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.

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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?

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• 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.

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