Class today: December 15, 2014

How to prepare and deliver a presentation... (Learn it. Live it)

Sample presentations... the good.. the bad... the ugly

What not to do.. what to do..presentation video

Spot the errors... presentation video

Presentation Schedule

12/16           12/17                  12/18                   12/19
Hollie             Gabe                Sydney                Jackson
Andy              Lindsay            Nolan                  John
Whisper          Amanda           Ryan                   Martae
Kaitlin            Carly                Elizabeth            Brielle
Alex                Kodi                Brooklyn            Tara
Drake               Garrett            Bailey B.             Sarah
Justin               Alexis              Sydney              Mackenzie
Andy               Amber              Bailey F.           Karla
Kylie               Matt                  Reagan              Alexie
                       Meggan            Kathryn             Ally
                                                 Hailey               Chris
                                                 Bailey R.           Kyra
                                                 Evan
                                                 Josie
                                                 Wyatt
                                                 Tynesha

4th Hour will go on Wednesday and Friday.

Some finals humor

Remember.... and in Chicago

Now... if you are wanting to understand Chicago... here you go ;)

The Untouchables- The Chicago Way

Footnotes, Note cards, Abstracts, and Chicago.... Oh, my!

Footnotes:

What are footnotes?
- brief explanation of what footnotes are designed to do.

Why do we footnote? What is footnoted?
- explanation and instruction

Note cards:
How to do note cards
- rationale and example

Chicago style:
Difference between MLA and Chicago
Chart between the major citation styles
- Explanation between the two styles of citations

Sample Chicago Paper:
Chicago Style Paper Sample
- Review this THOROUGHLY before your typed draft. This will cover exactly how to do a cover page, footnotes, bibliography

Abstracts:
- See links posted in previous entry and links on side of page.

Final Paper turn in information

1. December 19th- Final drafts are due by 7:00 AM to TWO places.
            Turnitin.com:  Submit your paper to turnitin.com
            Google DRIVE: I have sent a folder share to your school email. You will need to save your
           ENTIRE paper to this folder (title page, paper, bibliography). This ALSO needs to be done
           BY 7:00 AM on Friday.

2. Bring your: outline, hand written draft, note cards, typed, edited draft to my room (ALREADY COLLATED) and turn in BY 7:35 AM on FRIDAY (12/19)

3. Your abstracts are due to GOOGLE DRIVE folder on December 16th BY 7:35 AM.

4. Presentations will take place on TUESDAY (December 16th) for 2nd and 3rd hours and WEDNESDAY (December 17th) for 4th hour AND the arranged FINAL time.

2nd hour- Wednesday (12/17)
3rd hour- Thursday (12/18)
4th hour-  Friday (12/19)

Presentation Instructions (Final Exam)

Presentation requirements: (SEE SCORING GUIDE)

1. Maximum 5 minutes in length. I will cut you off at 5... or before if you are brutalizing the audience. 

2. A digital, visual aide.  PowerPoint is fine. However, you will need to review the essay, "Death by PowerPoint" before you present. 

http://commons.gc.cuny.edu/wiki/images/Death-by-powerpoint.pdf

PowerPoint structure-

http://www.bates.edu/ils/2011/how-do-i/software/powerpoint-presentation-tips/

Presentation tips-

http://www.dartmouth.edu/~library/biomed/guides/powerpoint.html?mswitch-redir=classic

http://www.cob.sjsu.edu/splane_m/presentationtips.htm

3. You will need an appropriate handout: 

-One page in length.

- Thesis is clearly stated

http://www.speaking-tips.com/Articles/Creating-Quality-Handouts.aspx

Pretty good template... but evaluate your paper/presentation's purpose.. not everything has to be covered.

http://true-progress.com/make-a-handout-like-edward-tufte-965.htm

ABSTRACTS:

Abstract templates are located on right side of the web page.
Here is another option...
http://uss.tufts.edu/arc/HOW%20TO%20WRITE%20AN%20ABSTRACT%20for%20Tufts%20Symp.pdf

Class: Monday, December 8th and FINAL Paper DUE DATES

1. By Monday, you should have gone through Steps 1-4 of Writing with your final paper. Make sure that your CLAIM is solid, arguable, and is offering a solution or recommendation. Remember, your topic is to be developed from one of the "spheres" you associate. What is a problem facing this group? What is your solution for this problem?

2. You want to have an outline done by Tuesday.

Two weeks left. Push hard!

Paper due dates:
12/8- Thesis due beginning of class
12/9- Full outline due at the beginning of class
12/10- Research and go through research (note cards)
12/15- Handwritten rough draft due at the beginning of class
12/16- Abstract due
12/17-19 Presentations
12/19- BY 7:00 AM... paper due to turnitin.com and Google Drive.
            BY 7:35 AM... supporting material due to Schulenberg

Class today... 12/4/14

I am at a funeral today. The following should be very clear as to what you need to do.

Music is fine... Just stay off your phone.

We will be working more with identifying passive construction and then assessing its impact. After analyzing the writing and its construction, you will work on editing to active construction or evaluating if it is better left in passive construction.

I've starred what you need to turn in.

1. Check your ability to identify passive or active form:
Passive or Active?
Review and do exercises.

2. Identify, assess, revise...

3. Please read through this page and do exercises 1-4 that are embedded within the page.
When you are done, complete the post test- Turn this in when you are done.*****
Passive v. Active Voice Instruction and Exercises

4. Review this page and do the exercises embedded within the page.
Passive Construction 

Turn in*****

5. When you are done, please write a paragraph (new normal), which would resemble a "letter to Santa". No letter form.. content the same. Focus specifically on writing on active voice. After you are done with your writing sample, circle the active verbs in each sentence. Turn this in by the end of the hour.*****

Before you finalize your paper-

We need to do a quick review of ACTIVE v. PASSIVE voice..
Passive voice- UNC

Identifying and fixing passive voice when needed

Now... if on Google Drive, click on the following link and copy and paste document into box to check reading level:
Readability Level

This site is pretty great. It will help you understand your reading level and also identify some problem sentences in your writing. They MAY or MAY not be passive voice problems.. You will still need to examine your writing.

Rough estimate on the Flesch Reading Ease score-  Don't go crazy with this information.. just use it to give you a head's up.
A score of about 65 correlates with the 8th to 9th grade level, and a score of about 55 indicates a 10th to 12th grade level. Scores between 0 and 30 represent college graduate readability
The Flesch Reading Ease score is interpreted as follows:

Flesch Reading Ease Score	Readability Level	Education Level	Percentage Adults (Optimistic)
0 - 29	Very difficult	College Graduates	5%
30 - 49	Difficult	College	30%
50 - 59	Fairly difficult	Senior High School, A-level	50%
60 - 69	Plain English	13 to 15 year-olds	80%
70 - 79	Fairly easy	12 year-olds	90%

Once you have reviewed these links, open your paper in whatever word processing tool you used (Google Drive or Windows Word). In Drive, click on "edit" and then "find and replace". In the box for "find", start looking for the following words to help identify passive voice...
Is              Was
Am           Be
Are        Were
Be          Being
Have      Has
Had.......  (these are your famous "be verbs")
By

Do the following tests. ..... and then make adjustments to your sentences to switch to active voice.
Once you are done... check your readability level again.

Zombie Test: Could one insert the phrase "by zombies" after the verb? If so, would the sentence still make grammatical sense? If so, you might have passive voice. For instance, "the dog was fed" (by zombies).

Agency Test: In the case of action verbs, identify the subject and the main verb(s) in the clause. Does the subject sit passively while some outside agent does the action to it? If so, it's passive voice.

Argumentative paper information

1. Your paper is due by 11:59 PM on Tuesday, December 2nd.
2. Please submit the body of your paper to turnitin.com. You do not need to submit your works cited page. If you need the class information, etc. it is located under October 13th blog post.
3. You will need to bring a hard copy of JUST your works cited page TO CLASS with you on December 3rd/4th. Have it printed off before you come to class.

Today's class: December 1st

1. Your Casablanca inspired argument paper should be drafted ready to finalize by this point. Keep in mind it is due by 11:59 PM  on Tuesday submitted to Turnitin.com.
2. Now it is time to hone your proofreading skills. A paper should never make it into the hands of your teacher/professor without thorough proofing by you. Here is a good site that will aid you in developing these skills:
 Proofreading and Editing- UNC

Go through your paper an look solely at punctuation-
Punctuation refresher:
Punctuation links: UMN

Go through your paper and look solely at citation-
OWL Purdue- MLA

Go through your paper an look solely at argument-  identify Toulmin's method

Read through this site and take notes on instructions and tips. As you finish your papers, put these into work for you.

Due: November 18th

Full typed draft due on Tuesday. Bring your hard copy of the draft to class with you for editing. 

Due: Monday, November 17th

Full draft (sans conclusion) of argument analysis typed up and ready for Monday. 

Good message for mid-November... let it sink in..

What students need to hear

Class today: November 10th

1. Argument analysis...
       A. Read the following argumentative essay. Take notes on the argument components and your analysis of the usage of these techniques.
Life After Wartime Essay
(Always keep in mind.. articles are chosen for writing purposes not "side" purposes. I am not expecting you to agree/disagree with the stance of the argument.. provoke thought)

        B.  You will be writing an analysis paper where you are being asked to SYNTHESIZE and EVALUATE the argument written by OWENS. You are not writing about how you feel about what he is arguing, but HOW he is arguing his point.
        C.   You will go through steps 1-4 of writing... The thesis/claim should be relatively straight forward, however.
        D.  Once you have your thesis/claim developed... develop Steps 5-6 of writing. This will become the structure of your paper.

Things to consider:
1. What is Owens' ULTIMATE claim? Is his introduction effective in setting up the claim?
2. Does Owens provide broad general support structures that are clearly recognized and announced? (Toulmin's smaller supportive claims/topic sentences)
3. Does Owens provide evidence/data that is relevant, effective, supportive, qualified?
4. Are his sources respectable?
5. How clear and strong are his warrants? Are they illuminating? Do they move you forward in his argument? Do they provide thinking?
6. Does he transition well?
7. Does he provide counter arguments? Where are they located? Does he introduce and argue against them effectively?
8. Is this paper an argument or persuasive article?
9. Is the conclusion effective?

1. Pick two subjects of your own choosing... go through steps 1-7 of writing with each of these topics. Bring all of the steps with completed writing sample to class with you on Monday. This will be our last practice before we move on..

2. Here are three examples of op-ed pieces from The Washington Post and The Guardian. 
They are not traditional argumentative essays... but they have the components that are necessary that you need to recognize and apply.
Please read through the two articles and take notes of the argumentative techniques and the effectiveness to the purpose of proving the point of the thesis.

1. Identify the major argument/thesis.
2. What evidence is used to support?
3. What is the effectiveness of the evidence?
4. Is the information and argument inductive or deductive? Why?
5. Is there a counter argument presented? Implicit? Explicit?
6. Are the warrants implicit or explicit?
7. How would you describe the writing style?

Rehearsing for death article-

The first steps article

Against Intervention in Iraq

Due: Friday, November 7th

1. Pick 4 of your 5 thesis and supporting points that you have prepared for class on Wednesday/Thursday. If you need to make adjustments, rework, redo the thesis, feel free. From class notes and learning on Wednesday, you will be doing an extended "paragraph/section" structure for EACH of the 4 thesis statements.  Do the FULL structure with specific examples and warrants.

2. Once you have an outline for each, you will move on to step 7 of writing with writing a rough draft with including of transitions.  Start at the top of each outline and start writing following your outline.. use ample, ample transitions. This will be a lot of writing. Remember... we are writing for covering the argument completely.. for the audience.. not the writer.

Class today: November 2nd

1. Take out your ten thesis/claim statements.
2. For EACH statement, you need to write the counter claim.. This is the opposition side to this argument.. do not go to the polar opposite side for this exercise... Your argument, if you have developed it well, should not be extreme and obvious (therefore having an direct opposite side). Look to reasons why someone(people) would disagree with your claim.  Write this statement as well as you were supposed to write your initial thesis.

So now.. you should have your initial thesis/claim... and its counterclaim.

3. Switch your papers with a classmate. Give them both your initial thesis and your counterclaim.
They need to assess each thesis (just the thesis) for the following standards:
   A. Has the topic been broken down and/or processed (not transferred right into subject of formula)
   B. Is the stance arguable? Look at the thesis first and then look at the counter.. Is the counter a logical opposition stance?
   C. Does the thesis continue on and answer HOW or WHY? (and is it narrowed down from the presented topic?)
   D. Is the writing concise? Is the argument easy to figure out? (not garbled up in the writing)

Provide as much feedback as possible.

4. Once you have been given back your thesis statements, you need to pick your 5 BEST. If you need to edit and make adjustments, do so..   For each of the 5.. you need to come up with 3 major supporting points for your argument...   Ask yourself the question, "why is this true?"  Make these reasons as broad as you can at this point.  (DUE WED/THURS).

Bring these 5 thesis statements and support with your counterclaims on Wednesday/Thursday.

BOO! Happy Halloween!!

More thesis practice.. 
Don't worry!! We will SO get this! It just takes practice! I won't give up.. you better not!! 

Here are examples of weak and strong thesis statements.

• Unspecific thesis: "Eleanor Roosevelt was a strong leader as First Lady."  This thesis lacks an argument. Why was Eleanor Roosevelt a strong leader?
• Specific thesis: "Eleanor Roosevelt recreated the role of the First Lady by her active political leadership in the Democratic Party, by lobbying for national legislation, and by fostering women’s leadership in the Democratic Party."  The second thesis has an argument: Eleanor Roosevelt "recreated" the position of First Lady, and a three-part structure with which to demonstrate just how she remade the job.
• Unspecific thesis: "At the end of the nineteenth century French women lawyers experienced difficulty when they attempted to enter the legal profession."  No historian could argue with this general statement and uninteresting thesis.
• Specific thesis: "At the end of the nineteenth century French women lawyers experienced misogynist attacks from male lawyers when they attempted to enter the legal profession because male lawyers wanted to keep women out of judgeships."  This thesis statement asserts that French male lawyers attacked French women lawyers because they feared women as judges, an intriguing and controversial point.

Write a thesis for the following topics: 

1. Voting age 

2. Beauty pageants

3. Torture 

4. Taxes

5. Credit cards

6. Mean girls 

7. Video games

8. Academic honesty

9. Global climate

10. Standardized testing

Things you MUST consider... 

1. Topic size.. do not just drop the topic into your thesis as the subject. What approach are you taking towards the subject? 

2. Are you showing assessment or analysis of the issue? What do you think about the issue? What can be done about the issue? What changes should be made? What is more important or not? 

3. Are you answering how and/or why? Think about us having a discussion about this issue. You state your solution to a problem and then I ask you "how?" or "why?" . This is where your voice gets to be heard. 

4. Make sure that you are not describing or summarizing the topic or issue. 

5. Look at your VERB usage.. Try to keep with an ACTIVE verb! 

6. ASK YOURSELF A QUESTION BEFORE YOU WRITE... Think of a higher level Bloom's question.. remember an answer to a question is...   such as... Compare the roles students have currently in making decisions at LSN to the role you think they should have in making decisions..   

Homework for Friday, October 31st

1. Review the thesis/claim link from UNC... reinforcement of what thesis should/shouldn't do. I guess I do need to state that you should be taking notes if you can't rattle these techniques and guidelines off your head AND then apply them with ease.
2. Review and get a handle on Toulmin Method (links on side margin). We are going to get started on this on Friday.
3. Practice writing a claim/thesis for the following topics..

Bronco Time
Technology in classroom
Professional athlete salary
American military
Writing instruction
Senior class community service
Student opinion in schools
Homework
Missouri
Reading

Now remember...
* Are you describing or analyzing?
* Are you thinking about the topic head on or from a different angle?
* What are your preconceived notions about the topic? Are you just passing them along?
* Where are you on Bloom's Taxonomy in your approach to the topic?
* Does the topic need to be adjusted?
* What is the intellectual question?
* Is it arguable? Are you showing YOUR VOICE in the content's world?

Today's Class: October 29th/ 30th

Claim Practice

2nd Hour: Claim Practice Doc

3rd Hour: Claim Practice Doc

4th Hour: Claim Practice Doc

Homework for Wednesday

Watch the ROYALS WIN!

Class today: October 28th

Now, I am sick..  ugh.

We are taking the claim practice that I didn't post last night into today..
Therefore...

1. Review the following link on CLAIMS: Claims Handout
2. Review the 4 major ways to make a CLAIM arguable: Claims- 4 major types
3. Then open the following link on Thesis/claim practice: Thesis writing practice
- Do these exercises on your own paper.
First, identify what is wrong with the initial thesis.
Second, rewrite the thesis. Push the argument while trying to adhere to our thesis/claim formula.
Third, tell me why your thesis is now an outstanding thesis (tell me specifically what it does).

There is one that mentions a book... just substitute any book or understand the overall premise of the statement. It doesn't matter about the specific book. As always, take good notes and be attentive to the instruction.

Turn these in at the end of the hour.

I will post homework this afternoon.

Class: October 27th

I have sick kids.. Sorry!
1. Partner up with a productive partner.
2. Take out book and talk through Toulmin's Method. In your individual notes, write your own summary of each part of the method.
3. Now you are going to be talking through Glazer's writing process- first initial draft, then revisions.
Use the following questions-
What structures do you notice?
What types of questions is he asking to make revisions?
What types of improvements do you see?
Where do you see induction/deduction? How is it used?
Is this usage effective?
Where do you see Toulmin's method?
How does it enhance his argument?
4. Now take out your induction/deduction practice. Share attempts and evaluate your successes..
5. Check for homework by mid-afternoon.. It will be on claim writing... We need practice.

Due: Monday, October 27th

1. Review deduction and induction- (475-76)
2. Read and study the practice with Glazer's writing and drafting.. pages 479-485.  Annotate these and study the techniques- this is leading to your own application. Study his process.
3. Do the exercises on induction and deduction in your notes from the following pages: 485-87

THEN-

4. Review the TOULMIN Layout of Argumentation (477-78), which is basically just a list of the steps of the method..  so let's get a little deeper..
5. Read and study the Outline of a Toulmin Argument (See under Current Links). This will talk you through the different parts of the argument and provide and example.

Class Tuesday, October 21st

1. Quiz: Argument, etc. (See Monday's class for list of quiz material)
2. Continue work from Monday's class, if you haven't finished.
3. Due Wednesday:
Write a CLAIM for the following class/paper scenarios:

Paper #1: given no information from prof. You come up with the class and topic.
Paper #2: Drinking alcohol
Paper #3: Who is the most influential person in a teenager's life?
Paper #5: Abortion
Paper #6: Math class (not as the topic.. this is the class you are being asked to write a paper for)
Paper #7: What is the most important issue of the Midterm Elections?
Paper  #8: Art, PE, Band (You pick the class and you are to write a paper in that class)
Paper #9: Given no information from prof. You come up with the class and topic.
Paper #10: Sex

You will need to have your 10 claim statements when you come to class on Wednesday. Do you recognize the writing scenarios? However, realize that there are many things that have to happen before the final claim statement. What do you need to consider? Have you gone through the Steps of Writing?

A few of these are designed to be very difficult in developing an ARGUMENT... remember, argument, not persuasion.

This assignment is to practice the following things: 1. Recognizing a writing situation and being able to apply the Steps of Writing to move forward successfully.   2. Recognizing the difference between persuasive writing and argumentative writing.  3. Developing a solid argumentative claim.

Class today: October 20th

1. Refresh on Steps 1-3 of Writing- remember their purpose? How does one link to the next? How does Step 3 help with other writing issues?
2. Look over your fallacies.. do you own them yet??
As I was reading the news this weekend... I found a couple of articles that I thought tied in pretty well to to our recent classroom discussions: Kansas Politics and Ebola Politics

Read through the articles and take notes at BOTH the examples of fallacies (and identify what type) and what you feel is the impact of fallacious writing- Just notes.

If you are still struggling with fallacies... here is a good two part article with commercials used to demonstrate the different types of fallacies: Fallacies Commercials Part 1   Fallacies Commercials Part 2 (Keep in mind.. I am not promoting political agendas or products.. it is a good tutorial)

3. Read through the following link on the difference between Persuasive and Argumentative writing: Persuasive V. Argumentative..  take good notes

This is a good chart to know to distinguish the difference: P V. A Chart

4. When you are done reviewing.. you need to read the two samples. In your notes, write down examples of the differences between the two samples. Point out specific examples... what they are doing and what the effect is..Persuasive and Argumentative article

5 . Step 4- Writing a Thesis- Formula and Checklist

6. QUIZ TUESDAY!
Your quiz will cover the following concepts:
- Argumentative writing basics
- Fallacies (types and explanations)
- Steps of Writing 1-4 (purpose, how to, formulas, checklists, carry over)
- Differences between argumentative and persuasive writing
- Inductive and  deductive reasoning (475-481)
- syllogism
- Types of warrants
- Toulmin's 6 components of an argument

Class today and due tomorrow: October 14th

In your Reader for the College Writer, read/annotate pages 463-73. Study these pages. Study. Study.

Become experts. Quiz on Tuesday. 

Due: Monday, October 13th

1. Final college essay draft is due to turnitin.com by 7:35 AM on Monday morning.
Class numbers are:
2nd Hour: 8875789
3rd Hour: 8875799
4th Hour: 8875808

password: bearcats

2. Read the following pages in the College Reader: 163-174, 193-204, 212-14.
It would be a great idea to read through this before submitting your final draft to turnitin.com. Take good notes. This information will be beneficial to you as you implement syntactical choices in your writing.

If you have a 6th edition of the College Reader, the page numbers are: 201-07, 229-31, 257-268


TITLES:
I have not gotten to this in class yet.. so it will not be held totally against you if your execution is not flawless.. but I would like you to try..

There is a standard TITLE format in academic writing...  We shall call it the colon method. 

Formula:
A clever hint at your subject/or topic: Directly state your topic
Example- Risky Business: The Art of Basket Weaving

Major words are capitalized...

If you have 6th edition of Reader, here is the last few pages that you need to read. 

Class today: October 7th

1. Review the personal narrative structure- See link under "current assignments"
2. Review the Joubert and Angelou examples focusing upon the syntax choices, execution of "show don't tell", and theme (Angelou)
3. Read the following sample of a student personal narrative: Personal Narrative Sample

Note the following elements:
- Structure
- Implementation of elements of descriptive writing= show don't tell
- thematic unity (purpose and follow through)

Due: October 7th

1. Read "Graduation" by Maya Angelou in the Reading and Writing from Literature book- page 520.

The THREE major things that we are needing to work on and improve upon in our narrative writing are: 1. Having a central theme/thesis POINT that dictates the need for telling the story. 2. Showing not just telling.  3. Transitioning.

As you read "Graduation", please focus on these three aspects...  They are really structural, content, and thematic..

Annotate your text thoroughly for these techniques and how she achieves them simultaneously, while creating an engaging narrative.

Remember: The specific techniques that we have been, when employed effectively and thoughtfully, are what allow success in audience engagement.

2. Review the sentence diagramming link.

Bring your book to class on Tuesday.

Due: Monday, October 6th

1. College essay ATTEMPT #2-

Remember that in addition to the focus on descriptive and narrative writing techniques, you will be placing precise attention on your syntax and diction. Look at the arrangement of your sentences and phrases. Make judicious choices in diction. Use the questions on the handout to guide your thinking before you start writing. There are many aspects to handle in such a short writing piece.

To help in this process.. look at your initial writing reflections from attempt #1. What can you improve upon? Also look at Joubert's notebook and the annotations you made.

Typed draft due when you come to class on Monday.

Week of September 29th to October 3rd

Oh, the love I have for our language! I am looking forward to our discussions that will spring from the start of your adventure into syntax!! With everything, we must start at the knowledge level. You cannot move forward until you have a firm grasp on these concepts! I'll advise you not to brush by them in a caviler manner.

September 30th: Syntax PPT quiz. Be ready!

October 1st/October 2nd: Phrase Quiz
                                          Joubert (319) syntax and diction seminar.

October 3rd: SENIOR PICTURES (Dress appropriately- my definition.. not Miley Cyrus' definition)
                     Clause Quiz

To prepare for this week... as I discussed in class today..

1. Read and annotate Joubert's notebook entries. This format is ideal for the study of syntax and diction. You will be annotating for solely these two techniques. Look first to identify phrases, clauses, etc... but then move into evaluation and synthesis of these syntactical techniques..  You will be asking yourself questions such as "what is the reason that he begins this sentiment with a subordinate clause?" "Why are the adverbial phrases so limited?" and such...  this will be a new experience for you..     Also be examining his DICTION (word choice) and the impact of these choices. Be ready to discuss thoroughly on your block day.

2. Phrase and Clause quizzes...  I gave you pages in the purple grammar book that can guide you through both the specifics in phrase and clause study. Phrases: 59-76; Clauses: 82-93. How you approach these pages is entirely up to you. Remember... the best studying is active studying.

We should be starting paper attempt #2 on Friday.

Let me know if you have questions through the week.

Class today: September 26th

1. I would like you to first go through your own draft of your paper with the following scoring rubric. Please do a read through of the scoring rubric first. Then read your paper (without a pen). Then read the scoring guide again. Open the Writing Progress link... Now PLEASE create a COPY of the document to your own DRIVE. DO NOT WRITE ON THIS TEMPLATE!!!  Jot down where you think you landed according to the scoring guide on this first attempt. Please be BRUTALLY HONEST with yourself!!!

Scoring guide link: Narrative Scoring Guide   (Make sure you scroll down to Narrative)

Writing Progress link: Writing Progress Reflection (COPY)
2. Now, you will hand your first attempt to a class scorer. Remember, this process is absolutely critical in your progression as a writer. You must be able to assess, synthesize and evaluate the execution of these techniques as well as apply them yourself to truly make them your skills. Remember, owning versus renting!

3. When you receive back your paper and scoring guide, record this into your "writing progress" doc. Staple the scoring guide on top of your paper and turn it in to me.

Homework for Monday: Review PASSIONATELY the SYNTAX POWERPOINT located under "current assignments"

Due: Friday, September 26th

1. You have a first draft of your first college application essay due in class on Friday. This is 700 words maximum. Remember to have the word count at the bottom of the paper. We have reviewed multiple examples of descriptive and narrative writing. We have examined the techniques of narrative and descriptive writing. We have practiced. Two days ago, you were asked to read and annotate the example of stellar college admission essays from Johns Hopkins.

In 2013, JH had over 20,000 applications and accepted close to 3,500. The admissions committed chose this essay as outstanding and memorable. WHY? What did it do that makes it so effective and productive?

 If you studied this sample, you saw at the bottom what college admission officers had to say about this successful essay. Use this information.


2. Finish your first narrative piece. The prompt is designed to really make you think. Go through the question thoroughly before you start writing. This prompt is designed to show the University of Pennsylvania who you are. How can you show them who you are and why you will fit at their university?

Though we have studied multiple narrative works, I have provided a narrative template to assist you in writing this paper. This is to be used a guiding structure, but place your focus on developing the narrative and descriptive techniques in telling your story.

I have also placed some handouts on transitions, dialogue, and effective verbs under "current assignments".   Remember proper MLA heading and formatting.

Remember your writing goals are: Believable. Effective. Interesting.

Due: Tuesday, September 23rd

1. In your notes, I want you to have a list of DESCRIPTIVE writing techniques. With each technique, I want you to have an EXAMPLE from one of the works we have studied or examined in class or as homework. (This should be easy with your annotations)

Please do the same list with the NARRATIVE writing techniques.

2. Read "Nobody Listens When I Talk"- page 489-92
Annotate for both techniques
Really study this work keep in mind our ultimate goals of writing BELIEVABLE... EFFECTIVE... INTERESTING...

Think of HOW Sanford accomplishes this...  what techniques does she employ and how?

Due: Tuesday, September 16th

1, Online Inquiry- Due before class starts.
2. Write a descriptive paragraph mirroring Jessie Sullivan's "If at First You Don Not See" (241-243) about YOUR neighborhood. Implement the techniques learned in the descriptive chapter. Type it up.. print it off.. bring to class.

ONLINE INQUIRY: DUE- Tuesday, September 16th

1. From your 7 subjects assigned on Friday, you will need to revise and clean up your BEST descriptive sentence from ONE of the subjects.  This is the one representative sentence, which will be for an ASSESSMENT grade! Yep, this ONE sentence. It must demonstrate your proficiency in handling the skills you have been learning the last week. SHOW DON'T TELL!

You will need to sign in to eblogger... Use your gmail address from the school. Then hit REPLY to this post.You will then write your name and class period.
Then write your sentence. Do NOT label what you are describing.
This will look like:

Lara Schulenberg Cole- 1st Hour Honors Teacher
Her voice, deep, wise, and involved infuses a compassionate controlled comfort and security into a complex existence.

Class TUESDAY

I am not here today.. obviously.. Sick babies..

1. Please take out your Cornell notes on the annotation article.. make sure your name is on it and turn it into the sub. Please also write your hour on the homework, please.
2. Quiz postponed until next class period.

3. Collaborative Annotating  of a Text

Definition

Annotating text goes beyond underlining, highlighting, or making symbolic notations or codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions, and connections tied to specific sections of text.

Purpose:

Annotating text promotes student interest in reading and gives learners a focused purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant questions, and capture analytical thinking about text. Annotation also gives students a clear purpose for actively engaging with text and is driven by goals or learning target(s) of the lesson.

Through the use of collaborative annotation (annotations made by multiple individuals on the same text), learners are given the opportunity to “eavesdrop on the insights of other readers” (Wolfe & Neuwirth, 2001). Both peers and instructors can provide feedback in order to call attention to additional key ideas and details. Annotating text causes readers to process information at a deeper level and increases their ability to recall information from the text. It helps learners comprehend difficult material and engage in what Probst (1988) describes as, “dialogue with the text.”

Procedure

1.      Define the purpose for annotation based on learning target(s) and goals.  Some examples include:

a.       Locating evidence in support of a claim

b.      Identifying main idea and supporting details,

c.       Analyzing the validity of an argument or counter-argument

d.      Determining author’s purpose

e.       Giving an opinion, reacting, or reflecting

f.        Identifying character traits/motivations

g.       Summarizing and synthesizing

h.      Defining key vocabulary

i.        Identifying patterns and repetitions

j.        Making connections

k.      Making predictions

2. Partner with a classmate in close proximity to your desk. Push your desks together. Both students need to click open the following article. 

College Article

3. Using the criteria above as your guide, you will collaboratively annotate this article each on your own notebook paper. (This means that you each will be taking notes on your own paper.. two students.. two recorded notes)

4. Once you are done, organize annotations together in Cornell notes. 

5. Hmwk: Be ready for quiz..  

On your own... read the following article NY Times College and annotate and organize notes to turn in on your block day. 

Monday's class!! Due: Tuesday, September 9th

1I have gone home with a sick baby this morning. 

In class today you will be taking your annotations from the article on Friday and putting them into Cornell notes. 

Remember that it is an informational text, so ask yourself what is the most pertinent    information. 

When putting into Cornell notes, remember organization is key. What makes this information accessible to perform and produce? Create headings and sub points that are easy to read. 

1, Full/Complete Cornell notes DONE from your annotations on the annotation article assigned to you during Friday (9/5) class.
2. Review annotation information and other pertinent information that you have been taught in the last 3 weeks...  Performance time!!

If you have questions during class, go ahead and email me.. I'll do my best to get back to you quickly! .  

For Monday, September 8th

Fully annotate the article on annotating that we started during Friday's class. Use the strategies introduced in class. The handouts are located below:

Annotating article

Informational text annotation

Annotation instructions

Due: Friday, September 5th

Happy Homecoming! Remember to dress in your finest BRONCO gear for Friday!!

1. Please complete and turn in the Socratic seminar reflection sheet.

Socratic Seminar- Wednesday/Thursday

1. You will need your five questions, annotated text, Socratic notes.

2. Text

Due: Your block day (9/3,9/4)

1. Make sure that you have read and taken Cornell notes on the Socratic handout. Remember, we are looking for OWNING knowledge versus RENTING. Go through the whole note process and you should be feeling confident about the workings of a Socratic seminar.

2. Make sure you have your 5 higher level Bloom's Prestige questions. You will need to show these for entry into the seminar.

3. Be very familiar with the Socratic seminar scoring guide. This will be for a grade.

4. Bring your text.

Totally flew by Monday... Happy Tuesday and Happy Homecoming Week!

1. After we have thoroughly reviewed the learning objectives of the first couple weeks, and we have been introduced to Cornell notes... 

Here comes the Socratic Seminar!!! 

Please open the "Socratic Seminar" link on the right hand side of the page. Using your new and improved note taking system, please take notes on the Socratic handout. 

With implementation of a new ACTIVE STUDY NOTE FORMAT...  here are some tips for WHAT to write down.. 

Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.

1. Never use a sentence where you can use a phrase.  Never use a phrase where you can use a word.

2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words.  However, the following should be noted exactly:

1. Formulas

2. Definitions

3. Specific facts

C. Use outline form and/or a numbering system.  Indention helps you distinguish major from minor points.

D. If you miss a statement, write key words, skip a few spaces, and get the information later.

E. Don't try to use every space on the page.  Leave room for coordinating your notes with the text after the lecture.   (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes.  Number the pages. Make a table of contents!! 

(Taken from http://www.dartmouth.edu/~acskills/handouts.html)

Due: Friday, August 29th

1. Make sure your Bloom's questions are all in order.
2. Bring your TONE notes.
3. In your notes, start some ideas about Point of View... what is the point of view in this text? What is its significant? Significance of the change?

Due: your specific block day

1. Bring syllabus (should already be in binder)
2. Have your TONE homework done. 
3. Share the Bloom's questions with me.
4. Quiz on The Prestige

All of this has been done in steps... You should have already in your binder.

Tuesday's class

1. Open a Google DOC.
2. Open the doc from the following link:
https://docs.google.com/a/lsr7.net/document/d/1m_dShSMmixqRZiYUwcI06qLLoXCxq0KxqUfCuQ1sqPc/edit?usp=sharing

3. Copy the contents of the document and paste onto your new document.
4. Using the Bloom's Action VERB link below... write 3 questions for each of the levels of Bloom's... about The Prestige... about life.
5. When done... share this with me lara.cole@lsr7.net
Please title it Full name class hour Blooms.

Bloom's Action Verbs

Due: August 26th (Tuesday)

1. Look at your work with TONE in each part of The Prestige. For each part, what do you think is the culminating effect of the TONE that you have identified and supported? Do this for each part. Then... after you are done, what is the OVERALL culminating effect of the TONE of all 5 parts of the book?

2. Refresh your knowledge on the 6 levels of Bloom's Taxonomy.

Due: Monday, August 25th

1. Look at all 5 sections of The Prestige. Determine a word that you feel describes the author's TONE. Remember what tone is? The choices made by an author that results in a specific overall feeling. Yes?

So, in your notes... identify a word that you feel best represents the tone of Part 1... then come up with 3-4, 4-5 examples from Part 1 that supports your conclusion. Then... move on to Part 2.. and so on..

See you on Monday!

Due: Friday, August 22nd

1. Turn in "First day ponderings" and "Day 1 homework".
2. Make sure that your syllabus is signed and in your binder.
3. Quiz on day 1 and day 2.. ;)

Due: August 21st

1. Double check powerschool to see that I have record of your summer reading assignments.
2. Review the syllabus and take some notes for discussion the next few days.
3. Respond to the homework writing assignment.

English 12 Final

This list is a general list... it includes a lot of branches from these major areas... examine your notes and quizzes thoroughly..  Remember- make learning active, not passive.

Final REVIEW:

1. Art of communication- types of communication, purpose, etc.

2. Purpose of education

3. Art of questioning- Why? How to? Bloom's Taxonomy

4. Narrative writing- show don't tell, dialogue, purpose, imagery 

5. Expository writing- what is it? When to do? Why do it?

6. 8 steps of writing- list, rationale, execution.. Lists, checklists, formulas, organization

7. Different writing scenario you will encounter in college.. how to explain it to others

8. Why we study literature?

9. Annotation. 

10. Cornell notes.

11. Difference between college writing and high school writing

12. Literary theory- origins, schools, questions, philosophy

13. Anglo-Saxon history, literature, Beowulf

14. Middle Ages history, literature, The Canterbury Tales

15. Renaissance history, literature, Hamlet 

16. Literary terms, poetry terms (applicable)

17. Diction, syntax, grammar (sentence diagramming)

18. Research practices- source evaluation, where to go, why do we do it?

19. Totem pole of academia 

20. Sonnets- form, origin, scansion

21. Characterization- definition, steps, motivation, execution

Important due dates:

April 28th: Acts 3 and 4 read- Hamlet.
April 30th/May 1st: Finish Hamlet
May 5th: Assistance work due at 7:35 AM (certain students)
May 7th: 2nd and 4th Hours FINAL and FINAL PAPER DUE (Last day of class)
May 8th: 6th and 7th Hours FINAL and FINAL PAPER DUE (Last day of class)

Middle Ages Test Friday

Your test on Friday will cover the following content:
- Middle Ages history
- Chaucer biography
- Literary terms pertinent to the time and literature
- The General Prologue- plot, analysis, characterization
- The Wife of Bath Prologue- plot, analysis, narration, characterization
- The Wife of Bath Tale- plot, analysis, narration, characterization, gender, chivalric code, etc.
- Literary analysis/criticism

The form will be:
Short answer, quote identification, passage annotation and analysis

Tuesday, April 8th

1. You will have 3 classmates score your final draft of your paper. When they are done, turn in all three scoring guides to me.
2. Read The Wife of Bath's Tale. Class handout, and also found under CT links.You will need to pick three schools of literary theory and three accompanying pen colors, and annotate the text for evidence, conclusions, elements that can align and reveal more about the text through that specific lens.

3. Middle Ages, Chaucer, Canterbury Tales General Prologue, Wife's Prologue and Wife's Tale TEST on Friday.

Renaissance reading is now due MONDAY.

Due: April 8th

1. Argumentative Wife of Bath's Prologue in final draft form saved in Google Drive by beginning of class.

Upcoming:
Friday, April 11th
Middle AGES TEST

Monday, April 14th
Quiz over Renaissance notes (outlined form) and Elizabethan reading (pages 1-32)

Class agenda: April 7th

1. You will first go through the writing concisely exercises found at this link:

http://grammar.ccc.commnet.edu/grammar/quizzes/wordy_quiz.htm

2. You will next go through the comma exercises found at the following sites:

https://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex1.htm


https://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex3.htm


https://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex4.htm


https://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex5.htm


https://depts.dyc.edu/learningcenter/owl/exercises/comma_placement_ex6.htm

3. Last, you will go through the transitional words exercise found here:

http://www.oupcanada.com/higher_education/companion/literature/9780195425154/eng_135/quiz_transitions.html

ONCE you are done with all of the above...

4. Read through the A-D level essay handout... notice the difference between each grade level. Underline the key elements in each level.

5. Open your partner's argumentative essay, go through with the scoring guide I provide and score their essay. When you are done, please hand the completed scoring guide to your partner.

Class agenda: April 4th

1. Show Schulenberg/Cole that your scoring of your partner's paper has been completed.
2. Open your partner's paper on Google Drive. At the bottom of the document, you are going to offer explanations as to why they received the specific scores that they did through out the scoring guide.
It can be as simple as this:
Purpose and Synthesis: 2
- You did not address nearly enough of the literary text (only 3 examples total)
- Your explanations are not demonstrating critical thought... just paraphrasing what the quote states
- The controlling idea is not completely evident

Support: 1
-
-
-

And so on. . . .

After you go through all 6 sections of the scoring guide with your explanations/justifications, I want you to assign the work a LETTER GRADE...  You will write this grade on their scoring guide.

ALL 4s: A
Mostly 4s and a few 3s: B+
All 3s: B
Any 2s with a combination of a 3 or 4: C
All 2s: D
All 2s with ONLY one 1: D-
1s: F

When you are done, please hand the scoring guide to the author. Don't have hard feelings if the grade is not where you would like it to be... we are using this as feedback and fuel to improve..  This grade is not going to be going in any grade book.

For MONDAY:
Keeping this document AS IS in this folder, copy and paste YOUR writing on a new document. You will be adding an introduction, transitions, EDIT body, and conclusion to this writing. You are now going to make the paper ARGUMENTATIVE by explaining WHY these techniques are important to reading The Wife of Bath... So your introduction will have a THESIS... and the paper's purpose is now ARGUMENTATIVE.

I will send you a shared folder to upload your finished draft.

Expository evaluation- Class April 2nd, 3rd

1. Found under Honors 12 Instructional links, you will find three handouts. The first covers editing and proof reading. You need to take out your notes and take good notes on the instructions and suggestions.
2. Next, open up "Commas" handout. Also, take notes.
3. You will then open up the "Writing Concisely" handout. This addresses how to look for wordiness, passivity, etc. in your writing. You need to also take good notes on the pertinent information.

When you are done with this...

4. Open up your expository sections on Chaucer's use of satire and irony. You will be going through your drafts looking for FIRST.. comma usage. Then, wordiness, passive verbs, etc. When you find issues to be fixed, you will edit your paper with a DIFFERENT COLORED FONT to indicate your change.

5. Then... do an ACTIVE proofreading of both sections of your paper. Utilize the strategies you have been instructed upon.

You will have until 9:00 PM to have the editing done on your own paper. At 9:00 PM on the day of class, it is considered a final draft.

The scorer you have been assigned can then open your document and will SCORE your expository writing with the handed out scoring guide given in class today.

Scorer: please write your name and time stamp beside the document writer's name. Please use a different color font.

SENIOR FINALS

There will be a full year, comprehensive final on your scheduled final date.
This will cover day one through the last week of class.

May 7th: 2nd and 4th hours
May 8th: 6th and 7th hours

Class today- April 1st (No joke)

Today and into tomorrow/Thursday, by the beginning of class, you will be writing two EXPOSITORY SECTIONS (not paragraphs.. sections) derived from the following prompts:

Expository section #1:
How does Chaucer employ the literary concept of SATIRE in the Wife of Bath's Prologue? 

Expository section #2:
How does Chaucer employ the literary concept of IRONY in the Wife of Bath's Prologue?

However, before you respond to EITHER of these prompts.. the first line (which will be a stand alone line.. it has nothing to do with the prompts, MLA, etc. will be:

My audience wants to see the following in my writing:
1.
2.
ETC...

Then... you may begin writing.

Things you need to remember:
1. You are to only use the Chromebooks for word processing and uploading to Google Drive- You do not use the internet to look up anything.. definitions, examples, essays..  Doing so, results in a zero for the assignment. Remember academic honesty as you work on this without direct monitoring.

2. Section does not mean paragraph. The writer controls paragraphing for their audience's/writing needs. These sections may have multiple "paragraphs". You, as the writer, need to have the ability to effectively paragraph. In order to do this, you need to consider: when do I need to start a new paragraph in order to punctuate the importance of the point I just made; when is the subject I am handling TOO BIG to rattle on and on... so I better remind the reader, what again, am I explaining/arguing... and then start up again; when/where I am going in another solid direction

3. With effective EXPOSITORY writing and effective PARAGRAPHING... you need to EFFECTIVELY TRANSITION through out your sections AND between your paragraphs.

4. Textual evidence. Textual evidence. Textual evidence. If you don't cite the PRIMARY text... it shows you don't KNOW the primary text and you are writing in generalizations. If you find yourself stating something along of the lines of "The Wife demonstrates insecurities"... and that's it.. you have done nothing.. You must follow up a statement such as this with EVIDENCE of your statement...  SHOW don't TELL. Chaucer is poetry.. you need to cite LINES.

5. This is EXPOSITORY writing... what does that mean? This is the PURPOSE of these sections.. so demonstrate it! It is NOT an argument because the fact that these techniques exist in this text.

6. I want a TITLE for these two sections. Just one title.. for the two sections. Utilize the colon method.

7. Save to Google Drive Folder that I have shared with you via email by the time class begins on Wednesday/Thursday.

Monday, March 31st

Terms to know:
Satire
Irony (situational, verbal, dramatic)
Iambic foot
Iambic couplets
Allegory
Frame narrative
Three Estates
Allusions
Narrator
Omniscient

Satire Help: 

There are two fundamental types of satire:

Horatian satire, which is gentle and urbane; and

Juvenalian satire, which is biting, bitter invective.

The burlesque form of satire can also be segregated into two distinct categories:

High burlesque, or taking subject matter which is crude in nature and treating it in a lofty style, or low

Low burlesque, taking subject matter traditionally dealt with in an epic or poetic fashion and degrading it. 

I have attached the Wife of Bath's Prologue under CT links. We are going to start working with this on Monday. You will do much better on our next assignment, if you have read it before Monday. Annotate. Cornell.

GP Paper- Due Friday

1. Remember- The final draft is due to turnitin.com by the end of your specific class on Friday. You will also have to print off a works cited page before your class is finished.
2. I have posted an editing sheet that is quite thorough, which can help you significantly in checking that you have the necessary elements for this paper. Use it.
3/ I will be available after school on Wednesday and Thursday for extra help if you need assistance, and of course, during class.

Citation information for the General Prologue
Chaucer, Geoffrey. The General Prologue Interlinear Translation. The Riverside Chaucer.
      Larry D. Benson.Gen. ed. Boston: Houghton Mifflin Company, 1987. "The Geoffrey Chaucer Page",  Harvard.edu. 22 March 2014. Web. 

The formatting (above) is not translating when I publish this post... so remember the hanging indent on the second and third lines..

Things to consider- GP paper

1. Is your thesis arguable? Are you identifying or are you analyzing your identification..
    Here is the difference.
Chaucer describes the Prioress and Monk with a tone of sarcasm.  (You are identifying what Chaucer does)
Chaucer describes the Prioress and Monk with a sarcastic tone in order to do (THIS), which contributes to Chaucer's ( real purpose of the GP). - This thesis identifies yet analyzes the identification and ties it to the larger purpose of the GP.

Notice... the two parentheses are where your argument for the paper will be... 

2. Once your thesis is CLEAR and ARGUABLE... make sure that every supporting point is able to connect back to that thesis. Remember.. claim.. evidence... warrant. Every sentence must set up.. explain.. tie back to thesis. 

3. Remember your audience... What is the purpose of the paper? What does your reader want to learn about your knowledge of the General Prologue? What is common knowledge for your reader? Do not summarize.. this paper is not asking for summary.  I want you to show that you can do a close reading of the text and then intelligently argue a claim about your analysis. This is what I am looking for... no secret..  now perform. 

4. Of all things, if I were you to make sure that the aforementioned is achieved, is to do a clear OUTLINE that is developed from your CLEARLY ARGUABLE thesis...  This is what will lead you to the type of paper that you need to write.. period. the end.  Don't skip this step... or you will find that you will not be thrilled with my assessment of your performance.. 

5. As you start researching... remember how to evaluate your sources and be very judicious about what you chose to put in your paper, and why...  research is SUPPORT, not filling. Adding in information that you must know in order to intelligently speak about a topic IS not SCHOLARLY SUPPORT... So, if you need to research jobs, history, Chaucer, etc. to write your paper... fine.. it needs to be cited.. but you will still need to find a minimum of TWO scholars to support your argument.. 

Canterbury Tales Paper #1

Keep in mind that the topics are intended to initiate your thinking. Don't
feel like you have to answer each question in minute detail. You should, however, stick to the general
topic. Your paper should include:
♦ an introductory paragraph with a thesis statement that presents an argument for the reader
♦ supporting paragraphs that offer evidence to back your argument
♦ At least 2 scholarly sources
* transitions that connect your ideas smoothly and logically
♦ a conclusion that sums up your argument and indicates why it is important
* MLA formatting that is executed flawlessly
* 3 pages of text

YOUR PROMPT:
One approach to understanding what Chaucer might have been trying to do in the General Prologue is to
read the portraits in pairs. Discuss two portraits of pilgrims who are related in some way. You may
choose from the following pairs: Knight/Squire, Prioress/Monk, Miller/Reeve, Summoner/Pardoner. Be
sure to examine imagery, detail and tone as you formulate your opinions. In what ways do the details in
the pair complement one another? How does this pair contribute to what you see as the larger aims of the
General Prologue? You should develop a thesis that interprets the relationship between the two pilgrims
and that considers their function in the General Prologue as a whole. To examine the characters and their purpose completely, you will need to consider their historical significance. You should support your thesis
with close readings (formalist) of the poetic portraits.

Instructions
1. Make sure your thesis presents an argument, not a statement of fact.
2. Construct an interpretive argument. This may be motivated by your opinion, but goes well beyond a
mere statement of your tastes, likes, or dislikes. An argument makes a claim and backs that claim up with carefully considered evidence.
3. Do not the use of the second person "you."
4. Use present tense when analyzing a text.
5. Use signal phrases to introduce quotations. Use quotations to support your argument, but be
selective. Do not just drop large block quotes in the middle of your paragraph without explanation.
6. Avoid plot summary. Assume your reader has read the work, but not with your eyes, experience, background.
7. Be sure to proofread your essays carefully, and consider giving your paper to a friend or classmate
for proofreading. Also read your paper out loud to yourself before completing a final draft; assume a reader who knows the text, but has not memorized every detail.
9. Remember essays are never finished, only abandoned when we run out of time.

SIGNIFICANT DATES:
3/25: Outline due at the beginning of class
3/28: Final draft submitted to turn-it-in by end of class and works cited page printed off and turned in to Schulenberg

Turnitin.com class numbers

2nd Hour: 7068204
4th Hour: 7068217
6th Hour: 7068224
7th Hour: 7068229

Password for all classes: bearcats