attitude based on the audience you select.

• Age
• Gender
• Economic status
• Geographic area
• Education
• Customs
• What is important to this group?
• Do you know these people?
• Did you select a friendly or hostile audience?
• See: http://rwc.hunter.cuny.edu/reading-writing/on-line/audience.html for more questions.

Refer to this link for more information about "audience." http://writingcenter.unc.edu/handouts/audience/

3. Your audience will determine your tone. See: http://grammar.ccc.commnet.edu/grammar/composition/tone.htm

Tips: As you work on your draft, keep your audience in mind. That will determine your tone. It will keep you focused on what they need to know. You examples will SHOW them. Your conclusion will move them to action.

Let's try some sentence combining. Remember what you learned about FANBOYS (Conjunctions), SNOBS (Conjunctive adverbs), commas, and semicolons.


Combine as many sentences as you can in the following paragraph: (Paper copy provided-write your revision on your own paper or type and print.)

The Boston Red Sox were three games down. The Red Sox had to win the next four games to advance. Fans were worried. Boston had not won a World Series since 1918. No team had ever come back in the playoffs from a three-game deficit. All of the fans knew this. Red Sox fans watched anxiously as the fourth game of the ALCS began. Yankees fans watched confidently. They also knew that anything could happen. People wanted to watch a good series. They did not expect it to be such a nail-biter! David Roberts stole second base. This move would be remembered as the turning point of the series. Nobody believed the Red Sox would win that year. The Red Sox won that year. The Yankees would not win the World Series for another five years. In 2009, the Yankees won the World Series.

From: http://education.yourdictionary.com/worksheets/sentence-combining-worksheets.html

Homework: Work on your "Frustrations" essay. Bring the draft to class on Thursday, Feb. 7. 2012.

Read Example Essay #1 on p. 149. Answer questions 1, 3, and 4. You may write in your book.

Read Example Essay #2 on p. 151. Answer questions 1, 2, 3, and 4. Again, you may write in your book.

Check MyWritingLab. Assignment W7.4 - Essay Introductions, Conclusions, and Titles has been assigned. It should appear by your name as homework. Compete before class on Thursday. Bring questions and concerns with either the topic or the program to class.