Finals Week: December 14-18

Monday, December 14th: Papers due by 7:00 AM to Turnitin.com (done already). Turn in supplementary materials at the beginning of class. Finish abstracts and presentations.
Tuesday, December 15th: Abstracts are due at 11:59 PM to Google Classroom.
                                      First round of presentations for 3rd and 6th Hours
Wednesday, December 16th: Presentations- 6th Hour
Thursday, December 17th: Presentations- 1st and 3rd Hours
Friday, December 18th: Presentations- 1st Hour

Happy Finals Week! 

Proof Reading- Sphere papers

YOU WILL BE HAVING THREE PROOFREADERS FOR THIS PAPER

 Proofreaders will follow the following instruction:

Proofreaders: 

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? No "YOUS". No "IIf you find an error, make a comment in BLUE. Do not fix the error. 

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL ARGUMENT/CLAIM? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will be assessing the SOURCE MATERIAL. Has the primary source been thoroughly examined and addressed in conjunction to the claim? Is there adequate SECONDARY support? Are they adhering to the standards of source materials: Objective, Relevance, Current, Scholarly (Think-Totem Pole of Academia).  Has the source material been introduced? Contextualized? Processed through warrants? Cited correctly? Mark your comments/errors/suggestions in BLACK! 

4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the ARGUMENT complete with utilizing Toulmin's methods of argument?  Does each section have a topic sentence that supports the overall claim? Does the paper utilize an obvious structure? Does is utilize active voice?  Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN. 

IMPORTANT-
4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME! 
https://owl.english.purdue.edu/owl/resource/717/01/
Has the author appropriately addressed CHICAGO style guide? Title page? Colon formatted Title?? Footnotes? Are the footnotes done correctly? Is there a BIB page? Mark in PURPLE. 

4. In the sixth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose. 

AFTER you are done PROOFING. You will need to SCORE the paper with the specific argument rubric. Please write the scores... PLUS the justification of their scores ON THEIR PAPER AND their scoring guide.  You will then give them an AVERAGE of the 5 scores.. (we struggled with this last round... Add up all 5 and then divide that number BY 5. Round up.)

Argument SCORING GUIDE

LAST... Turn your draft into HRH COLE.  WITH THREE SCORES (out of 5) ON THE TOP. 

Presentation and Abstract Information

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

Strategies for giving an Oral Presentation

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

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

Spot the errors... presentation video

2. A digital, visual aide.  PowerPoint is fine. Note- it is a visual aid.. NOT a PowerPoint presentation.
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

ABSTRACTS:  HOW TO. . . 

Abstract templates are located on right side of the web page.
Here is another option...
Checklist for ABSTRACTS
How to Write an Abstract

Schedule for 12/8-12/18

Wednesday/Thursday, December 9th and 10th: Completed TYPED, printed off FOR class, draft of your paper due! We will proof in class!

Friday, December 11th: We will cover abstracts and presentations.

Monday, December 14th: Final draft of your paper must be uploaded to turnitin.com BY 6:59 A.M. I will not check my email after 8:00 PM on Sunday... and I do not want to see sad little faces meeting me at my classroom door at 7:00 AM with stories of technology failure.

- We will work on abstracts/presentations during class on Monday.

Tuesday, December 15th: We will start presentations for 3rd and 6th Hours
- Abstracts are due by 11:59 PM to Google Classroom.

Wednesday, December 16th: 6th Hour presentations and celebration

Thursday, December 17th: 1st (during regular class time) and 3rd Hour presentations

Friday, December 18th: Finish 1st Hour presentations

Presentation Schedule:

Tuesday, December 15th: 
3rd:
David   Maddie N.   Jerred T.
Alexis  Maddie D. Felicia J.

6th:
Ben   Ross    Rachel   Destiny
Jonathan   Mackenzie V.    Ian

Wednesday, December 16th:
6th-
Tate    Malik    Amanda    Joselin
Zoe    Mary    Matt      David
Gretchen     Jolene    Ashley
Chris      Ryan      Cullen   Austin    Trevor

Thursday, December 17th: 
1st-
Jamiah    Alexia    Adam    Megan  
Gabriel    Anna     Glorianna    Luke
Ashley     Tim      Bailey       Caleb
Mike       Ashley H.

3rd-
Koa     Cade      Abi     Tara
Emily   Christie  Richard
Jonathan  Brooke  Jessica
Felicia     Trevor     Jared

 Friday, December 18th: 
1st-
Aleena     Jared    Clay
Ashlee C.  Dacoda    Grant

Class: November 24th (Final Paper Assignment)

Here you will find the link to the final paper for Semester 1: My Sphere Paper

The paper due dates are as followed:

Tuesday, December 1st: Full OUTLINE is due at the beginning of class
                                    - I will go over note cards/ research
Monday, December 7th: Complete HANDWRITTEN draft of the body of your paper is due at the beginning of class.
Wednesday/Thursday, December 9th/10th: Complete TYPED draft of FULL paper (including intro/conclusion, bibliography, footnotes, etc.) due at the beginning of class.
Monday, December 14th: Paper is DUE by 7:00 AM to Turnitin.com. No excuses.
Tuesday, December 15th: Abstract is DUE by 11:59 PM to Google Classroom.
                                      First round of presentations for 1st, 3rd, 6th Hours
Wednesday, December 16th: Presentations 6th Hour
Thursday, December 17th: Presentations 3rd Hour
Friday, December 18th: Presentations 1st Hour

Necessary INFO

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

Due: November 24th

1. From your third thesis (from last week), you will be utilizing the skills of effective paragraphing in order to write completely the third writing sample. This is putting it ALL together. This is now what writing "just is". When you are asked to write, these are the collection of skills that you are expected to demonstrate proficiently EVERY TIME.

You will turn ALL THREE samples at the beginning of class on Tuesday. In return, you will be receiving your first big kid paper assignment.


And, the best news story ever...
Belgium Responds with Cats

Due: November 23rd

1. Read and thoroughly take notes on the UNC "Integrating Quotes" link. (See Writing Links).
2. Then read "What Must Be Cited"- directly under the first link. Take good notes.
3. Take the second of your extended "paragraph" structures and you will go through steps 7 and 8 of writing. You will be implementing source material to support your claim. For this exercise, just make up the quotes. Make sure that you leave a parentheses after to add in citation.

Mid-November Reminder...

In the next few days, read the following:
What Students Really Need to Hear.

Due: Friday, November 20th

1. 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 two of the 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/claim.
2. What evidence is used to support? (kind)
3. What is the effectiveness of the evidence?
4. Is the information and argument inductive or deductive? Why? Effectiveness?
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

2. You have an extended "para" structure outline for 3 of your claims. You will now move on to step 7 of writing with writing a rough draft with including of transitions.  Start at the top of ONE of the three outlines and start writing following your outline.. use ample, ample transitions. This is now your NEW NORMAL. You will only need ONE for Friday.

Remember... we are writing for covering the argument completely.. for the audience.. not the writer.

MONDAY, November 16th

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 a 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 TUESDAY).

Bring these 5 thesis statements and the support with your counterclaims on TUESDAY.

I will see you tomorrow! 

FRIDAY, November 13th!

DO NOT START ON UNTIL FRIDAY.

1.      Steps of Writing and Argument v. Persuasion Quiz

2.      Open the Google Document from the previous class found on Google Classroom with the 5 claims per student. You will need to evaluate FIVE thesis statements other than your own. What are they doing well? What are they missing? How are they addressing the subject? Give effective feedback. Use a different color font for each new comment to distinguish between.

Homework for MONDAY: 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.

WEDNESDAY, THURSDAY- November 11th/12th

Ciao e tutti!
As I told you during class, I will be posting everything here and collecting most of it via Google Classroom. I had to post everything before I left, so find the appropriate date to help guide you. One thing builds on the next, so do it in order and do not jump ahead. Pay attention to WHEN AND WHERE things are due!
Be good! I'll miss you!

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
- Copy this document to your Google Drive.
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.

By the end of the hour, upload your document to Google Classroom.

4.      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?

5.     Open up GOOGLE CLASSROOM. You will need to pick your FIVE BEST thesis statements. Open up the Google Document. Write the five best on the Google Document.

 HOMEWORK: Read the Toulmin Method of Argument link (found under “writing instruction” links). Take very good notes. 

There will be a QUIZ on FRIDAY- It will cover steps 1-4 of writing and everything involved with these steps. Review also very closely, the reading over argument and persuasion… plus the sole chapter on argument. 

Class today: Monday, November 9th

1. Review through the material in the following link: Indiana University- Thesis Statements
Supplement your current notes. This will talk you through the process of developing a topic, through identifying a strong or weak thesis statement.

2. You will be getting into small groups. In your group you need to work through the following:

•  Discuss the strengths of the following thesis statements: 

Examples of good thesis statements:

• "The ability to purchase television advertising is essential for any candidate's bid for election to the Senate because television reaches millions of people and thus has the ability to dramatically increase name recognition."
• The organizational structure of the United Nations, namely consensus voting in the security council, makes it incapable of preventing war between major powers.

What makes each sentence an effective thesis? (Check against your checklist)

3. Now, you will look to the board to your examples of class thesis/claim attempts. As a group, you will go through and critique the strengths and weaknesses of each statement. (Keep in mind, this is going to be a process of improvement. Be honest, but be kind). 

4. If you feel that they need revision, as a group, work together to revise the necessary components of each statement. (Notes and revisions are to be turned in as a group at the end of the hour).

FOR TUESDAY: Read in College Reader, Chapter 12- Pages 475-485. (Castle cover- 515-527) Take very good notes. This is the next development in argument. 

Due: Monday, November 9th

Review the fallacies... this is a good link that can help them resonate before building a claim.
Thou Shalt Not Commit Logical Fallacies

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 #4: Abortion
Paper #5: Math class (not as the topic.. this is the class you are being asked to write a paper for)
Paper #6: What is the most important issue of the 2016 Presidential Election?
Paper  #7: Art, PE, Band (You pick the class and you are to write a paper in that class)
Paper #8: Given no information from prof. You come up with the class and topic.
Paper #9: Sex

You will need to have your 9 claim statements when you come to class on Monday. 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: November 2nd

Go Royals!!
Too much Trick-or-Treating lead to a five-year old with an ear infection. Boo.

1. You need to head over to Google Classroom. There are a couple of questions posted that will need to be answered first, but then you will also need to respond to another classmates responses, as well, on the first post. The first post is due by the end of the hour. The second is due by tomorrow morning (fully aware you do not have school).

2.Read and take notes over the following chart. This is a good chart to know to distinguish the difference: P V. A Chart

3. 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. Be ready do discuss this on your block day.

A couple of the links from Friday were not working. I have updated them.

Due: Monday, November 2nd

Look over your fallacies.. do you own them yet??

Read the following articles: 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

Class: October 28th/29th

1. You will need to read and review the following document: The Differences Between High School and College Writing

As you read this, you need to truly take inventory of your current writing and the gains that you will need to make in the next few months. This is no longer "in the future". These are your current expectations of writing and thinking. The transition is not to happen from June to August. It has already started, but will completed Friday.

2. In your Reader for the College Writer, read/annotate pages 463-73. Study these pages. Study. Study. Become experts. Quiz on Friday. There will be a few questions from the "HS and College Writing" document, as well.

Final Draft Information

1. Due by 7:34 AM on October 26th to Turnitin.com. No late submissions. No excuses. You have already signed in to an account for summer reading.
2. Before beginning your work on your final draft, read through the following samples of suburb college admission essays. Reflect on the ultimate purpose of this paper. Think about how these samples achieve this purpose.

Sample #1 Connecticut College

Sample #2 Johns Hopkins University

Sample #3 University of Chicago

Think about the common thread between these essays. Is it the writing? Is it the voice? Is it the values that the author reveals? Is it all of these combined?

3. As you are looking at your own chosen draft, I would look at the narrative outline, again. Refresh on the appropriate, necessary structure.

4. Review the descriptive writing techniques and narrative writing technique notes.

5. Start the proofing process. Follow the same process that we have used in class. Be very thorough. Think about what your instructor has emphasized in our writing discussions. There are specific errors that are ranked under the "unforgivable" category... make sure that these have been weeded out!

6. Remember that the scoring of this paper will be an honest assessment of where your skills should be at this point in the semester, considering the instruction, assignments, practice, review, revision, etc. Present your BEST.

Class today: October, 20th

WORD FOR THE YEAR: MEMORIZE. LIVE.

Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace. 

ATTEMPT #3

You will need to click on the "writing reflection draft" (AGAIN) under Writing Links. You need to highlight the information for attempt #3 of this document and then paste it UNDER your own document in your drive. DO NOT WRITE ON THIS COPY. 

2. You will, then, read through your own paper and SCORE IT with the scoring rubric, just as we did for attempt #1 and #2. Fill in your your "reflection document" with your scores and answer the questions it prompts. 

3. Next, you will need to switch you paper with a partner.

YOU WILL BE HAVING TWO PROOFREADERS THIS ATTEMPT. 

 Proofreaders will follow the following instruction:

Proofreaders: 

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? If you find an error, make a comment in BLUE. Do not fix the error. 

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL THEME? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the a narrative complete with BEGINNING.. MIDDLE... END?  Does each section have a topic sentence that supports the overall claim? Does the paper utilize NARRATIVE OUTLINE? Does is utilize active voice? Does the author utilize critical narrative/descriptive techniques? Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN. 

4. The fourth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMAT. Has the author appropriately addressed MLA style guide? MLA Title?? Mark in PURPLE. 

4. In the fifth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose. 

AFTER you are done PROOFING. You will need to SCORE the paper with the specific narrative rubric. Please write the scores... PLUS the justification of their scores ON THEIR PAPER AND their scoring guide.  You will then give them an AVERAGE of the 7 scores.. (we struggled with this last round... Add up all 7 and then divide that number BY 7. Round up.)

NEXT... When you get you paper BACK... you need to complete the "reflection" document..  fill in your partners scores.. do some comparisons.. 

LAST... Turn your draft into HRH COLE.  WITH THREE SCORES (out of 12) ON THE TOP. 

Class today: October 19th

For class today:
1. We will be reviewing the basics of sentence diagramming. We will add to the subject, predicate, object.
2. You need to go through the first two online practices found under "Grammar links". Do the first question, then check your solution. Mark if you got it right or wrong. Then learn from your success or error. Go on to the second question. You should be improving as you progress. When you are done, you will need to place the amount you got correct out of 20 on the top of your work. You will turn this in on WEDNESDAY.
3. 3rd attempt of college essay is due on TUESDAY. Bring your hard copy with you when you come to class.
4. FINAL DRAFT IS DUE ON OCTOBER 26TH TO TURNITIN.COM BY 7:34 AM!

Basic sentence diagramming reminders:

1. To diagram a sentence, you have to divide it into its component parts, or constituents. The most important cut is between subject and predicate, which are separated with a vertical line. The predicate contains the verb marked for tense plus any objects or subjective or objective complements. The predicate always contains a verb phrase.
2. The horizontal main line is for key structural elements: the subject, the verb, the direct object, the subjective complement, and the objective complement. Modifiers are placed under the element they modify.
3. Diagrams are graphic representations of sentence structure. They are not intended as linear representations of the order of words in sentences; instead they represent relationships between the elements of sentences and their modifiers.
4. Adverbs are often fairly movable within sentences, but a diagram places them under the verb to show their function, regardless of where they appear in the sentence:
5. Subordinate clauses may precede main clauses in speaking or writing, but they go under the main clause in a diagram. An adverbial clause is always attached to the verb it modifies.

Due: Monday, October 19th

1. You will have an introductory Sentence Diagramming quiz.

2. You will need to know:
-  the THREE Primary Diagrams (so far)- Diagrams and labels.
- Terms that accompany the three diagrams
- Parts of speech/parts of sentences
- Independent clause v. phrases

To practice click on the following link and go through all 33 slides.

Diagramming Practice: Diagrams 1--3

3. Attempt #3 is due on TUESDAY (10/20). You need a hard copy when you come to class on Tuesday.

Class today: October 12th

1. The Socratic Seminar will be postponed until Tuesday. 

2. In your notes, you need to pick 10 Joubert statements and under each statement you need to bullet point notes about the diction and syntax. 

3. After this is done, you need to, open up Google Classroom. You will see an assignment where you are to take ONE of what you deem the best example from Joubert, and explain its syntax and diction usage and impact. 

4. Review and take notes on the "Sentence Diagramming" link found under "Grammar". 

Class today: October 9th

1. Syntax PowerPoint quiz at the beginning of class.

2. In your new yellow/white book, read pages 316-322. You need to annotate very effectively. You will be paying close attention to sentence structure and arrangement (syntax). In your annotations, you need to be examining HOW Joubert constructs his sentences. You need to be examining WHY Joubert places his ideas in this order. What is the impact? What control do you see Joubert executing? Utilize syntactical jargon (which you have studied for the quiz today) in your notes and annotations.

3. You will participate in a 20 minute Socratic seminar, which will act as your quiz assessing your ability to make the connection between writing and grammar. How can you demonstrate that you are able to see the impact that grammar choices makes on writing and meaning?

Class today: October 7th and 8th

ATTEMPT #2

You will need to click on the "writing reflection draft" (AGAIN) under Writing Links. You need to highlight the information for attempt #2 of this document and then paste it UNDER your own document in your drive. DO NOT WRITE ON THIS COPY. 

2. You will, then, read through your own paper and SCORE IT with the scoring rubric, just as we did for attempt #1. Fill in your your "reflection document" with your scores and answer the questions it prompts. 

3. Next, you will need to switch you paper with a partner.

YOU WILL BE HAVING TWO PROOFREADERS THIS ATTEMPT. 

 Proofreaders will follow the following instruction:

Proofreaders: 

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? If you find an error, make a comment in BLUE. Do not fix the error. 

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL THEME? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the a narrative complete with BEGINNING.. MIDDLE... END?  Does each section have a topic sentence that supports the overall claim? Does the paper utilize NARRATIVE OUTLINE? Does is utilize active voice? Does the author utilize critical narrative/descriptive techniques? Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Mark suggestions and comments in GREEN. 

4. The fourth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMAT. Has the author appropriately addressed MLA style guide? MLA Title?? Mark in PURPLE. 

4. In the fifth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose. 

Before you score the paper, look to the collection of questions that I placed on the assignment sheet. Does your writer attend to these issues? If not, make note of it on their draft. 

AFTER you are done PROOFING. You will need to SCORE the paper with the specific narrative rubric. Please write the scores... PLUS the justification of their scores ON THEIR PAPER AND their scoring guide.  You will then give them an AVERAGE of the 7 scores.. (we struggled with this last round... Add up all 7 and then divide that number BY 7. Round up.)

NEXT... When you get you paper BACK... you need to complete the "reflection" document..  fill in your partners scores.. do some comparisons.. 

LAST... Turn your draft into HRH COLE. 

Class today: October 5th

After looking over attempt #1, some common needs that we need to address in attempt #2 are:

• Telling a story that frames the writer in the best light. Remember the purpose of the essay is college admittance. The story you choose needs to have a calculated purpose. 
• Building off this purpose, you must have a THESIS. A POINT. Everything must work to support this idea. 
• Concise... snapshot.. Look at a small component and describe it thoroughly. The impact is more significant. 
• Write an outline! Write an outline! WRITE AN OUTLINE... FIRST. 
• Diction and syntax choices

Before attempt #2, we will be examining SYNTAX.

You will need to REVIEW and TAKE THOROUGH notes on the Syntax PowerPower Point.
You will have a quiz on Friday. FRIDAY.

Your outline and first draft of attempt #2 will be due on WEDNESDAY/THURSDAY.

Attempt #2

Due: Friday, October 2nd

1. Read in the Reader for College Writers: 
(Green and Blue) Pages 284-285- do questions 1 and 2.
                             Pages 286-288- prepare in your notes, questions 1-6 on page 288.
 
For the students with the (Light blue/castle edition)
 Pages 370-72- prepare in your notes, questions 1-6 on page 372.

Be ready to discuss the reading in class. This means you are talking. Not me.

Class today: Wednesday, September 30th. Thursday, October 1st.

1. You will need to click on the "writing reflection draft" under Writing Links. You need to make a COPY of this document for your drive. DO NOT WRITE ON THIS COPY. 

2. You will, then, read through your own paper and SCORE IT with the scoring rubric. Fill in your your "reflection document" with your scores and answer the questions it prompts. 

3. Next, you will need to switch you paper with a partner. Proofreaders will follow the following instruction:

Proofreaders: 

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? If you find an error, make a comment in BLUE. Do not fix the error. 

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL THEME? Is the evidence logical and sufficient to the theme? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Is the a narrative complete with BEGINNING.. MIDDLE... END?  Does each section have a topic sentence that supports the overall claim? Does the paper utilize NARRATIVE OUTLINE? Does is utilize active voice? Does the author utilize critical narrative/descriptive techniques? Do they use effective transitions? Between sentences? Between sections? Mark suggestions and comments in GREEN. 

4. The fourth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMAT. Has the author appropriately addressed MLA style guide? Mark in PURPLE. 

4. In the fifth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose. 

AFTER you are done PROOFING. You will need to SCORE the paper with the specific narrative rubric. Please write the scores... PLUS the justification of their scores ON THEIR PAPER.  You will then give them an AVERAGE of the 7 scores.. (Add up all 7 and then divide that number BY 7. Round up.)

NEXT... When you get you paper BACK... you need to complete the "reflection" document..  fill in your partners scores of your paper.. do some comparisons.. 

LAST... Turn your score average in to HRH COLE. 

Class today: September 28th

1. You will be switching your neighborhood draft. As you go through your partner's writing you will be utilizing the narrative scoring guide and the narrative outline template.

2. You have a first draft of your first college application essay due in class on Wednesday/Thursday. 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.

You will find your first "it is real now" narrative paper assignment/college entrance essay here: College Entrance Essay Attempt #1

3. Before you begin, you need to pick 3 essay samples from the Johns Hopkins link of "Essays that Worked"
JHU- Essays that Worked

Read and annotate the example of stellar college admission essays from Johns Hopkins. Put these findings in your notes.

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?

While you study these samples, you will at the bottom what college admission officers had to say about the successful essays. Use this information.


4. Outline 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 "writing instruction".   Remember proper MLA heading and formatting.

Your FIRST DRAFT IS DUE on WEDNESDAY/THURSDAY (9/30, 10/1)

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

Due: Monday, September 28th

1. Read the first draft of "If at First You Do Not See" (241-243)
     Pay attention to the suggestions being made in the side margins.
     The second incarnation of this essay starts on 242, where you will see changes that were implemented. Look at the marginalia to see how improvements were made.

2. You will now read 246-249. Keeping in mind the descriptive techniques, but now considering the Narrative Structure and Components, study how Sullivan constructs the description of her neighborhood, but also presents an underlying THEME.  What is her point? How is her description utilized to support this major point?

3. You will now recreate Sullivan's initial assignment, which was to tell your readers what your neighborhood looks like.... BUT you need to keep in mind the major theme of a narrative work. What is the driving force in your description? What do you want to prove? When your reader is done reading, how would they summarize your neighborhood?  THEME. MESSAGE. THESIS.

Follow the outline structure that MUST be in your notes.... also be referencing the Narrative rubric. Does your writing include the necessary components.

Bring a hard copy of your draft to class with you on Monday...

ALSO... Monday is "TRAVEL DAY" for HOMECOMING....  I am shooting for 95% participation!! Do it, people!

Due: Friday, September 25th

- Turn in your "Revolt of Mother" Socratic seminar reflection sheet.

1. Review the Personal Narrative Rubric. Look over the criteria on the far left column. This is what you will be targeting for in your writing. I WOULD... put these criterion in your NOTES!Personal Narrative RUBRIC

2. You need to study/review/soak in the following Personal Narrative Outline example. PUT THIS IN YOUR NOTES: Personal Narrative OUTLINE
** This will be the outline format that we will be utilizing for the first paper.

3. Read the following student sample of a personal narrative: Student Sample- Personal Narrative


REMEMBER- SENIOR PICTURES ARE ON FRIDAY. Dress appropriately. Again, this is NOT for you... this is for your parents. :)

Due: September 23rd/24th

 Socratic Seminar Day- WEDNESDAY/THURSDAY

1. For the Socratic seminar, you will have thoroughly annotated the "Revolt of Mother" text. Remember you are identifying and evaluating the descriptive writing techniques... The HOW. The WHY!

2. We are studying this text as a sample of writing... we are not studying it for its overall literary/story purpose. We are looking at Freeman's writing style, so we can mirror the techniques as we work into our first paper. Study the techniques!!!

For FRIDAY:

1. Review the Personal Narrative Rubric. Look over the criteria on the far left column. This is what you will be targeting for in your writing. I WOULD... put these criterion in your NOTES!Personal Narrative RUBRIC

2. You need to study/review/soak in the following Personal Narrative Outline example. PUT THIS IN YOUR NOTES: Personal Narrative OUTLINE
** This will be the outline format that we will be utilizing for the first paper.

3. Read the following student sample of a personal narrative: Student Sample- Personal Narrative


REMEMBER- SENIOR PICTURES ARE ON FRIDAY. Dress appropriately. Again, this is NOT for you... this is for your parents. :)

Class today: September 21st

1. Descriptive and Narrative Quiz

2. Review of "Revolt of Mother"- Narrative techniques.

3. Read and take notes on the SOAPSTONE analysis process. The link is found here: SOAPSTONE analysis

4. Do another reading of "Revolt of Mother" using the SOAPSTONE process. You are still examining the narrative techniques, but you are adding a level of the HOW and WHY.

Be ready to discuss on Tuesday- (Socratic Seminar).

Class today: September 18th

I am home with a sick baby today. Therefore, the quiz that was scheduled for today will be on Monday. Instead, you will need to do the following:

1. You need to read "Revolt of Mother". 

http://wilkinsfreeman.info/Short/RevoltOfMotherNEN.htm 

2. In your notes, as you read, take notes on Freeman's use of narrative techniques and descriptive techniques. 

3. Also answer the following questions in your notes:

- what do you think is Freeman's prevalent message that she is trying to make in "Revolt"?

- what are some of the methods that Freeman employs to present this method?

- how does "Revolt" function as a narrative? 

4. Read and take notes on the following literary critique on "Revolt".

http://digitalcommons.colby.edu/cgi/viewcontent.cgi?article=2798&context=cq 

Due: Friday, September 18th

1. From your 6 original sentences where you emphasized effective verb usage/ active voice, you will be running through the 4 remaining descriptive writing techniques with the original sentence... each time you will be the new technique to the sentence before.

2. Once you have finished the last sentence, adding in the last technique, you will need to assess if you are writing with an objective tone or subject tone. If you feel your tone is subjective, you will need to rewrite the final product sentence to reflect an objective tone. If you feel the tone is objective, you will rewrite the final product to reflect a subjective tone.

3. Read pages 275-280 for class on Friday. Annotate and take notes. Quiz on Friday. Remember, quizzes will bring back material from Christmas Past ;)

Class today: Monday, September 14th

1. Review your notes on Active versus Passive (voice) construction.

Remember:
           a. Basic English Syntax falls into the pattern, Subject  + Predicate  + Object.
           b. Active voice constitutes the subject instituting the action of the predicate.
           c.  Passive voice constitutes the subject of the sentence receiving the action of the predicate.
           d. If you can add "by zombies" at the end of a sentence AND it makes sense... passive voice.
           e. There are distinct occurrences when passive voice is preferred:
                                                        When to use Active Voice... When to use Passive Voice
           f. If you noticed in the above link, ACTIVE voice is necessary in academic papers.
              We are looking to be able to have control over WHEN to use each type of voice.

2. Once you have reviewed the notes, you will need to take the following online quiz:

Active V. Passive Voice Quiz

You will see that it is a self-monitoring and self-checking quiz. Please try to rewrite the sentence FIRST. Then check if your response was on target. If you achieve the MAIN construction of the sentence, count it a win. There will be some superfluous words that may be in a different order. Keep track of the questions you get right, THE FIRST TIME. When you are done, send me an email with the amount you got correct out of 10. Do this before class on Tuesday.

3. Homework:

You will be writing a ONE sentence description of the following words. You will be focusing upon your use of ACTIVE VERBS with each sentence. ACTIVE VERBS.

- School
- Family
- Fall
- College
- Royals (baseball or English.. you choose)
- Friends

Class today: September 11th

1. We will be reviewing the examples of descriptive writing first in small groups.
2. Introduction to the first technique of descriptive writing: active verbs.
3. Review the two large lists of active verbs. (Under descriptive writing links)
4. Read and take notes on the getting rid of state of being verbs link.
5. Read and take notes on active versus passive voice link.
6. Do the active and passive voice exercises (to turn in Monday)

Due: Friday, September 11th

1. Examine the two reading selections provided in class for their usage of descriptive language. Remember, you are examining the experts for their ability to SHOW NOT TELL!

Due: Wednesday/Thursday, September 9th/10th

1. Finish the "Everything is a Quest" reading with annotations and convert annotations into Cornell notes.
2. Read: College Reader- Pages 229-232, 233-241. Annotate and notes.
3. Quiz over reading.

Due: Friday, September 4th

1. Review the Socratic Seminar Handout (See documents on right side). Look at expectations.. scoring guide, etc.
2. Continue with annotation of your text. Please bring it with you to class. Printing off your summer reading annotations may be handy.
3. Make sure that you have a minimum of 6 higher level questions, written by you. You must have these to participate.

Class (Tuesday 9/1) and DUE: 9/3, 9/4

IN CLASS (Tuesday)
1. Make sure that you have combined your two summer reading docs in one new document. Save under your name and summer reading.
2. Log into Turnitin.com. Use your account from previous years. If you do not have one, create an account with your school email.

Sign in information-  The class number and password:

1st Hour: 10559905
bearcats

3rd Hour: 10559958
bearcats

6th Hour: 10559966
bearcats

HOMEWORK: 
1. Review and take notes on the "annotating a text" handout.
Annotating a Text Handout
2. Review and familiarize yourself with the "informational text features". This will be to your advantage with reading textbooks/essays/articles, etc.
Informational Text Features
3. Watch the "annotating a text" video. Take notes. This will illustrate the annotating process.
Annotating a Text Video

For FRIDAY: 
Be ready for Socratic seminar over The Prestige. 

Due: September 1st

1. Bloom's questions addressing Tone, Illusion, and Point of View with The Prestige. 

Homework assignment and turn in information located at Google Classroom.

Due: Monday, August 31st

Catch your breath. Have a serene weekend.
Review all of your notes before class on Monday.
Don't lose all of the work we have done these two weeks.
LC

Due: Friday, August 28th

1. Quiz- Art of Questioning, Cornell notes, previous information, and Bloom's Taxonomy

2. Read: Teaching Students to Question
    - Annotate and put into notes

3. Write 6 BLOOM's Questions addressing The Prestige. (One for EACH LEVEL)
You do not need to have the answers.

Here are some Bloom's Question Stems to assist you in creating your questions.

Due: Tuesday, August 24th

1. You took your first quiz today. Look back over your notes. Make sure they are complete. Mark what was asked on the quiz. These are critical building blocks.

2. For class on Tuesday...  You have already been thinking about TONE and The Prestige.  You have already been asked what you feel is the TONE (Thursday's homework). Now, I want you to settle on what you feel is the overall TONE of The Prestige.  You may adopt the tone that you have already identified... or you may reevaluate with some further thought.

Remember.. determining TONE is a cumulative exercise.. Here are some hints at the elements to add together.

To do so... pay attention to the following elements:
          1. Diction (word choice)... What words are the characters using.. and at what times? What words does the author use to describe certain circumstances? Connotative meaning.. Denotative meaning.. Inference.. Choices.. choices.. choices.. Choices have cumulative impacts...
2.  Imagery (words and phrases that invoke the reader's senses).... How does the author describe certain scenes? Events? Imagery is used to draw in the reader so they experience the text... this, too, has a cumulative effect on tone.
3. Characterization (the manner in which a character is developed by the author).... How does the author USE his/her characters? How are they developed? How do they interact with each other?
4. Plot (the sequence of events).... WHAT happens? WHEN?  WHY? Why does a certain event happen at a certain point? Why does it follow what it does? Why does a certain event follow IT?
5. Reader response (The role of reader experiences and influence of interpretation)... How the reader responds to all of the above DOES play a role in determining TONE... is it influencing TOO much? Is the reader's response overpowering the author's intentions? Must be considered!

(I would have the above in your notes for class on Tuesday, by the way)

NOW.... I want you to consider the above.. this should give you PLENTY of direction to search..

Once you have determined a full-blooded, fleshy adjective to describe TONE of The Prestige... you need to find EVIDENCE to prove your conclusion. TEXT... You will have a list of QUOTES. Remember citation... MLA.

"..........." (Priest 45).

Let me know if you have questions.. or need help!