IN CLASS:
We reviewed the Writing Process (prewriting, writing, revising, and editing) and five-paragraph essay structure for a quiz to be held during the first hour on the aforementioned topics. Students will also be tested on their ability to identify plot structure in a narrative, during this hour.
Then, students were broken-up into FIVE groups to begin discussing the top five errors from the list of 21 in their Holy Grail (The Top Twenty Errors Students Make). Each group was to read the error name, the content in their Rules of Thumb Handbook, and then proceed to the white board to title the error and provide two original examples of the error. Then the groups explained the error made, to the class, and I interjected as necessary to further explain the grammatical error. The top FIVE errors are: Wrong Word, Missing Comma After an Introductory Phrase, Incomplete or Missing Documentationn, Vague Pronoun Reference (Ambiguous Wording), and Spelling Error.
The instructor then passed-back the students writing (The DailyWriting Spark entitled: "I Went to the Zoo") with suggestions for correction, based upon the top five errors on the Holy Grail (previously discussed in class). Students then, using the knowledge learned previously, glossed three errors in their writing. Students who missed class need to see me about how to do this.
Then, we read "Joy Through the Tears" in the text on page 148, answered the discussion questions and submitted the answers for grading.
THERE IS NO HOMEWORK.
Friday, May 6, 2011
English Composition 2 (3254): 240-430 (THURSDAY)
IN THE LAB:
The Letter to the Editor activity (HANDOUT/ PACKET)
You will need to see me before you can begin this activity, if you missed class.
The first drafts of letter are due ASAP, if you haven't turned-in your draft; I need to take a look at them before you submit them!!! :)
HOMEWORK:
If you owe me work. you NEED to get it to me ASAP. Some have not turned-in their Gettysburg Address and Other Famous Speeches Activity...this is a forty-point assignment and will likely effect your grade. ;)
If I don't have your first draft from the Letter to the Editor Activity, GET IT TO ME ASAP.
Coop
The Letter to the Editor activity (HANDOUT/ PACKET)
You will need to see me before you can begin this activity, if you missed class.
The first drafts of letter are due ASAP, if you haven't turned-in your draft; I need to take a look at them before you submit them!!! :)
HOMEWORK:
If you owe me work. you NEED to get it to me ASAP. Some have not turned-in their Gettysburg Address and Other Famous Speeches Activity...this is a forty-point assignment and will likely effect your grade. ;)
If I don't have your first draft from the Letter to the Editor Activity, GET IT TO ME ASAP.
Coop
Thursday, May 5, 2011
English Composition 2 (3284): 1230-220
IN CLASS:
We reviewed Response to Content and Analytic Response per you text and our recent grades on the Gettysburg Address and Other Famous Speeches Activity. Some students did well; others are still struggling with how to defend the claims with make with specific evidence from the text. So, we reviewed to straighten-out these misconceptions. You may redo your exercise if you are unhappy with your score and think you can do better.
Then we proceeded to learning about The Evaluation Response and The Research Response (THERE ARE NOTES FOR THESE CONCEPTS!) This information can be found on pages 7-8 in the text.
We then continued on to discussing active reading (pages 11-12), pointers for writing summaries (pages 14-15), and acknowledging sources informally (pages 17-18).
We discussed the teen drinking essays in the textbook on pages 91-95, and the Associated Press article about lowering the drinking age on college campuses to 18.
Students submitted their four question in regards to the three essays.
There is no HOMEWORK.
We reviewed Response to Content and Analytic Response per you text and our recent grades on the Gettysburg Address and Other Famous Speeches Activity. Some students did well; others are still struggling with how to defend the claims with make with specific evidence from the text. So, we reviewed to straighten-out these misconceptions. You may redo your exercise if you are unhappy with your score and think you can do better.
Then we proceeded to learning about The Evaluation Response and The Research Response (THERE ARE NOTES FOR THESE CONCEPTS!) This information can be found on pages 7-8 in the text.
We then continued on to discussing active reading (pages 11-12), pointers for writing summaries (pages 14-15), and acknowledging sources informally (pages 17-18).
We discussed the teen drinking essays in the textbook on pages 91-95, and the Associated Press article about lowering the drinking age on college campuses to 18.
Students submitted their four question in regards to the three essays.
There is no HOMEWORK.
Effective Speech (3233): 240-430 (TUESDAY)
IN CLASS:
We finished our introductory speeches (there were four students who still needed to speak; one student will speak on Friday, at the beginning of class)
Then we discussed, as a class, some pros and cons of our beginning speech patterns, what we are noticing ourselves do that is not good, that IS good, and what are anxieties are, moving forward.
We discussed Chapter 1 and the Guided reading (that was homework for this class last week).
I passed-out the Chapter 2 Guided Reading Worksheet (THIS IS HOMEWORK FOR FRIDAY).
Then we went to the lab to complete a listening lab activity--via American Rhetoric (.com). There is a handout and self-evaluation that are due next class, if you did not finish.
Also, we will--I PROMISE--get to viewing our videos (via the Youtube links I sent to your student emails) and reflecting. This is a definite possibility second hour of class on Friday.
We finished our introductory speeches (there were four students who still needed to speak; one student will speak on Friday, at the beginning of class)
Then we discussed, as a class, some pros and cons of our beginning speech patterns, what we are noticing ourselves do that is not good, that IS good, and what are anxieties are, moving forward.
We discussed Chapter 1 and the Guided reading (that was homework for this class last week).
I passed-out the Chapter 2 Guided Reading Worksheet (THIS IS HOMEWORK FOR FRIDAY).
Then we went to the lab to complete a listening lab activity--via American Rhetoric (.com). There is a handout and self-evaluation that are due next class, if you did not finish.
Also, we will--I PROMISE--get to viewing our videos (via the Youtube links I sent to your student emails) and reflecting. This is a definite possibility second hour of class on Friday.
Tuesday, May 3, 2011
English Composition 1 (3231): 1030-1220
IN THE LAB:
We met in the demo room, first, to receive feedback on our introduction paragraphs. I also distributed a HANDOUT that gives TWELVE editing marks I use to tell you what you need to do to make your paper better. You can obtain this from me in 405.
I also reviewed the structure for body paragraphs; you must mark these using the editing function in Microsoft Word, just as you did for your introduction.
We then proceeded to the lab where you:
Read "Joy Through the Tears" on page 148; complete the Discussion Questions (1-5) at the end of the essay
There is a quiz on five-paragraph essay structure AND the Writing Process in class, too.
We met in the demo room, first, to receive feedback on our introduction paragraphs. I also distributed a HANDOUT that gives TWELVE editing marks I use to tell you what you need to do to make your paper better. You can obtain this from me in 405.
I also reviewed the structure for body paragraphs; you must mark these using the editing function in Microsoft Word, just as you did for your introduction.
We then proceeded to the lab where you:
- fixed the errors in your introduction
- asked me QUESTIONS!!! :)
- and noted that feedback is GOOD!!! :)
- wrote a minimum of two body paragraphs for DRAFT #2 (10 points: topic sentence, supporting details, and a transition sentence--all labeled)
- SAVED, PRINTED, and SUBMITTED
Read "Joy Through the Tears" on page 148; complete the Discussion Questions (1-5) at the end of the essay
There is a quiz on five-paragraph essay structure AND the Writing Process in class, too.
English Composition 2 (3254): 240-430 (MONDAY)
IN CLASS:
We reviewed some previous in class/ lab concepts, especially in terms of the emphasis placed on the ARGUMENT that consists of the claim and reasons. Since some students had not had me as a teacher for English Composition 1, I also reviewed the proper structure for a five-paragraph essay.
Students were guided to reread page 3 (in the text) about claim and reasons, and then complete the activity on creating THESIS STATEMENTS (a handout). We discussed each of the examples, there were four, and after discussing our answers, I collected the activity for credit.
I passed-back the "Wolf" essay question answers you provided for me in the previous lab class. We then read "Wolf" and answered the questions as a class.
We then proceeded to REVIEW the text through page 7 and ESPECIALLY the section: RESPONDING TO SOURCES. Today we focused upon THE RESPONSE TO CONTENT (What does it say?--a summary) and THE ANALYTIC RESPONSE (How is it written/ How does it compare with another work?--analysis and evaluation).
We continued to each of the other two ways to respond to sources on pages 7-8, we discussed active reading, summarizing, and attributing authors and works when writing; this is ALL in Chapter 1. WE HAVE NOW COMPLETED CHAPTER1.
I passed-out an essay on teen drinking (HANDOUT) and four questions (HANDOUT) that are to be answered in conjunction with RESPONDING TO SOURCES. If you were absent, you need to see me for an explanation. Essentially, you will be comparing two essays and answering questions about them. One essay I gave to you and another is referenced on the "four questions" handout--it is in your text. We will also be reading another essay on teen drinking in the classroom on May 9, 2011.
HOMEWORK:
Finish reading and analyzing the two essays. Answer the four questions associated with comparing and contrasting the two essays. The assignment is worth 20 points. Each question is worth five points, and they must be in complete sentences! Please write at least three sentences per question! This is due on May 9, in the classroom.
In our lab class, this week, we will be writing letters to the editor! :)
We reviewed some previous in class/ lab concepts, especially in terms of the emphasis placed on the ARGUMENT that consists of the claim and reasons. Since some students had not had me as a teacher for English Composition 1, I also reviewed the proper structure for a five-paragraph essay.
Students were guided to reread page 3 (in the text) about claim and reasons, and then complete the activity on creating THESIS STATEMENTS (a handout). We discussed each of the examples, there were four, and after discussing our answers, I collected the activity for credit.
I passed-back the "Wolf" essay question answers you provided for me in the previous lab class. We then read "Wolf" and answered the questions as a class.
We then proceeded to REVIEW the text through page 7 and ESPECIALLY the section: RESPONDING TO SOURCES. Today we focused upon THE RESPONSE TO CONTENT (What does it say?--a summary) and THE ANALYTIC RESPONSE (How is it written/ How does it compare with another work?--analysis and evaluation).
We continued to each of the other two ways to respond to sources on pages 7-8, we discussed active reading, summarizing, and attributing authors and works when writing; this is ALL in Chapter 1. WE HAVE NOW COMPLETED CHAPTER1.
I passed-out an essay on teen drinking (HANDOUT) and four questions (HANDOUT) that are to be answered in conjunction with RESPONDING TO SOURCES. If you were absent, you need to see me for an explanation. Essentially, you will be comparing two essays and answering questions about them. One essay I gave to you and another is referenced on the "four questions" handout--it is in your text. We will also be reading another essay on teen drinking in the classroom on May 9, 2011.
HOMEWORK:
Finish reading and analyzing the two essays. Answer the four questions associated with comparing and contrasting the two essays. The assignment is worth 20 points. Each question is worth five points, and they must be in complete sentences! Please write at least three sentences per question! This is due on May 9, in the classroom.
In our lab class, this week, we will be writing letters to the editor! :)
English Composition 2 (3284): 1230-220 (MONDAY)
IN CLASS:
We reviewed RESPONDING TO SOURCES: THE RESPONSE TO CONTENT (What does it say?) and THE ANALYTIC RESPONSE (How is it written/ How does it compare?).
I passed-out a handout on "The Gettysburg Address" and American Rhetoric (.com) that consisted of 7 questions for answering in paragraph style PERTAINING TO RESPONDING TO SOURCES. IF YOU MISSED CLASS, YOU NEED TO ACQUIRE THIS FROM ME IN 405.
The duration of the class was spent responding to both The Gettysburg Address, and a speech of your choice on American Rhetoric (.com).
We reviewed RESPONDING TO SOURCES: THE RESPONSE TO CONTENT (What does it say?) and THE ANALYTIC RESPONSE (How is it written/ How does it compare?).
I passed-out a handout on "The Gettysburg Address" and American Rhetoric (.com) that consisted of 7 questions for answering in paragraph style PERTAINING TO RESPONDING TO SOURCES. IF YOU MISSED CLASS, YOU NEED TO ACQUIRE THIS FROM ME IN 405.
The duration of the class was spent responding to both The Gettysburg Address, and a speech of your choice on American Rhetoric (.com).
Friday, April 29, 2011
English Composition 1 (3231): 1030-1220
IN CLASS:
We reviewed the writing process and the first segment of the five-paragraph essay from Tuesday in the lab. We discussed the "INTRODUCTION," on Tuesday, that consists of the hook, the background/ setting, and a thesis statement.
We learned the last two parts of the five-paragraph essay, today: "BODY" and "CONCLUSION," but for many, you have already practiced this theory so it is, essentially, a review.
There will be a quiz on this information during the following class block. Tha means you will have a quiz on the writing process and the five paragraph essay on May 6, 2011. :) PLEASE STUDY...and make sure that your information is in your Rules of Thumb Handbook, which is fair game for any quizzeroo!s we will take from this point forward.
Chapter 8 is in regards to narration. There was an overview of Chapter 8, and I assigned "Joy Through the Tears" on pages 145-148 for analysis. Read the essay and answer the discussion questions on page 148. We will go-over them before submitting, but you will need to have read before doing so, in the classroom. The assignment is 25 points, each question is to be answered in complete sentences, using about 3-4 sentences to explain your claims and reasons. This is also going to be due on May 6, 2011.
We went-over the first five errors on The Top Twenty Errors Students Make (HANDOUT/ HOLY GRAIL). This was a class activity with notes.
I distributed a "Daily Writing Spark" to practice point of view called "I went to the Zoo". Students were to write three paragraphs based-up on the prompt. Then, they were to GRAMMAR GLOSS. The explanation for ALL OF THIS is on the HANDOUT, which can be obtained me in 405.
Have a great weekend!
We reviewed the writing process and the first segment of the five-paragraph essay from Tuesday in the lab. We discussed the "INTRODUCTION," on Tuesday, that consists of the hook, the background/ setting, and a thesis statement.
We learned the last two parts of the five-paragraph essay, today: "BODY" and "CONCLUSION," but for many, you have already practiced this theory so it is, essentially, a review.
There will be a quiz on this information during the following class block. Tha means you will have a quiz on the writing process and the five paragraph essay on May 6, 2011. :) PLEASE STUDY...and make sure that your information is in your Rules of Thumb Handbook, which is fair game for any quizzeroo!s we will take from this point forward.
Chapter 8 is in regards to narration. There was an overview of Chapter 8, and I assigned "Joy Through the Tears" on pages 145-148 for analysis. Read the essay and answer the discussion questions on page 148. We will go-over them before submitting, but you will need to have read before doing so, in the classroom. The assignment is 25 points, each question is to be answered in complete sentences, using about 3-4 sentences to explain your claims and reasons. This is also going to be due on May 6, 2011.
We went-over the first five errors on The Top Twenty Errors Students Make (HANDOUT/ HOLY GRAIL). This was a class activity with notes.
I distributed a "Daily Writing Spark" to practice point of view called "I went to the Zoo". Students were to write three paragraphs based-up on the prompt. Then, they were to GRAMMAR GLOSS. The explanation for ALL OF THIS is on the HANDOUT, which can be obtained me in 405.
Have a great weekend!
English Composition 2 (3254): 240-430
IN LAB:
We reviewed RESPONDING TO SOURCES: THE RESPONSE TO CONTENT (What does it say?) and THE ANALYTIC RESPONSE (How is it written/ How does it compare?).
I passed-out a handout on "The Gettysburg Address" and American Rhetoric (.com) that consisted of 7 questions for answering in paragraph style PERTAINING TO RESPONDING TO SOURCES. IF YOU MISSED CLASS, YOU NEED TO ACQUIRE THIS FROM ME IN 405.
The duration of the class was spent responding to both The Gettysburg Address, and a speech of your choice on American Rhetoric (.com).
We reviewed RESPONDING TO SOURCES: THE RESPONSE TO CONTENT (What does it say?) and THE ANALYTIC RESPONSE (How is it written/ How does it compare?).
I passed-out a handout on "The Gettysburg Address" and American Rhetoric (.com) that consisted of 7 questions for answering in paragraph style PERTAINING TO RESPONDING TO SOURCES. IF YOU MISSED CLASS, YOU NEED TO ACQUIRE THIS FROM ME IN 405.
The duration of the class was spent responding to both The Gettysburg Address, and a speech of your choice on American Rhetoric (.com).
Thursday, April 28, 2011
English Composition 2 (3284): 1230-220
IN CLASS:
We reviewed some previous in class/ lab concepts, especially in terms of the emphasis placed on the ARGUMENT that consists of the claim and reasons.
I passed-back the "Wolf" essay question answers you provided for me in the previous lab class. We then read "Wolf" and answered the questions as a class.
Students were guided to reread page 3 (in the text) about claim and reasons, and then complete the activity on creating THESIS STATEMENTS (a handout). We discussed each of the examples, there were four, and after discussing our answers, I collected the activity for credit.
We then proceeded to read the text through page 7 and ESPECIALLY the section: RESPONDING TO SOURCES. Today we focused upon THE RESPONSE TO CONTENT (What does it say?--a summary) and THE ANALYTIC RESPONSE (How is it written/ How does it compare with another work?--analysis and evaluation). THERE ARE NOTES FOR THIS.
I passed-out an essay on teen drinking (HANDOUT) and four questions (HANDOUT) that are to be answered in conjunction with RESPONDING TO SOURCES. If you were absent, you need to see me for an explanation. Essentially, you will be comparing two essays and answering questions about them. One essay I gave to you and another is referenced on the "four questions" handout--it is in your text.
HOMEWORK:
Finish reading and analyzing the two essays. Answer the four questions associated with comparing and contrasting the two essays. The assignment is worth 20 points. Each question is worth five points, and they must be in complete sentences! Please write at least three sentences per question!
We reviewed some previous in class/ lab concepts, especially in terms of the emphasis placed on the ARGUMENT that consists of the claim and reasons.
I passed-back the "Wolf" essay question answers you provided for me in the previous lab class. We then read "Wolf" and answered the questions as a class.
Students were guided to reread page 3 (in the text) about claim and reasons, and then complete the activity on creating THESIS STATEMENTS (a handout). We discussed each of the examples, there were four, and after discussing our answers, I collected the activity for credit.
We then proceeded to read the text through page 7 and ESPECIALLY the section: RESPONDING TO SOURCES. Today we focused upon THE RESPONSE TO CONTENT (What does it say?--a summary) and THE ANALYTIC RESPONSE (How is it written/ How does it compare with another work?--analysis and evaluation). THERE ARE NOTES FOR THIS.
I passed-out an essay on teen drinking (HANDOUT) and four questions (HANDOUT) that are to be answered in conjunction with RESPONDING TO SOURCES. If you were absent, you need to see me for an explanation. Essentially, you will be comparing two essays and answering questions about them. One essay I gave to you and another is referenced on the "four questions" handout--it is in your text.
HOMEWORK:
Finish reading and analyzing the two essays. Answer the four questions associated with comparing and contrasting the two essays. The assignment is worth 20 points. Each question is worth five points, and they must be in complete sentences! Please write at least three sentences per question!
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