Exam Day 1:00-2:50 PM

Follow the directions on the handout or refer to Thursday's blog.


Post the final copy in CANVAS by 2:50.


Happy Holidays!


Grades will be posted by December 19th. I will post a blog notice along with a CANVAS notice.

December 11, 2014 - Thursday

Class Work

1. We will finish the presentations. This is your last chance! Be sure to take notes on the presentations. (Green Sheet)

2. Let's get ready for the exam. You must be physically present for the exam.

English 091 – Exam – Fall 2014 – December 16, 2014 - 1:00-2:50

Pre-writing (Do this before class on Tuesday.)

1.       Take a walk around campus. What is your favorite place? Snap a picture or two if you wish.

2.       Why do you like the place/space? What makes it your favorite? What is so wonderful about it? What makes it special? Who else might be there? Think about all of these questions. Talk about them with the others at your table.

Drafting – ( Either write this before class or use the exam time to write.)

1.       Describe the place. Use imagery . . . sight, sound, touch, taste, smell.

2.       What is unique about your spot?

3.       Explain why it is your favorite place on campus. What happens there? What can you do there? How does the place make you feel? How often do you get to visit the spot?

4.       Invite others to visit your spot. Why should they want to see it? Convince the readers that they should visit.

Reviewing/revising/editing (Do this in class.)

1.       Read back over your written work. Make corrections as needed. Run spell-check.

2.       Feel free to read your work to another who is ready to share.

Publishing (Do this in class. The space will not be open until 1:30.)

1.       Post your work in CANVAS by 2:30 pm on December 16, 2014.

Grades will be posted by Friday, December 19, 2014, at the latest.

 

 

December 9, 2014 - Tuesday

Class Work

Presentation Time!

Here is the scoring sheet! Your copy is blue. Fill in the top portion. Give it to me when it is your turn to present.

Presentation Scoring Sheet

Name:________________________________________ Topic:________________________________________      Date: ________________________________________

Layout ·         Photographs, graphic design, and clipart are useful and enhance the presentation ________ ·         Title, author, and course identification are on the first slide _______ ·         Works Cited page is the last frame and is in MLA format______

Fonts ·         Font size is at least 16 and/or is easy to see from the back or side of the room_____ ·         Footless Font is used _____ ·         Color is of a deep enough contrast to be easily read _____ ·         Font colors are limited to three or four throughout the presentation_____

Text ·         Bulleted points are limited to no more than six per slide ______ ·         Six or fewer words per bullet are used _____ ·         Headlines are effective _____ ·         Spelling is correct _____ ·         Punctuation is correct _____ ·         End punctuation or no end punctuation is consistent when using bullets _____ ·         Upper and lower case is used correctly _____ ·         Animation and/or sound is limited and necessary _____

Content ·         The problem is defined _____ ·         The causes of the problem are explained ______ ·         The effects of the problem are noted ______ ·         Introduction captures the attention of the audience _____ ·         Solutions of the problem are presented and are cost effective and possible to achieve. _____ ·         Sources are noted in MLA format. _______

Speaking notes: ·         The volume of the your voice is sufficient for all in the room to hear _____ ·         You make eye contact _____ ·         You stand professionally _____ ·         You know your material _____

Total: __________ Grade: _________

Take notes on the presentations. Submit for a possible grade of 100. A sheet will be provided.

Come Thursday for exam notes. Our exam is on Tuesday, December 16th. We meet in our regular class room. Time: 1:00-2:50. You must be present on exam day!

December 4, 2014

Class Work

1. Discussion of the homework.
2. Presentation information:
You will now take a look at all of your information about the problem, its causes, its effects, and its solutions and turn the information into a PowerPoint presentation.
1. Title Page ( your name, the date, and the problem
2. Define the problem ( 2 slides)
3. Explain the causes of the problem (2-3 slides)
4. Explain the effects of the problem (2-3 slides)
5. Present one or two clear solutions to the problem. ( 2-3 slides)
6. Include a Works Cited slide. (1 slide)


We will present on Tuesday. You have no more than 4 and no fewer that 2 1/2 minutes to present.


Listen in class for guidelines for preparing effective slides. (handout and practice)


The PowerPoint will take the place of the essay for this assignment.

(The quiz will be on Tuesday.)

Today we will present and take notes on the following:
A. Two, too, to
B. Where, wear
C. There, their, they're
D. Hear, here
E. Your, you're
F. It's, its
G. Fore, for, four
H. Threw, through
I. Sight, site, cite
J. principal, principle
K. Past, passed
L. Desert. dessert
M. Capital, capitol
N. affect, effect
O. accept, except
P. advice, advise
Q. aid, aide

There are more, but these confuse many!

If you were absent on Tuesday, see me after the reports to get your own assignment! You will present on Thursday.

Back to the essay: 

Now that you have identified the problem, it is time to note the causes of the problem and discuss the effects. Do this in two separate sections:
A. Causes
B. Effects

Post your paragraphs in CANVAS by Thursday.

November 25, 2014 - Tuesday

This was the homework:Write the introduction of your essay. This is Part I. Introduce the problem. Explain why it is a problem! Cite at least one source. you need experts to back you up!

Post in CANVAS. (25 points) Due: Tuesday, November 25, 2014. This will be peer edited. Post the electronic copy but bring a paper copy.

Class Work
First, you will peer edit the introductions. They are assigned on the computer. If you were assigned a person who is not here or who did not submit an introduction,  you will be given a paper copy from a student who is here.

As you review the introduction. Answer the following:

1. Could you identify the problem? Underline it and note.
2. Did the introduction capture your attention? If so, why? If not, provide a suggestion.
3. List three things you would like to know about the topic. The author can use your questions/suggestions when writing the body of the paper.
4. Write the above in letter/note form. Give the note to the author.


Activity 2 - Homonyms - words that sound alike -
A. Two, too, to
B. Where, wear
C. There, their, they're
D. Hear, here
E. Your, you're
F. It's, its
G. Fore, for, four
H. Threw, through
I. Sight, site, cite
J. principal, principle
K. Past, passed
L. Desert. dessert
M. Capital, capitol
N. affect, effect
O. accept, except
P. advice, advise
Q. aid, aide

There are more, but these confuse many!

Your task today is to create a poster in Word or as a PowerPoint slide that explains and illustrated the two or three words assigned to you. Post in CANVAS. You can explore the Internet to get definitions of each word, or simply look in a dictionary! We will share these at the end of class.

Happy Thanksgiving! NO HOMEWORK! Enjoy family, friends, food, and fun.

November 20, 2014 - Thursday

Leftovers from Tuesday
Example cause/effect essays: Let's get started together. This is where you are headed with the next essay. http://grammar.ccc.commnet.edu/grammar/composition/cause/cause_frames.htm
"Cold Comfort"
AND
Americans and Food (Handout)

 Also take a look at these tips: http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
Here are some organizational tips:
https://images.search.yahoo.com/search/images;_ylt=A0SO8xkxjmtUM1IAFyJXNyoA;_ylu=X3oDMTB0YnZpa2NzBHNlYwNzYwRjb2xvA2dxMQR2dGlkA1ZJUDUwNF8x?_adv_prop=image&fr=yfp-t-901&va=cause+and+effect+graphic+organizer

More graphic organizers: http://www.educationoasis.com/curriculum/GO/cause_effect.htm

 What are your topics? Share, please by writing your topic and your name on the board. If you see your topic already listed, add your name.

Meet with others who share your topic or a similar topic. Share your causes, effects, and solutions.

First, take five minutes to describe or define the problem. Answer, "What is the problem?"

Now take five minutes to explain the causes of the problem. Answer, "What are the causes? What caused the problem?"

Share with your group.

Homework:
Write the introduction of your essay. This is Part I. Introduce the problem. Explain why it is a problem! Cite at least one source. you need experts to back you up!

Post in CANVAS. (25 points) Due: Tuesday, November 25, 2014. This will be peer edited. Post the electronic copy but bring a paper copy.

Also, work 30 more minutes in MyWritingLab.

November 19, 2014 - Tuesday

Class Work

1. We will finish watching UP. Be sure to add to your notes.
2.  Discussion: What problems did you find for research? Talk for 5 minutes at your table. Go to the board and write down the problem you selected.
3. Let's take a look at how to organize cause/effect and problem/solution essays. Start with a sample:
http://grammar.ccc.commnet.edu/grammar/composition/cause/cause_frames.htm Cold Comfort

Also take a look at these tips: http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
Here are some organizational tips:
https://images.search.yahoo.com/search/images;_ylt=A0SO8xkxjmtUM1IAFyJXNyoA;_ylu=X3oDMTB0YnZpa2NzBHNlYwNzYwRjb2xvA2dxMQR2dGlkA1ZJUDUwNF8x?_adv_prop=image&fr=yfp-t-901&va=cause+and+effect+graphic+organizer

More graphic organizers: http://www.educationoasis.com/curriculum/GO/cause_effect.htm

Group Activity: Each group will be given a topic. Your task is to use one of the graphic organizers and create a cause/effect chart. At the bottom of the chart, create a space for solutions. (Due Today)

Homework:  Select ONE graphic organizer and use it to arrange your thoughts on your old/young topic in a logical order. Post it in CANVAS by Thursday. (25 pts.) Also, create a space at the bottom for you to list three possible solutions.

Work 30 more minutes in MyWritingLab. The program keeps track of your progress and reports it to me. You just need to complete the tasks as assigned. Come to class with questions on Thursday, if any.

November 13, 2014 - Thursday

Class Work

1. I hope you gave thanks to our Veterans! If not, it is never too late to say," Thank you for my freedom!"

2. How did your interviews go with someone of the older generation? (Sharing)

3. Back to UP. So far, what problems have you seen that the elderly face? What problems do youth face in the movie? . . . and now, on with the show! Continue to take notes. (Refer back to last Thursday's blog if you need to see the chart again.

4. Homework: Select a problem faced by either youth or the elderly that you will study in more detail. On CANVAS, do the following:
1. Identify the problem you plan to research. Explain why you are interested in the topic.
2. Research and find the causes of the problem. (at least one article)
3. Research and find possible solutions to the problem. (at least one article)

Summarize each article and give credit to your sources.

Your post will include:
1. One paragraph explaining your choice of topics.
2. One summary of two or three paragraphs explaining the causes of the problem.
3. One summary of two or three paragraphs explaining some possible solutions to the problem.
4. MLA Works Cited entry of your sources.

November 6, 2014 - Thursday

Class Work

1. Are there virtues in growing older? Do you agree with the author?

2. What information did you find about the older and about the younger generation. Write one interesting fact about each on the appropriate board. (Discussion)

3. Where should we build the old folks' home? Simulation. (We will do this next Thursday.)

4. Idea gathering: Watch UP. Keep four-square chart that shows the advantages and challenges of  youth and the elderly.

Advantages of Youth                           ‘	Challenges of Youth
Advantages of the Older Generation	Challenges of the Older Generation

Homework #1:  Plan and conduct an interview with someone who is at least 25 years older than you.
Plan: Create 10 questions to ask. These should deal with the advantages and disadvantages of aging. Avoid questions that are designed for "yes or no" answers only. Conversation is good! As a class, let's generate some good questions. Here are some tips: https://owl.english.purdue.edu/owl/resource/559/06/
Interview: This may be in person, by phone, via SKYPE, by text, or by e-mail.
Be respectful. Be sure to tell the individual that you will be using the information in class. Ask permission to share that person's name. Get the correct spelling. If the individual does not want the name used, don't include it.
Post your questions and the answers in CANVAS by class next Thursday, November 13th.

Spend 30 more minutes working in MyWritingLab. All you need to do is work. The program reports your time and progress to me.

November 4, 2014 - Tuesday

Class Work

1. Submit the paper copies of the make-up work.
Last Chance!
2. Create two +/- charts. (Watch)
Label the first one "old". Label the second one "young."

Now, make lists.
A. What are all of the advantages of growing old? List those in the + column of the "old" sheet.
B. What are all of the disadvantages of growing old? List those in the - column of the "old" sheet.

Discuss.
A. What similarities do you find among the lists at your table?
B. What differences do you find among the lists at your table?

Next, list the advantages and disadvantages of being young on the "young" sheet. Share accordingly.

Think about it - which is better?

Now for a couple of quick writes -
A. What is your best memory from youth? (Write for five minutes. There is a space in CANVAS. )
B. Write about an experience you had with an older person - someone over 55.

(Share)

Read "The Virtues of Growing Older" by Carol Siskin.
1.  Do you agree or disagree with the author? Explain in two or three paragraphs.
Post in CANVAS. (25 points)

For homework: Locate two articles. One should give advice about staying young or young looking or youthful. The other should discusses either the advantages of aging or a problem associated with aging.

Read both articles and summarize each in one or two paragraphs. Give credit to your sources. Remember that Easybib is your friend! Post in CANVAS by Thursday. Do not fall behind! ( 30 points)

October 30, 2014 - Thursday

We did this in class on Tuesday. Think of a time when you were frightened. Where were you? What frightened you? Talk about the event at your table. Now, write it down. Snoopy, of cartoon fame, likes to start his story like this, "It was a dark and stormy night." Leave the "it was" out, but do set the tone. Think of the tools of the story teller: plot, setting, tone, mood, conflict, characters (good and bad), climax, and resolution. Now, write the story. Post your draft by the end of class. (25 pts.) Lists were fine.

For homework you were to use the expansion techniques we discussed in class and expand your story. Details, please! Post the revision by Thursday. (25 pts.)
Today -
Now, let's share the revised edition of your story. Read it to the folks at your table. As you listen to each other, note the best details.
1. After listening to a story, write down the best line. Give credit to the author. Tell the author.
2. If you were the reader, tell your group what your favorite line was and explain why you liked it.
3. After everyone has read, nominate a reader to share with the entire class. If more than one person at each table would like to read, nominate others to follow as time permits.

Homework:  Don't forget that you need to spend at least 30 minutes working on MyWritingLab by Tuesday, November 4, 2014. Just do whatever the program tells you that you need to do. Your assigned modules may be different from those of your classmates.

Treat time! Use the time this weekend to work on an assignment that you skipped. Even though you can't submit it on CANVAS because the space is locked, I can give you credit if you do the work.

Be sure to include the assignment name as it appears in CANVAS in the heading of the paper. Otherwise, I cannot record your grade. It must be submitted by Tuesday, November 4.

You may use the remaining class time to work on MyWritingLab or to work on a missing assignment. I will be here to help you.

Happy Halloween!

October 28, 2014 - Tuesday

Class Work
1. This is due today. Please give me the colorful draft, orange number chart and the reflection/recommendation card. The final copy should be posted in CANVAS.
  Revise your artifact essay and post it in CANVAS by the beginning of class on October 28. The posted draft is worth 75 points. The additional 25 points will be awarded for the colorful draft, the orange number chart, and the reflection/recommendation card.

2. Let's learn to expand sentences. Remember our work on nouns, verbs, adjectives, adverbs, and avoiding run-on sentences and comma splices? Today you will show what you know!
Consider this sentence: The child looked out the window. Let's S-T-R-E-T-C-H it! ( Whole class activity.)

Now it is your turn. Each table will be given a brief sentence. Your job is to expand it.  Choices:

The bird was in the yard.	A car stopped in front of the house.
Lunch was wonderful.	The lady reached for a mop.
He went home.	It was cold.
It was hot.	They sat by the water.
The lock clicked.	Neighbors hollered!

Post your group expansion in CANVAS. Post in the spot for the person whose last name is closest to the end of the alphabet. Bet sure all names are on the post.

3. Now, for a little fun - or not!  What scares you? Why? http://www.psychiatry.org/phobias
Does your personal list include snakes, the dark, flying, cats, dogs, 13,  etc? Take a look at the list. Did you know that it is normal to have 2 1/2 phobias. Are your fears listed? What do you think about the LONG names of the "fears.")http://psychology.about.com/od/phobias/a/phobialist.htm?utm_term=phobia%20list%20and%20their%20meanings&utm_content=p1-main-1-title&utm_medium=sem&utm_source=msn&utm_campaign=adid-eb1967bd-c232-4361-bb42-aa7864092311-0-ab_msb_ocode-28815&ad=semD&an=msn_s&am=broad&q=phobia%20list%20and%20their%20meanings&dqi=&o=28815&l=sem&qsrc=999&askid=eb1967bd-c232-4361-bb42-aa7864092311-0-ab_msb

Think of a time when you were frightened. Where were you? What frightened you? Talk about the event at your table. Now, write it down. Snoopy, of cartoon fame, likes to start his story like this, "It was a dark and stormy night." Leave the "it was" out, but do set the tone. Think of the tools of the story teller: plot, setting, tone, mood, conflict, characters (good and bad), climax, and resolution. Now, write the story. Post your draft by the end of class. (25 pts.)

For homework, use the expansion techniques we discussed in class and expand your story. Details, please! Post the revision by Thursday. (25 pts.)


In addition, go back to MyWritingLab. The program provides suggestions for additional activities. Do them. Spend 30 minutes working on the next suggestions. The 30 minutes should be showing on the program by the time class starts on Tuesday, November 4. (30 pts.)

October 23, 2014 - Thursday

1.  Focus on precise nouns, verbs, adjectives, and adverbs.

http://grammar.ccc.commnet.edu/grammar/
Can you identify nouns? Let's see! Prove it!

2. Print a copy of your artifact draft. If you don't have the draft, print a copy of one of your previous essays.

• Using colored pens and markers, highlight or underline all nouns in pink or red.
• Now highlight or underline all verbs in blue or purple.
• Do you have any adjectives? Highlight or underline those in orange or yellow.
• What about adverbs? Highlight those in green.

Your paper should have a variety of colors once you have finished highlighting. If any color is missing or sparse, try adding a few more nouns, verbs, adjective, or adverbs. You will submit the colorful draft on Tuesday, October 28.


 3.Consider this sentence: The child looked out the window. Let's S-T-R-E-T-C-H it! ( Whole class activity.)

Now it is your turn. Each table will be given a brief sentence. Your job is to expand it.  Choices:

The bird was in the yard.	A car stopped in front of the house.
Lunch was wonderful.	The lady reached for a mop.
He went home.	It was cold.
It was hot.	They sat by the water.
The lock clicked.	Neighbors hollered!

Post your group expansion in CANVAS. Post in the spot for the person whose last name is closest to the end of the alphabet. Bet sure all names are on the post.

4. Taking a look at sentence variety - See the orange sheet.

• Number each sentence.
• On the orange sheet, write down the number of words in each sentence. Are you "mixing it up," or are all of your sentences the same length? Now is the time to vary the length of your sentences. You will submit the orange paper on Tuesday the 28th.

5. One notecard - give your paper and the notecard to someone else in the room.

• Read the paper.
• Write three positive comments on the card and three suggestions or questions for the author to answer. Sign your name on the card and return the card and the draft to the owner.
• On the back of the notecard, write a note to yourself. What do you like about your essay? What do you need to do during the revision process. Consider all of the activities we did today. You might suggest to yourself that you add a few vivid verbs. Maybe all of your sentences are the same length, and you need to use sentence variety. Maybe you did not elaborate and need to add details. Sign your name on the card. You will submit the reflection/suggestion card to me on Tuesday. Keep it safe! Follow your own advice and the good advice of your editor.

6. Homework:  Revise your artifact essay and post it in CANVAS by the beginning of class on October 28. The posted draft is worth 75 points. The additional 25 points will be awarded for the colorful draft, the orange number chart, and the reflection/recommendation card.

October 21, 2014 - Tuesday

Class Work

Pre-writing activities:
1. Share the picture of your artifact with others at your table. (6 minutes) Explain how the artifact came into your possession. Nominate one person to share with the class.

2. Call up the art related to your artifact. Share at your table. (6 minutes) Nominate one person to share with the class and discuss the answers to the questions.
3. Back to your artifact - describe it in detail. Part I: How big is it? What is on it? What makes it unique? Is it old or new?  What color is it? Does it have any distinguishing marks? (Post in CANVAS - this is an in-class writing activity. 25 pts)

Part 2: Explain how the artifact came into your possession.  Are you the first owner? If not, discuss the original owner or owners. What is the story? Why do you keep it? What does owning and keeping the artifact say about you? (25 pts)

These must be in paragraph format - no short lists. You have 20 minutes to write and post both. I suggest writing in WORD and then doing a copy/paste activity. That way you can check your spelling.

4. Care to share?

For homework, work on a draft of your essay. This will most closely follow the guidelines for writing a personal narrative. Let's take a look. Post your draft in CANVAS.
http://www.writeawriting.com/essay/personal-narrative/

Tips on writing the introduction from Scholastic:

 Take a look at some more suggestions: http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm
Focus on precise nouns,verbs, adjectives, and adverbs.

Consider this sentence: The child looked out the window. Let's S-T-R-E-T-C-H it! ( Whole class activity.)

Now it is your turn. Each table will be given a brief sentence. Your job is to expand it.  Choices:

The bird was in the yard.	A car stopped in front of the house.
Lunch was wonderful.	The lady reached for a mop.
He went home.	It was cold.
It was hot.	They sat by the water.
The lock clicked.	Neighbors hollered!

Post your group expansion in CANVAS. Post in the spot for the person whose last name is closest to the end of the alphabet. Bet sure all names are on the post.