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.

October 16, 2014 - Thursday

Class Work

Leftovers. . .

Reminder: The final draft of your comparison/contrast essay is due today - now is a grand time!

Where did you go on Tuesday? When I got outside to join you in the clothesline project, you were nowhere to be found! Submit the sheets now for 1/2 credit.

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

Artifact Project

1. Define "artifact." What is your definition?
2. How does Webster define "artifact?" http://www.merriam-webster.com/dictionary/artifact?show=0&t=1413480407
3. What artifacts do you own? What does the artifact say about you or about the original owner if you are not the original owner?
4. What is the history of your artifact? What is the history of other artifacts like yours?
5. How do artists portray your artifact? Look for a piece of art . . . Google, Yahoo, Bing, etc. search. Find one work of art that contains your artifact. Answer the questions on the "Looking at Art" sheet. Post your answers in CANVAS today. Also post a picture of the art selected.

Looking at Art

· What is the title of the work? How does the title help you to understand the message? What is the message?

· How does this work relate to your topic? Discuss.

· What is the most obvious image in the work. To where is your eye drawn?

· Look at the colors. Are they symbolic? Would the message be different if the colors were different? Explain.

· Study the shading and shadowing. How do these elements impact the overall message?

· How do the lines and angles impact your eye as you study the work?

· Who is the artist? When was the work created? Is the artist's message about a specific event in history? What was going on in the world when the work was created? Is the art universal - speaks to people of all times and in all places, or is it limited to the audience for whom it was created.

· How does the work relate to us in 21st century America?

 

6. Think about it. How did the artifact come into your possession? Share the story with others at your table. What is the history of the artifact itself? (Conduct research. Keep track of your sources.) Post your personal story and the researched history notes in CANVAS by Tuesday. (50 points - 25 story of how you came to own the artifact/25 for the research notes on the history of artifacts like yours.)

October 14, 2014 - Tuesday

Class Work

1. Meet the rubric and use it for peer editing - today we will be using the EMCC writing rubric to peer edit. You need to have a paper copy of your comparison/contrast draft. Print away!

2. There will be three readers of your essay. All three must come from a table other than your own. Be sure your name is on the draft and on the rubric.

A. Swap #1 - Content Editor - Sign your name in in the Content Editor space. You will be reading for subject matter issues, focus issues, and support issues. You may write on the draft and on the rubric.
B. Swap #2 - Clarity Editor - Sign your name in the Clarity Editor space. You will be reading for organization and for language use issues. You may write on the draft and on the rubric.
C. Swap #3 - Editing Editor - Sign your name in the Editing Editor space. You will be reading for format issues, citations issues, and mechanics issues. Write on the draft AND on the rubric. Use a colored pen or pencil to note the mechanics issues. Since we have gone over run-ons and comma splices, pay careful attention to all FANBOYS and snob word. Make sure the earrings are there! (Translation . . . conjunctions and conjunctive adverbs. Make sure commas and semi-colons are used correctly.) We will review this in class before this phase of the editing.

3. Return all essays to the authors. Authors, your homework is to polish, correct, and finalize the essay. Post the final copy in CANVAS by the beginning of class on Thursday. ALSO, you need to submit your draft and the peer editing remarks on Thursday.

4.We will be going outside to take a look at the cloths-line project. This project addresses domestic violence. Before we go outside, take 5 minutes to look at the site.
http://www.clotheslineproject.org/index.htm

Answer the first question on the response sheet.

Walk, look, think, react. Record your reactions/responses on the project sheet. Submit before the end of class.

October 7, 2014 - Tuesday

Class Work

1. Let's share introductions. Print a copy of your introduction. Join the rest of the class in a reading circle. Be ready to read your introduction to the class. Class - can you:

• Identify the two items being compared?
• Get interested in the topic and want to read more?
• Understand if the writer prefers one item over another?

2. Homework: Write your draft. Add a conclusion. The rules for effective conclusions are similar to the rules for effective introductions. You have until next Tuesday, October 14, 2014. to post the draft in CANVAS. Your draft should follow the organizational pattern you selected for the outline with the addition of your introduction and a conclusion.

Here are some tips:
http://www.kimskorner4teachertalk.com/writing/sixtrait/organization/conclusions.html

http://leo.stcloudstate.edu/acadwrite/conclude.html (Examples)

http://writingcenter.unc.edu/handouts/conclusions/ (Elaborated information)

3. Let's learn how to avoid run-on sentences and comma splices. In-class activity.

Meet the FANBOYS (conjunctions), Snob words (conjunctive adverbs), and assorted earrings.

FANBOYS: http://grammar.ccc.commnet.edu/grammar/conjunctions.htm

Snob Words (Conjunctive Adverbs) http://www.chompchomp.com/terms/conjunctiveadverb.htm

Earrings: ; and , (Semi colon and comma)

Use the above when joining two stand-alone sentences! (Independent clauses)

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


4. Practice! http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Complete 59, 60, 61, 75, 76, 77.  Keep track of your scores. If you do not get a perfect score the first time, try again.

Post your scores in CANVAS. Reflect on your progress. (paragraph form) Due: Tuesday, October 17.



Announcement: We will not be meeting on Thursday, October 9, 2014. I have a medical appointment that cannot be rescheduled. Use the time to write your draft and complete the punctuation practice.

October 2, 2014 Thursday

Class Work
ACTIVITY A

1. Display your comparison/contrast chart on your computer screen.
I need one volunteer to allow me to show his or her outline to the class to explain what to do. THANKS!
2. Trade places with another at your table.
3. Now, look at your partner's screen. Which of the following organizational patterns did your fellow writer use? If you can't tell, ask the author to explain.
4. Return to your own seat.
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 #1
Item #2

Point B
Item #1
Item #2

Point C
Item #1
Item #2

ACTIVITY #2

It's time to think about an introduction and a conclusion. In a comparison/contrast essay it is not unusual to favor one item over another. If you chose to write about Phoenix then and Phoenix now as your two items, you need to decide if Phoenix was better in the past or if it is better now.

If you chose to compare Phoenix to your home town, decide which you prefer. Of course, there are advantages and challenges no matter where you go, but if you could choose, which place would be better for you?

How will you introduce the two items. Let's talk about introductions.
Take a look at these tips:
http://itdc.lbcc.edu/oer/esl/esl33xal/presentations/introductoryparagraphs/introductoryparagraphs-notes.html

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

http://writingcenter.unc.edu/handouts/introductions/

Pick one of these links to study for the next five minutes. Then, go to the board and post your favorite tip! (Post-it provided)

Homework: Write a dynamic introduction to your comparison/contrast essay. It must:
A. Start off with an attention-getting first sentence.
B. Introduce both items/places.
C. Use one of the suggested strategies from the links. For example, something thought provoking, dramatic, or shocking. Post in CANVAS. (25 pts.)

Let's look at two sample essays. Learn to think like a writer!
Essay #1: Neat People vs. Sloppy People

• On notebook paper or on your computer, take 2 minutes to reflect on neat people.
• Take 2 more minutes to reflect on sloppy people.
• Take 2 more minutes to reflect on the category you would claim!
• (Note, the title gets your brain going!)
• Read the first paragraph. What is going to be the point of this essay? What do you predict will be the message? (This is the thesis.)
• Read paragraph #2. Does the author focus on one or both topics? Note the examples.
• Etc . . . follow along in class. Jot down notes for each paragraph. The idea is to figure out the decisions the author made in order to present the information.

Homework: Read Shopping in America.
Answer the following questions in CANVAS.

The essay may also be found at: http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm
These are the questions from that site. (30 pts.)

1. Can you find the thesis statement for this essay? Identify it. What is going to be the point or message of this essay?
2. What, if anything, holds the paragraphs together? Try printing out the essay and drawing interconnected circles between the structural elements that connect ideas. Would you have broken the paragraphs differently?
3. Did the contrast go back and forth between mall and Downtown or did it develop one before it went on to the other? Is that an effective strategy for this essay?
4. Does the conclusion grow out of the body of the essay, or does it feel sort of "tacked on"? Where, exactly, does the conclusion call for a response that the essay hasn't earned?
5. Is the contrast between the mall and the Downtown adequate? overdone? fair?
6. Is it clear where the writer's preferences lie? Are his preferences too obvious and is he fair to the "other side"? Does the author actually state a preference or are you allowed to infer it from the language? What does the essay say, exactly, that allows for this inference?