December 13th

1. Abstracts are due December 14th to Google Classroom.

2. Schedule for the rest of the semester:
(Daily) Wednesday, December 13th- Work day presentations
(Daily) Thursday, December 14th- Abstracts due. Finalize presentations.
(Block) Friday, December 15th- 5th Hour, class. 7th Hour, presentations.
(Block) Monday, December 18th- 7th Hour, presentations
(Block) Tuesday, December 19th- 5th Hour, presentations
(Block) Wednesday, December 20th- 5th Hour, presentations

Presentation Schedule: 

Friday, 12/15: Christen, Tim, Zane, Nick
Monday, 12/18: Sarah, Madison, Kemmery, Evan, Gracie, Konnor, Serena
Tuesday, 12/19: Hailey, Niraj, Marcus, Jon, Drew, Soleil, Jillian, Alec
Wednesday, 12/20: Keely, Austin, Evan, Garrett, Kelsy, Sean, Chloe

December 12th

1. Outlines are due today. These need to be as complete as possible because they will be what you will most likely be using on presentation day.

2. Take time to look over the presentation links provided to you last week. If you haven't already, look over the "what to do... what not to do" videos. These will help you re-frame your ideas of presentations.... especially the "what not to do".

Here is an example of a student presentation with evidence. The first presentation does not have visual aids, but it will help you visualize what your presentation will sound like:
Student Presentation
Student Presentation with Visual Aid

3. Before you start constructing your visual aid.. make sure you read through the "Death By PowerPoint" information. This discusses some important tips in creating your visual aid.

4. Read through the 10 Tips for using Visual Aids: 10 Tips Visual Aids

 Start working on your digital visual aid for your presentation. Things to consider:

• What points do you want to emphasize? What visuals/statements will be supportive of these points in the most effective way? 
• Size and readability of font. 
• Color of presentation slide background as coordinated to font color. (Many times I can't see the words because of the color)
• How your slides work together and transition between ideas. 
• How many slides in an 8-minute presentation. Remember.. the slides support your verbal presentation.. they are NOT your presentation.  What is the timing of the slides throughout the presentation. 
• Works cited page needs to be your last slide. Make sure that it is readable to audience. 

5. Start practicing your presentation. Practice. Practice. Practice. Practice working with your visual aid. Practice with integrating direct quotes into your verbal presentation... with citations. (See link). Mark in your presentation when you switch slides. This takes practice...

4. Don't forget your abstract that is due to Google Classroom on Thursday! 

I have posted the schedule for presentations (See below).  Please dress in business attire for your presentation.

December 8th

1. Post your claim in Google Classroom.

2. Full presentation outline is due on December 12th.  Once you get the rough structure outlined, you will need to be integrating your logical/academic evidence into your outline.

FYI-  Grading of Presentation
Here is the presentation scoring guide: Oral Presentation Scoring Guide




Presentation Schedule: 

Friday, 12/15: Christen, Tim, Zane, Nick
Monday, 12/18: Sarah, Madison, Kemmery, Evan, Gracie, Konnor, Serena
Tuesday, 12/19: Hailey, Niraj, Marcus, Jon, Drew, Soleil, Jillian, Alec
Wednesday, 12/20: Keely, Austin, Evan, Garrett, Kelsy, Sean, Chloe

December 7th

1. Ted Talk: How to Overcome Our Biases: Overcome Our Biases- Ted Talk
While listening consider:

• What problem(s) does Verna Myers identify? 
• What is the change that Verna Myers wants to see? What is her solution to the problem(s)?
• What prompted her to work for that change? 
• What evidence does she use to promote her change? 
• What is effective about her public speaking/presentation?

Change in my Sphere Argument presentation

Step 1: Identify your sphere, a problem in this sphere, and your solution for this problem (CLAIM).

Step 2: Outline your argument: Outline template here: Outline Template

Step 3: Review presentation process... tips... etc.

Maximum 8 minutes in length. I will cut you off at 8... 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

Step 4: Create a digital, visual aide.  Google Slides 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

Step 5: Practice. Practice. Practice.

Step 6: Write an abstract of your argument:

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

December 5th

Toulmin Method of Argument: Toulmin Method- Purdue OWL

We will be focusing on 4 of Toulmin's components: Claim, Backing/Evidence, Warrants, Reservation/Counter-Claim

1. Read through the following Toulmin Argument example paper: Toulmin Argument Method Paper Example -Look at the examples of Toulmin's techniques for argument. 

1. Take out your ten practice 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. (or rebuttal)

3. Switch your papers with a classmate. Give them both your initial thesis and your counterclaim.

They need to assess each claim (just the claim) 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? What is the type of claim being utilized?

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.

For Thursday, December 5th: 

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. You already have the counterclaim. After you have done this, you will need to add three supporting points (start at evidence) to each claim. Once you have established your three pieces of evidence, provide a bullet point warrant explanation. 

Submit to Google Classroom before class begins. 

December 4th

1. Argument fallacy quiz- Google Classroom.

2. Write a CLAIM 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...

• Topic size.. do not just drop the topic into your thesis as the subject. What approach are you taking towards the subject?
• 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? THINK TO THE TYPES OF CLAIMS AS YOU APPROACH THIS TOPIC. 
• 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.
• Make sure that you are not describing or summarizing the topic or issue.
• Look at your VERB usage.. Try to keep with an ACTIVE verb!

3. Make sure that you have read the opening pages to Chapter 13- 515-525. Take good notes!

December 1st

1. Write one of your 9 thesis/claim attempts on the board.

2. To assist in knowing how to approach a subject in order to make a claim about the material, you can utilize one of these four types of claims:

Types of claims:

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, in other words what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

1. Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

• What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

2. Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

• The popularity of SUVs in America has caused pollution to increase.

3. Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

• Global warming is the most pressing challenge facing the world today.

4. Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

• Instead of drilling for oil in Alaska we should be focusing on ways to reduce oil consumption, such as researching renewable energy sources

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3.  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.

4. 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)

5. 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). 

6. If you feel that your own 9 claims need revision, revise the necessary components of each statement. 9 claims are due on Monday.

FOR MONDAY: Read in College Reader, Chapter 12- (515-527)
Take very good notes. This is the next development in argument.
Fallacy quiz is on MONDAY. 

November 30th

1. Mini-Socratic seminar over Persuasive and Argumentative Writing.  2 groups.
To discuss:

• Major points in the reading. 
• Differences between argument and persuasion.
• What makes an arguable claim/thesis.
• Two writing samples. How do they differ from each other? What are the persuasive techniques you see? Argumentative?

2. Thesis/Claim writing instruction.

3. Review the fallacies... this is a good link that can help them resonate before building a claim.
Thou Shalt Not Commit Logical Fallacies  You will have a Fallacy Quiz on MONDAY.

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 upcoming political year.
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 Friday. 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?
- Who is my audience? (Academic/formal)
- What is academic debatable versus statement of fact?
- How would I go about proving this point?
- How would I narrow my topic down to be manageable?

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 move forward in the writing process.   2. Recognizing the difference between persuasive writing and argumentative writing.  3. Developing a solid argumentative claim.

November 28th

1. Quiz over introductory Argument v. Persuasive Writing Reading.

2. 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

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 to discuss this in class on Thursday, November 30th.

4. Look over your fallacies.. do you own them yet? QUIZ ON MONDAY, DECEMBER 4TH

November 27th

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.

2. In your Reader for the College Writer, read/annotate pages 503-13. Study these pages. Study. Study. Become experts. Quiz on Tuesday. There will be a few questions from the "HS and College Writing" document, as well.

Read through the fallacies... take good notes... they will NOT be on this quiz, however. We will test over these separately.

November 20th

1. Characterization comparative analysis paper scoring- 3 scores by classmates.
2. Hidden Figures book review. Put in Google Classroom:



3. Finish Hidden Figures for Tuesday. Remember your Book v. Film handout. This will be due after we finish the film tomorrow.

November 17th

1. Finish the book for next week.
2. Characterization papers are due Monday, November 20th to Google Classroom. BRING A HARD COPY TO CLASS.

Thursday, November 16th

1. Today is our 3rd Literature Circle. Things to cover:

• Characterization in Hidden Figures text
• Discussion questions up through chapter 22
• Continued discussion on theme in Hidden Figures
• Similarities and differences seen in the book and the film.

2. Watch Hidden Figures. Work on T-chart that addresses both book and film.

3. Characterization writing:
What character in Hidden Figures do you most identify with and why? You will need to integrate textual examples into your explanation.

Requirements:

• MLA heading, title, citation guidelines
• 1st person POV will work for this assignment
• Show deep understanding of the characterization of the character from the literary text, not the film. The film is the actor/director's interpretation. 
• Well-organized
• Transitions between ideas effectively
• Effective comparison between character and self

Due: At the end of class on Monday, November 20th.  Google Classroom.

Tuesday, November 14th

Characterization: The manner/method in which an author creates a character. Asking HOW and WHY an author develops a character in the manner in which it is created. 

Method of performing characterization:
1. Carefully pick an adjective that you feel describes the character. Think to the personality of the character, versus physical. (Often the physical description supports the personality characterization).
2. Ask yourself why you named this characteristic....
3. What textual evidence supports the conclusion of this adjective.
4. Ask what is the reasoning that the author creates the character with this specific personality trait? How does it serve the meaning of the text? How is this character "working" for this text?
5. Rinse and repeat... pick another adjective.

Go through the characterization process, twice, with three major characters of Hidden Figures. You will have two character traits per character.

• Dorthy Vaughan
• Katherine Johnson
• Mary Jackson
• Paul Stafford
• Al Harrison

Put in your notes.

FOR THURSDAY: Be up through chapter 22 in Hidden Figures. Be ready for literature circle.

Monday, November 13th

My husband is having rotator cuff surgery today. I will be back tomorrow.

1. Click on the NoRedInk.com link.

2. Get logged in to your account. Use your Google account. If you haven't created account, go ahead and do so.

3. Join the following class:
5th Hour: cool lemon 24
7th Hour: strong basket 83

4. Take the NoRedInk Diagnostic Test.

5. You will need to be to chapter 22 in Hidden Figures on Thursday.  This will be your last literature circle for this book.

November 10th- Happy Friday!

1. Reading DAY!! Get caught up on your reading of Hidden Figures! We should be to chapter 19th by Monday!

November 9th

Happy Thursday!

1. Today we will be meeting with our literature circles.  You will want to achieve the following:

• Establish expectations for the small discussion time. What do you want to see happen? Goals? 
• Supplement your conversation with discussion questions provided by me. 
• Start pulling the first half of the book together. What are some of the larger patterns you have seen developing?
• How does your identification of THEME address the first half of the book? 

For FRIDAY:
1. Your THEME Prezi is due BY the beginning of class on Friday.
2. Literature circle response #3 on Google Classroom.

November 6th

In class today (Monday)...

You will be constructing a Prezi Presentation where as you will include the following:
1. Your personally constructed theme for the first half of the book, Hidden Figures.
2. Explanation of how you developed this theme, and why you gravitated towards this topic as the foundation of your theme.
3. Textual evidence (quoted and cited) as evidence to how this theme is developed and delivered in this book.
4. Explanation of the specific textual evidence and how it supports the declared theme.
5. The literary devices that are utilized that result in the creation of the declared theme.
6. Significance of this theme to the meaning of the book.
7. Explanation as to how this theme is universal.... how is it applied in other texts?
8. A list of analytical questions that you propose developed from this theme in projecting its continuation through out the rest of the book.

This presentation is due to Google Classroom before the start of class on Friday, November 10th.

Remember:
Be up through chapter 14 for Hidden Figures for literature circle on Thursday.

For Lit Circle Preparation:
1. Who will fulfill what role for Thursday's group meeting?
ROLE SHEETS are found HERE: Lit Circles Role Sheets (Pages 4-8)
2. Do you still need specific role's for your discussion?
3. What do you want to be the focus of your discussion for Thursday? Theme? Historical Context? Characterization? Comparison texts? Plot?
4. What are your goals for Thursday's meeting? What do you need to work on as a group?

Hidden Figures Reading Schedule:
* Chapter marked indicates up through this specific chapter.
Thursday, November 9th: Chapter 14
Monday, November 13th: Chapter 19
Thursday, November 16th: Chapter 22
Tuesday, November 21st: Finish the book

Friday, November 3rd

1. Microcosm Passage Presentation:

Group 1:
Keely, Austin, Garrett, Jonathan, Soleil, Niraj, Jillian
Serena, Evan, Konnor, Kemmery, Nick

Group 2:
Chloe, Kelsy, Marcus, Alec, Sean, Evan, Hailey, Drew
Tim, Madison, Sarah, Zane, Gracie

For Monday, November 6th-

You will determine the THEME of Hidden Figures. 

1. Consider of one of the following topics that you feels applies to Hidden Figures. 
2. Ask what you feel that the author is saying about this topic in this book.
3. Expand this idea into a statement of what you feel the author is saying about life.

Theme is not the topic... it is what the author is saying universally about the topic. Theme should be applicable to multiple texts.. not just the one.



Once you have determined the theme of the book, you will need to make a list of textual evidence from the first six chapters of Hidden Figures to support the theme.

Thursday, November 2nd

1. Literature circle discussions- Chapters 4, 5, 6 of Hidden Figures. 

• focus on the development of a critical conversation about the text. 
• continue examination of literary devices in the text.
• reach out to other texts... what similarities do you see between a multitude of texts and Hidden Figures. 
• what is the significance of conversations of gender in this text? 

2. Respond to the Google Classroom discussion question(s) reflecting upon literature circle meeting.

For Friday . . .
Take a reading passage from the first six chapters of the book that you feel exemplifies the significance of this story that is being told?  You will first have to identify what you feel is the significance of this story to the world... to the world of literature... to science... to gender... to civil rights. You will be examining this passage as a microcosm of the larger text.

Have a copy of the chosen passage... make sure that you can tell your classmates where to find this passage. Explicate the components of the passage that contributes to your argument as to the significance of this passage. You will point to diction.. plot points... characterization... tone... symbolism... etc.

Be ready on Friday to present your findings to the class... or smaller group... in a 3-5 minute presentation/instruction.

For Thursday, November 9th: Read chapters 7-14 of Hidden Figures

October 31st- Happy Halloween!

Here is a sample of the Good, the Bad, and the Ugly of literature circles.
Literature Circle Examples

For Thursday:
Be ready for your 2nd Literature Circle meeting over chapters 4-6.

Look at those cute little Madelines! <3

October 30th

1. In class today you will meet with your group to discuss the following things:

•  What was successful about your group discussion
• What three things does your group want to work on next meeting to improve depth/quality of discussion?
• What is the job of each role for the group?
• How do we prepare for our role for the group, while being prepared to contribute to other members' roles?

2. Make sure that you have responded to the Google Classroom question (posted Friday).

3. Read chapters 4-6 of Hidden Figures for Thursday literature circle meeting.

October 27th

1. Please turn in your 3 drafts of your Narrative paper. These should be stapled together.
2. You will then get into your literature circle groups. You will need their chapters, role sheets, and notes.
3. You will receive discussion questions from me to help aid your discussion of each chapter.
4. You will have the remainder of the hour to go through what you have discovered for your roles for your groups.. And discussion questions.  Remember, each role is the leader for this discussion, other group members should contribute to each discussion point. You need to be on task the entire time.
5. At the end of the hour, please turn in your “role” sheets.  
6. There is a follow up question on Google Classroom... please have this completed by Monday.

Have a GREAT WEEKEND!

October 26th

We will do our literature circle first meeting on Friday when I return.

1. Watch the author interview found under the Hidden Figures links (on right hand side of website).
Write down some discussion questions to help aid your literature circle meeting.

2. Read the following article from NPR- Hidden Figures- NPR. Again, use this article to help for your discussion questions/notes for your discussion with your group.

3. Read the following article from Popular Mechanics: The Real Story of Hidden Figures...  same drill.

For Friday:
1. Make sure that your Narrative paper is uploaded to Turnitin.com by 7:29 AM!
2. Bring all 3 drafts stapled together to class.
3. Make sure that you are ready for your assigned "role" for your literature circle.
4. Make sure that you have read prologue-chapter 3 of Hidden Figures. 
5. Email me if you can/have secured a copy of the book.

October 24th

Literature Circles-

In literature circles, small groups of students discuss a piece of literature in depth. The discussion is guided by the responses to what you have read. You may talk about events and characters in the book, the author's craft, literary device usage, or personal experiences related to the story.

Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers.

Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response. 

For Thursday:
1. Read the Prologue-Chapter 3 of Hidden Figures. 
2. Annotate your text for literary devices, plot intrigue, characterization, etc.
3. Prepare for Literature Circle discussion by attending to the requirements of the role you will fill for this first discussion round- Discussion Leader, Diction Detective, Bridge Builder, and Reporter.

Expectations for Literature Circles:
1. Reading is completed and annotated before the circle meeting.
2. Work for group role is thoughtfully completed and shared during group meeting.
3. Discussion questions are thoughtfully processed during group meetings.
4. Each student takes notes during circle meetings.. we will do a project at the conclusion of the book.
5. Discussion relates specifically back to the text during discussion.

Teal Group:
Keely                 Zane
Chloe                 Sarah
Austin                Serena
Jonathan
Niraj

Kelly Green Group:
Sean                  Gracie
Kelsy                 Tim
Hailey               Konnor
Drew                 Nick
Soleil

Bearcat Green Group:
Garrett               Evan
Jillian                 Kemmery
Marcus               Christen
Alec                   Madison
Evan

REMEMBER: Final draft of your narrative paper is due Friday morning to Turnitin.com by 7:29 AM!! 

October 23rd

1. Your 3rd Attempt is DUE TODAY!
2. You will go through the same scoring and proofreading process as you have done the previous 2 attempts.
3. Email Mrs. Cole the two averaged scores.
4. After you receive the feedback for your 3rd attempt, you will select ONE of the three narrative attempts that you want to clean up for a final draft to turn into Mrs. Cole.

As you are preparing your final narrative draft, I suggest doing the following:

• Reviewing the scoring guide carefully to make sure that you are demonstrating the requirements for this paper.
• Look over the sample writings from Johns Hopkins and compare your work to the sample works. 
• Review the descriptive writing techniques and make sure that your paper demonstrates proficient skill with these techniques.
• Review the narrative writing techniques from the reading... make sure that the components of narrative writing are obvious in your final draft. 

Your final draft is due to TURNITIN.com by Friday, October 27th at 7:29 AM.  You will turn in your 3 hard copy drafts when you come to class on Friday. Please staple these together.

October 17th

ATTEMPT #2

1. You will, then, read through your own paper and SCORE IT with the scoring rubric, keep track of your own scores on a separate piece of paper. 

2. 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.)

LAST... email your 2 averaged scores to HRH COLE. 

FOR WEDNESDAY: Outline for attempt #3 due at the beginning of class on Wednesday. 

October 16th

1. Outline for narrative attempt #2 is due today.

2. Read pages 374-376, Carl Sagain's "Frederick Douglass: The Path to Freedom" in Reader for College Writers. 

Before reading:
 - Examine how Sagan uses dialogue effectively. Read his direct quotations carefully.
-  Think about what is the "path to freedom" that is discussed in this essay.
- Review discussed narrative and descriptive writing techniques.

After reading:
Go through the "Questions for Discussion" and "Thinking Critically" with a small group.

For Tuesday:
From your outline, and strongly referencing the John's Hopkins samples PLUS the scoring guide, write your draft for attempt #2. Hard copy is due on Tuesday for class. PRINT IT OFF BEFORE YOU COME TO CLASS.

October 12th

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.)

LAST... EMAIL  your TWO SCORES  to HRH COLE. 

HOMEWORK for MONDAY: 
Round #2 outline is due on Monday. 

October 9th and 10th

1. You are working to complete your first narrative draft, which is due on Thursday, October 12th.

Utilize your resources carefully.  Use the samples and outlines to guide you. Review often the scoring guide.

Friday, October 6th

2. You have a first draft of your first college application essay due in class on THURSDAY, OCTOBER 12th. 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 OCTOBER 12th!!!

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

Thursday, October 5th

SENIOR PICTURES WILL BE TAKEN ON THURSDAY, OCTOBER 12TH! 

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

2. 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.

This will help your examination of the text in your Socratic seminar.

3. For the Socratic seminar, you will have thoroughly annotated the use of descriptive/narrative writing techniques in Freeman's "Revolt of Mother" text. Remember you are identifying and evaluating the descriptive writing techniques... The HOW. The WHY!

Write 4 higher level questions asking the HOW and the WHY of these techniques.

4. 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

Tuesday, October 3rd

Descriptive "place" paragraphs are due today.

We have also started on the techniques of narrative writing reading the chapter on Narrative Writing in College Writers book.

For today, we are going to look at a professional example of narrative writing.

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. Be ready to discuss these on Thursday- Socratic seminar. 

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 narrative methods that Freeman employs to present this method?

- how do the narrative methods enhance Freeman's message?
-  how does "Revolt" function as a narrative? Ultimate purpose of telling this story?

Thursday, September 28th

SENIOR PICTURES ARE ON FRIDAY... TOMORROW... DURING CLASS..  THEY ARE ALSO TAKING FULL BODY PICTURES... SO BE PREPARED.

1. With a partner, you will be looking over your 6 sentences identifying the techniques of descriptive writing.. When each technique has been identified, return to your classmate and turn in to Mrs. Cole

2. From your writing sample describing a certain locale... label your writing techniques utilized in your sample...  Proper names... figurative language... tone.. etc. Use the descriptive notes to aid this process.

When you are done labeling, create a "final draft" piece adding, editing, etc. your original draft. Then, write a quick paragraph reflecting upon what might be added to make it a stronger piece of descriptive writing. What is your strongest display of descriptive writing?  This can all be handwritten on the original document.- Turn in to Mrs. Cole.

For Friday:
1. Read pages 347-357 in A Reader for College Writers. Take effective notes. 

September 26th

REMEMBER SENIOR PICTURES ARE ON FRIDAY! 

1. Quiz today over the Descriptive Reading chapter.

2.  From your 6 original sentences (Fall, Royals, etc.) where you emphasized effective verb usage/ active voice, you will be running through the 4 remaining descriptive writing techniques with the original sentence... obviously, your sentences will be getting longer... possibly migrating to two sentences. Please don't forget effective/correct punctuation as you add description.

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.

Your final product will include:

• The initial sentence written in active voice.
• The second sentence adding in the remaining techniques.
• The third sentence switching its tone from objective to subjective or vice versa

Monday, September 25th

1. The sub will hand out copies of today's reading. You will need to return these at the end of the class period. Read- Pages 291-294, 295-298. Take effective notes. YOU MAY HAVE A QUIZ on this reading on Tuesday!

2. Read two examples of descriptive writing on pages 300 and 301… pay specific attention to the comments in the margins, as they are highlighting the specific techniques you have just learned.

3. After noting the techniques, reading examples of effective usage of these techniques, here is your chance to practice. Bring your writing sample to class on Tuesday.

Describe the inside of your car, your bedroom, your family’s kitchen, or any other room in which you spend a great deal of time. Appeal to the senses, use active verbs, and use simile.  

September 22nd

You may use all of your Active/Passive Voice Notes for the following assignment. I actually encourage you to do so.

1.  Read through the following handout on general writing tips... dealing primarily with active voice. Clear and Concise Sentences Handout

2. Open the following document: Active-Passive Voice Assignment

Please work through the following sentences. Please write your edits on your own paper. You will turn these in at the end of the hour to the substitute.

September 19th

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 Thursday.

3. Due by the end of class today...

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

REMINDER: We will be meeting in the Lecture Hall on Thursday for Guidance presentations.

September 18th

We are going to start the world of writing excellence with an introduction/review of ACTIVE VOICE...

We will be working through the following links... please take thorough notes!!

The links are located under "Descriptive Writing".

1. Start by taking the active v. passive voice quiz located here: Active Voice Passive Voice Quiz
2. Next, review the two large lists of active verbs. (Under descriptive writing links)
3. Read and take notes on the getting rid of state of being verbs link. (Under descriptive writing links)
4. Read and take notes on active versus passive voice link. (Under descriptive writing links)

September 14th: Proof Reading

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 "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 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?   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. 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-
5. 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 MLA style guide?  Colon formatted Title?? Works Cited Page?? Mark in PURPLE. 

6. 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. 

SCORING: 
Grammar Mechanics: 5 4 3 2 1
Content/Argument:  5 4 3 2 1
Source Material: 5 4 3 2 1
Style and Structure: 5 4 3 2 1
MLA: 5 OR 1
OVERALL SCORE: Add together and divide by 5 to get overall score. 

PAPER SUBMISSION: Due BY 7:29 AM to Turnitin.com on FRIDAY, SEPTEMBER 15th. 

September 11th

1. PLEASE TAKE the following DISTRICT READING SURVEY: Reading Survey

2. Your paper outline is due today. I will check these at the beginning of the hour.

Paper Schedule:
Tuesday: Handwritten rough draft
Thursday: Typed draft for peer review
Friday: Final draft submitted to Turnitin.com BY 7:29 AM.

4. This date is significant in American History and representative of the best of the American/Human Spirit.... Please take some time to look through the stories that came out of the devastation and darkness. On this day, I think of a famous anecdote told my Fred Rogers (Mr. Rogers)...

"When I was a boy and I would see scary things in the news, my mother would say to me, 'Look for the helpers. You will always find people who are helping.'"

911 Memorial Site

Pentagon Memorial Site

Flight 93 Memorial Site

CSPAN Video Clips- 9/11

     

Thursday, September 7th

1. Small group discussion generating examples of IMAGERY, FORESHADOWING, POINT OF VIEW, and SYMBOLISM in Unbroken.

At the end of today's discussion you should have multiple examples of the following devices: Tone, Figurative Language, Imagery, Foreshadowing, Point of View, and Symbolism.

You will be writing a 3-page literary analysis paper addressing Hillenbrand's use of a specific literary device in Unbroken. This paper will only implement the primary text for analysis.

Your thesis will take the following format:
Hillenbrand utilizes the (symbol) of _________ in order to ___________.
** insert your literary device in the parentheses. Symbol is just the example.

Your paper will be answering HOW the device is utilized and WHY it's usage is significant.

Literary Analysis Paper

Paper Schedule:
1. Completed outline: Due September 11th
2. Handwritten draft: Due September 12th
3. Typed draft for peer proofreading: Due September 14th
4. Final draft due to Turnitin.com: Due at 7:29 AM on September 15th

Figurative Language:
Keely
Austin
Jillian
Christen
Zane
Konnor

Imagery:
Evan
Soleil
Sean
Madison
Sarah

Symbolism:
Garrett
Chloe
Kelsy
Evan
Serrena

Foreshadowing:
Marcus
Drew
Alec
Nicholas
Kemmery

Point of View:
Jonathan
Niraj
Hailey
Gracie
Timothy

Tuesday, September 5th

1. We will continue watching Unbroken today.
2. For Thursday, please find examples of the following literary devices in Unbroken: FORESHADOWING, IMAGERY, SYMBOLISM.  Please put these in your notes.

Thursday, August 31st.

We have started our journey into inquiry/questioning. After watching "Why Do We Ask Questions", and being introduced to Bloom's Taxonomy...

For Friday,
We are getting ready for our FIRST SOCRATIC SEMINAR on Unbroken on Friday, September 1st.

To do this...
1. Review very carefully the Socratic seminar handout to be familiar with the purpose of a Socratic seminar; be familiar with the guidelines of the seminar; be familiar with the differences between debate and dialogue; be familiar with the SCORING GUIDE for the seminar.

You need to understand the requirements of you as you participate in the seminar.

SOCRATIC SEMINAR HANDOUT

2. You will need to write 5-6 higher level questions addressing literary value of Unbroken. Think of the "What", "How", and "Why" structure. Please focus on the "How" and "Why" questions. You can use the Bloom's question stems to help you write your questions.

BLOOMS QUESTION STEMS

Monday, August 28th

TONE: The general character or attitude of a text.

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 at the end of Tuesday, by the way)

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

We are getting ready for a Socratic Seminar over Unbroken on Friday, September 1st.

Friday, August 25th

Remember the definitions of our first literary terms- Infer, Figurative Language, Metaphor, Simile, Personification, Onomatopoeia 

For today, you were asked to come to class with examples of figurative language found within Unbroken. They should be located in your notes.

1. We are going to gather in groups of three and work to populate a large list of figurative language.
2. As you are discussing the defining principals of each quote, I would like for your small group to discuss the larger figurative meaning of the examples of figurative language and ponder what it contributes to the larger meaning of the text.
3. The major points of your discussion will needed to be added to your notes. They will be helpful down the road.
4. Remember the small group expectations that Mrs. Cole has outlined at the beginning of class.

Homework for Monday:
After having quite the discussion with your peers, and hopefully multiple additions to your list of figurative language in your notes I would like you to write down 5 revelations about Unbroken from your discussion of figurative language. What have you learned more about the book? The characters? The text's goals? The text's accomplishments? Your understanding?

Please submit this list to GOOGLE CLASSROOM by Monday, August 28th.  Use MLA Heading on your document.