September 30, 2014 - Tuesday

Class Work

1. Call up your interview notes on CANVAS. Share at your table.  Each table will nominate one individual to share with the class. This should NOT be someone who has shared work in the past - a new voice, please!

FYI: An item of interest - http://www.phoenixmag.com/History/saguaro-show.html

2. Comparison/Contrast:   shoe activity & two methods of organization

3. Now it is time to organize your thoughts and fill in gaps.

•  You will be comparing Old Phoenix to New Phoenix.
• If you are a recent "move in," you may compare where you used to live with where you live now.
• Or, very recent move-ins may compare where they came from with an older version of that place.
• Decide if you will use the point by point or the item by item framework.

Item #1(Place) or (Phoenix Then) or (Hometown Then)
Point A
Point B
Point C

Item #2 (Place) or  (Phoenix Now) or (Hometown Now)
Point A
Point B
Point C

OR

Point A
Item #1Item #2

Point B
Item #1
Item #2

Point C
Item #1
Item #2

Post your Organizational Chart in CANVAS by Thursday. If you need to conduct additional research on the past or the present or the hear or the there, add it.

Keep track of your sources! Easybib is your friend.

Before we look at a sample comparison/contrast essay, take about two minutes to sketch a "floor plan" of your home or apartment and the yard or space surrounding it.

Now, take a look at a traditional Chinese home.

https://images.search.yahoo.com/search/images;_ylt=A0SO80l16CpUnlkAGQ5XNyoA;_ylu=X3oDMTB0OW44bmU5BHNlYwNzYwRjb2xvA2dxMQR2dGlkA1NNRTY1Ml8x?_adv_prop=image&fr=ytff1-yff25&va=traditional+chinese+homes

How do they differ? How are they similar?

Handout: "American Space, Chinese Place"

For homework, re-read the article. Note how it is organized. Answer the following questions and post the answers in CANVAS.
1. What is being compared? (5 pts.)
2. How is the essay organized? Did the author use Point by Point or Item by Item, or something else? Explain. (5 pts.)
3. Locate three transitional phrases or sentences. Write them and explain how and where they were used. (6 pts.)
4. What is the "best" sentence in the essay? Explain your choice. (There is no wrong answer.) (4 pts.)
5. Do you agree or disagree with the author? Justify your answer. (5 pts.) 

Thursday, September 25, 2014

Class Work

1. Capitalization continued...

• https://www.englishclub.com/writing/caps0.htm Review the rules.
• Complete an activity

2. Something new . . ."Then and Now"

A. At your table, discuss the Phoenix valley as you see it today. What are your favorite places? What are some things to avoid? Do you like living here? Explain. Have the members of your table been to the same places? Do you like the same attractions in the valley?

In-class Quick Write: Write a 3-5 paragraphs about the Phoenix area today from your point of view.  Post in CANVAS.

3. Read "Beyond the Map" by Alexa D'Angelo.  This describes Phoenix as it used to be. Could you add information to the  Phoenix of yesterday? Conduct quick research. See what you can find out about Phoenix in the 1700s, 1800s, and 1900s. Record three interesting facts. Keep track of your sources. Please copy the information exactly and paste it in CANVAS. Put the URL information at the bottom of each fact entry.

Fact #4 will come from an interview with someone who has lived in the valley for 15 years of more. Get the correct spelling of the person's name if the individual gives you permission to use their name in your essay. Note the date of the interview as well.

You may conduct interviews in person, by phone, by text, or by e-mail. Note which method you use.

Ask at least FIVE questions and record the answers.

Sample questions - feel free to create your own questions.

• How long have you lived in the area?
• What do you remember most about the valley?
• What are the three greatest changes you have seen?
• Do you like Phoenix of the past or Phoenix today better? Please explain.
• If you could take one current change and roll the clock back to the way it was, what would that be? Explain.

Note, you will not be asking "yes/no" questions. You want to get the person talking.

Here are some tips:
http://managementhelp.org/businessresearch/interviews.htm

4. Let's practice interviewing in class. Pair up. Take turns being the interviewer and interviewee. Take notes. Your exit slip is to give me notes about the in-class interview.

September 23, 2014 - Tuesday

Class Work

1. Peer Editing: Get into CANVAS and make sure your draft is showing on the screen. Then, trade places with another who shares the same number or face on the card as you. Suits do not matter. (You may leave your belongings at your space. You will be returning.)

2. For this peer editing activity, check the following: (A sheet will be given to you to use. Be sure to write on the sheet.) (Formatting is part of Editing.)

• MLA formatting on Page 1 - all double spaced
• Header (Last name + page # in the upper margin)
• Left justified - Name, Course, Teacher Name, Date (Day/Month/Year)
• Double space and centered title
• Double Space and the first paragraph begins. It is indented.
• The entire paper is double spaced. All paragraphs are indented.
• Double Space and the words Works Cited are centered.
• Double Space, and the works cited entries appear. Hanging indents are used.

Now, read the essay. These questions deal with content and clarity.

• Did you like the introductory paragraph? Why or why not?
• What new information did you learn about the color?
• Do you have any questions about the color? Ask here.
• What is the best sentence in this essay? Write it here.
• What area or areas of this essay still need revision? Note here. Give suggestions.
• Did the author use any transitions to help the paper flow from section to section?

When finished, return to your own essay and read the remarks. This should guide you as you revise the draft.  The final copy is due on Thursday. The Works Cited and MLA formatting must be correct. If you run into difficulty making the post look like your word document, print a paper copy to submit as well. You will turn in the Peer Editing sheet on Thursday. Do not leave it at home!
This is a link to information about MLA formatting. Make your paper look like the sample essays!
http://bcs.bedfordstmartins.com/resdoc5e/ (Click on the sample paper on the Humanities row.)

http://mlaformat.org/mla-format-sample-paper/

Here is the link to EasyBib in case you need to work on your Works Cited entries: www.easybib.com

This GUM moment is brought to you by Capital Letters!

Do you know when to capitalize words? "Of course!" you holler. However, that may not be the case. Today we are going to review the rules. Pay attention to them as you revise your essay.

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm or http://grammar.ccc.commnet.edu/grammar/capitals.htm (Rules, rules, rules)

Practice: http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/caps_quiz.htm

Work with a partner to complete the exercise. How did you do? Write an exit note to me and rate yourself as superior, excellent, OK, or pitiful in capitalization. On what do you still need to work?

Thursday 9/18/14

Class Work

A.  Please take out your color chart. You are almost ready to write! You have collected information in a random fashion. The goal today is to get that random information into a sequence of some sort. There are many ways to organize for writing, but this essay will most likely work best if you do the following:

1. Number the chart from the MOST interesting to the LEAST interesting information.
2. Some authors write from best to worst. Others like to save the best for last. What will you do?
3. This next part is simple. Give your paper a title. The title must contain your color as one of the words.
4. Create a Works Cited page in MLA format . . . back to www.easybib.com.

5. Use MLA formatting for your essay, even the draft.

http://www.ccc.commnet.edu/library/mla/format.shtml


http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0014.html


6.Homewok:  Post your MLA finely formatted draft in CANVAS by Tuesday. Include the Works Cited page.

B.  Let's look at transitions. These may be helpful as you write your essay and move from point to point.

http://www.studygs.net/wrtstr6.htm

Let's practice. Each table will be given a set of transitions. Your assignment is to write two sentences. Select transitions from your assigned category.

Write your sentences on the board. (Use any board!)


MyWritingLab

You only need to complete the first Writing Skills path builder activity. Let's look at this together. Move on to #2 for homework. (Some of you already finished this. Congratulations to the early birds!)

Some of you had trouble seeing your scores. I will change CANVAS. Your reflection is not due today.

September 16, 2014 - Tuesday

Class Work

1. Please welcome Andi Robbins from Pearson. She is here to help us get registered on-line for MyWritingLab.

You need the access code that you can find on the cardboard folder you purchased. If you do not have your code, register with a temporary code. You have two weeks to get registered. Don't forget or your work will go away! You will have to do it again.

HOMEWORK: Complete the diagnostic test and take a look at your results.  Reflect. Create a plan for yourself.  According to the results,what are the top three (3) things you need to work on as a writer. Explain why you selected those. Tell what you will do to improve. In other words, what is your plan. Post your reflection in CANVAS by 9/18/14. This should be 1-3 paragraphs. (30 points.)

2. "Why So Blue? What did you like about the essay? What made the essay difficult to read and understand? Look back at the response you wrote for homework.

More color thoughts:
(A handout will be provided for this activity.)

• The author wrote in 1st person - "I". You may write your color essay in first person. Please think of at least one personal example/story to include in the essay.
• Compare your color to other colors
• Mention famous people who "wear" your color.
• Tell about your possessions that "wear" your chosen color.
• Conduct a bit of research. Locate songs, movies, poems, works of art, stories, or television shows that include your color, or some variant thereof, in the title or the presentation.
• What things that are man-made are your color?
• What is the history/dictionary information about your color? (Actually READ a dictionary!)
• Are there any famous quotations that include your color? (Visit a quotation site!)
• Are there any places or events in nature where your color is the primary focus?

Let these questions serve as a springboard. Elaborate. Do not limit yourself to one sentence.  You will be using this information and the information from your "color thoughts" as the foundation for the next essay.

Keep track of your sources. We will try EasyBib again on Thursday. You just need the URLs for now.

Handout:

Name: __________________________________ Color:___________________________________

Personal Example:	Color compared to other colors:	Famous people/teams:
Personal possessions:	Songs, movies poems, works of art, stories, television shows, etc. that include your color in the title:	Man-made things:
Nature:	History/dictionary definition	Famous quotations: (Please make the correction - thanks! )

Sources:

 

We will spend the rest of class filling out the chart. You may do it by hand or in Word. It is due on Thursday at the beginning of class.

 

 

 

Thursday, September 11, 2014 . . . never forget

This was the homework:
 Select a color. Conduct research on that color. Where would you expect to find that color in nature? Do people usually like or dislike the color? Is it a calming color, or does the color add excitement to a situation? What are some of your memories of the color? Do you own anything that is that color? Why did you select the color in the first place?
These are just a few of the many questions you could ask yourself and answer on paper. This is a pre-writing activity. Jot down as much as you can. Post your notes in CANVAS by the beginning of class on Thursday.

Class Work

1. Please welcome Andi Robbins from Pearson. She is here to help us get registered on-line for MyWritingLab. (She is stuck on I 10. There is an accident that has traffic stopped for miles. I saw a traffic report before heading to class. She is telling the truth!)

You need the access code that you can find on the cardboard folder you purchased. If you do not have your code, register with a temporary code. You have two weeks to get registered. Don't forget or your work will go away! You will have to do it again.

2. Back to your color . . . what did you discover? (Discussion - speak up twice!)
3. Homework: Read the essay about "blue." On Canvas, list five strengths of the essay. Also list five things you did not like or did not understand. Note if you would give this essay a "thumbs-up or thumbs-down." Explain in three sentences.



4. . You will be completing a survey for the college for the rest of class. If you finish early, you may leave. Thank you for participating.
*********************************************************************************
The following was posted on Facebook by some of my relatives. Take a moment today to remember 9/11/01.

At this moment 13 year ago, millions of Americans went to bed quietly with no thought that the next morning their world would change forever.

That night hundreds packed flight bags they would not live to open. Thousands slept with loved ones for the last time.

One never knows what a new day has in store.

Let us live each day to the fullest and never miss a chance to let those dearest to us know of our love for them.

So, tonight, if you have people  in your life whom you love, tell them . . .

September 9, 2014 - Tuesday

Class Work

1. Meet the rocks.

Place your rock on the table in the middle of the room.
Print a paper copy of your rock paper.
Trade papers with another student. Make sure that student has NOT seen your rock.
Now -
Read the paper you received.
Go to the table and find the rock based on the description.
Take the paper and the rock to the owner.
If you have the wrong rock, the owner might need to modify the description.

2. Memories of a walk.

You were to go for a walk and then write about something in nature. Focus on the images . . . sight, sound, touch, "taste," and smell. It should be posted in CANVAS.

On CANVAS, you have been assigned a paper to edit. Read the paper. On a separate sheet list at least three examples of powerful imagery used in the paper.

Say, "I found these outstanding images!" Now, list the images and sign your name. Give your comments to the author/owner.

3. One more activity with direct quotations involving two or more speakers . . . (handout)

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

4. Let's read a sample essay about BLUE.
Look for effective images.

5. Homework: Select a color. Conduct research on that color. Where would you expect to find that color in nature? Do people usually like or dislike the color? Is it a calming color, or does the color add excitement to a situation? What are some of your memories of the color? Do you own anything that is that color? Why did you select the color in the first place?

These are just a few of the many questions you could ask yourself and answer on paper. This is a pre-writing activity. Jot down as much as you can. Post your notes in CANVAS by the beginning of class on Thursday.

September 4, 2014 - Thursday

Class Work

Please volunteer to read your pet story!  You earn 50 points for doing this. We have time for 5 today. You may earn points on another essay in the future if you do not read today. The points will appear in CANVAS.

Let's talk about punctuating dialog again. It's practice time!

Rules:

http://www.novel-writing-help.com/punctuating-dialogue.html

Work with a partner to complete the Punctuating Dialog worksheet.  We will go over the revisions in class.

ROCKS

1. Go outside and find a rock. Bring it back to the room.

Rocks

Sight, sound, touch, taste, and smell

1.       What is the size of your rock? How big is it?  How much does it weigh? What else is about the same size as your rock?

2.       What is the color? Is there more than one color? Describe.

3.       Are there any distinguishing marks? Describe them.

4.       What is the texture of your rock? Rough? Smooth? Sharp? Some of each? Describe. Does it feel like anything else?

5.       Does your rock have an aroma? Describe. Compare the smell to something else if necessary.

6.       Gently drop the rock onto the table. Describe the sound. Now, drop the rock onto the carpet. Describe that sound. Does the sound remind you of anything else? Describe/compare.

7.       What are some possible uses for your rock? List at least five.

8.       Who might want your rock? Why?

It is now time to turn your list into paragraph. Describe your rock in such detail that others will be able to identify your rock simply by reading your paragraphs.

Once you have the paragraph written, put your rock on the front table. Give your paragraph to me.

I will give you a paragraph written by another student. Read the paper and find the rock.

Return the paper and the rock to the owner.          

Homework: 
1. Revise the Rock paper and post in CANVAS. Pay attention to details.
2. Go for a walk. Notice the sights, sounds, textures, scents, and tastes (if any). Pick out the most memorable part of the walk and describe it in detail. If you are not into walking, simply sit down and look around. What do you see? What do you hear? What scents are in the air? Is anything tasty? What do you feel? Is the wind blowing, or is the sun heating your skin. 
Be the "camera." Write in such a way that the reader can see and experience with you. 
Submit the draft in CANVAS.
                                                                      

Tuesday, September 2, 2014

Class Work - Writing Center News!

1. Please take out the paper copy of your "pet" essay. If you have not yet printed a paper copy, do so now.

You were to create the following:

1. Title - make it fit the essay.
2. Capture the attention of the reader.
3. Use numbers if there are any of importance.
4. Include dialogue.
5. Identify the characters.
6. Create a plot.
7. Tell where the story takes place.
8. Make the conflict, if any, clear.
9. End with power. Make sure the reader knows that you are finished with the story.


• Swap papers with another at your table.
• Read the essay and respond on the sheet provided.
•  Be honest. Write on the draft as needed. Borrow a colored pen or pencil if you don't have one.
• When finished, return the paper and the comment sheet to the owner.
 

2. EMCC Writing Rubric: I will use this to grade final drafts of your essays. 3. Punctuating dialogue. Take a look at "The Crazy Cat Lady." Together, let's discover  the rules for punctuating dialogue. Here are some sites to help you: http://fictionwriting.about.com/od/writingexercises/qt/punctuation.htmhttp://teacherweb.com/CT/scottsridgems/Jennes/punctuating.pdf 4. Talk about it! Class activity . . .

• Draw an occupation out of the bag. You are now that person! Meet with a partner.
• Introduce your "new" self.
• Talk back and forth until you have each spoken four times.
• Now, write a dialog on paper. Punctuation counts. Four exchanges each, please!

 5. Look back at your own story. Did you include dialogue? Add it into the final copy. Punctuate properly. In addition, revise other areas of your paper as noted on the peer-editing notes. The final copy of the essay is due on Thursday by 1:00 pm. Post in CANVAS. 6. If the stars are aligned, we will register for MyWritingLab:
Course Name: English 091 Fall 2014 Course ID: eaton25004   Best of luck! Let's give it a try.
7. Homework: Complete the Pathbuilder test by Thursday.