12/10 Second to last class!!

In class:
1. presentations and feedback
2. submit revision papers, due tonight without exception, and vocab if ready to submit the latter
3. submit essay 3 IF you are turning it in tonight

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HW

1. Reflection: Thinking back on this class, what is something of value you learned. This can be related to reading, writing, thinking, speaking, listening or just about anything that matters to you. Reflect upon how you will use this skill after you leave this class.

Next, think of one area you still need to work on. How will you work on it if I am not around to bug you?

Bring this reflection to class next week.

2. Vocab logs are due next week (30 words min)

3. Essay 3 can be submitted next week. If you do this, include 1 self addressed, stamped envelope per person in the group so I can copy and mail the graded paper to all of you.

In class 12/3

We have our first round of presentations tonight, and we will offer feedback to groups who present.

Next, you will have time to meet and work on your final papers with your group, and I can answer questions, etc.

Your paper is due next week, so realize that tonight is the last meeting you have unless you meet outside class or do your work online.

HW

If you don't present tonight, you are presenting next week, so work on that

Final papers must be collated: I only want one document from each group. Be sure to staple or bind the document BEFORE you submit it.

All essay dialogues from essay 2 and revisions are due next week also. YOU CANNOT SUBMIT THE FINAL PAPER IF YOU DO NOT ALSO SUBMIT THE ESSAY DIALOGUE FOR ESSAY 2!!

TODAY in class!! Nov 26th

Tonight's class will be a work session for your papers. You should come with enough copies of your section of the final work for all members to read and comment on it. Bring your copy of the peer review form we have used in the past as well, if you think reminders of those elements will help you be a more critical reviewer. I will look at drafts too, if you bring an extra copy for me.

Please also announce tonight if you need any technology for your presentations. I have to reserve those machines a week ahead.

See you tonight!

HW:
Work on presentations and papers. Presentations will be held nest week and the week after. Work on your final papers as well: those are due Dec 10, with any revised essay 2s and with everyone's essay dialogue for essay 2.

Nov 19

In class:
What makes a good presentation?
Specific presentation requirements:
1) 3-5 min speaking per person
2) show us how the book is a piece of art and resistance
3) make us want to read the book
4) use the good presenting elements we discuss tonight
Character-
group time
sign up to present

Essay 2 returned
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HW: over the break, work on the essay portion of your paper. Be sure to be in touch by email if nothing else. Group peer review is on the Monday we return from break so bring enough copies of your section for all your group to read it.

Work on essay dialogue for essay 2 (same as essay 1). You must turn this in with essay 3 or you cannot turn in essay 3 at all.

Vocab logs: I will collect them one more time, so keep them up.

Read as much as your group has decided to read.

Start thinking about how to present the book.

Nov 12-19

Nov 12

HW only (no class; holiday AGAIN!!)

- read the amount your group decides to read

- Visit: http://languagearts.mrdonn.org/figurative.html

Surf as many of the links as you need to learn what each of the following are:

Figurative language

Overviews
Alliteration
Personification

Simile
Onomatopoeia
Hyperbole

Metaphor
Idioms
Clichés




Find an example of each in your text. If you cannot find one of them, find whatever you consider to be the closest thing. Write out the quotes you chose that exemplify each figurative language element and bring them to class 11/19.



Rest of the semester

Nov 19

Group time:

-character

-dialog

-visual imagery/figurative language

-go over paper and presentation info

HW: reading/work on your paper. Peer review in class on Dec 3. Bring enough copies of your section for all your group members to read it.



Nov 26:

Intro to good oral presentations

Group time:

-Sign up to present

-Peer review

HW: work on paper, work on presentation



Dec 3

Presentations 1, 2, 3

Final group time on paper

HW: Final paper



Dec 10

Presentations 4, 5, 6

Turn in papers



Dec 17:

Final presentations, reflections

In class fake JEPET

---end---



Final project:



2 parts:



A) presentation. Each person gets an individual grade on this. Min 2 minutes per person speaking so a group of 4 will speak for 8 minutes. You can certainly do a skit or something interactive but I must see each person doing at least 2 minutes of work or I cannot give an individual grade. We'll go over "good presenting" in class.



B) paper: The paper will consist of 3 parts

-what makes this book unique, interesting, worth reading? This can be a look at the figurative language, the impact the book has had on society, the dialog, the characters, the plot…it's up to you.
-how/why is this book a piece of resistance art? Here I want you to examine the meaning of art that acts as a resistance to some injustice in society and explain how your book does that.
-how does the author's life or history impact the message or theme of the book? This section will require some research into the author; then you will need to connect the author's history with the text and speculate on how the life of the author contributed to the novel.


Each person in your group will write on one of these questions, but the final paper must be a combined, complete work, not unrelated chapters, but cohesive and reflective of everyone's contribution. This is why I will give you time in class to read each other's work, but I would email or meet outside of class also so you are always up to date. If yu have more than 3 people in a group, you may assign 2 people to do 1 section, so maybe 2 people are covering why the book is unique and 1 person covers characterization while another person covers imagery in the book. Again, that is up to you.



REQUIREMENTS:

Each member must write 2-4, double spaced. You can use pictures or graphs or any visual you like to enhance your paper, but you must still write at least 2 pages of text.
Each section must make use of at least 1 direct quote, cited correctly and in a quote sandwich format.
You can arrange the sections however you want, and can use chapter headings to introduce new sections. Still though, one section must flow from the next cohesively.
Include a title and a works cited section
See your peer review form for the other technical requirements both on global and local levels; I will expect them all


PAPER DATES:

Peer review in class: 11/26

Paper due: 12/10 in class

11/5

In class:
reflections
book groups
reflection letter

Homework

Get your book
1. Read as much of it as your group decides to read
2. Nov 12 is a holiday, no class. However, check back here on the 12 or the 13th for homework for the week. I will also post information on the final project/paper online before that time.
3. NOTE: you can communicate with your book group right here. Just attach a comment to this week's blog with your book's name in the title and write your comment. Please check through the comments to see if anyone from your group is posting; do this regularly as it is more reliable than email and all group members (plus I) can see these messages.

PEER REVIEW ONLINE

I already assigned the peer review groups in class so if you missed class, you will have to email some classmates to see if anyone will help you. If not, you must go to a tutor on campus in person 2 TIMES and get receipts that you went, or I am going to have to take 10 pts off your final paper.
: (

Oct 29

In class:
Common errors: the contest!
Autopsy of an essay
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HW:
1 Peer review with 2 partners online
2 Essay dailogue for essay 1
3 Vocab log up to date
4 Final draft of essay
** due in your folder with your essay 2 are the last 3 items. Please email your peer reviews to me as well as to your partner by Sunday at 5pm (use this email for peer reviews: misshsfsu@yahoo.com)
PICK YOUR 3 BOOKS!!!!!!

book list

Your final art and resistance group paper and project will be based on one of these books that you have selected to read. Do some research: look at plots, author info, book length, reviews, and the like to decide which books will work for you. Select 3 books by the day you turn in essay 2, as that is the day we will create groups and go over the final assignment.

FICTION

1. In the Time of the Butterflies, Alvarez
2. The Bluest Eye, Morrison
3. In the Lake of the Woods, O'Brien
4. Master and Margarita, Bulgakov
5. Crime and Punishment, Dostoevsky
6. Maus I and Maus II, Speigelman AND Persopolis: Story of a Childhood, Satrapi
7. Native Son, Wright
8. Plum Wine, Davis-Gardner

NONFICTION

1. Red Scarf Girl, Jiang
2. Fast Food Nation, Schlosser
3. Guests of the Ayatollah, Bowden
4. What is This Thing Called Jazz?, Porter

10/22
In class:roots
poem analysis
argue vs. fight
concession

HW:Compose your rough draft #1
Research the book list to find 3 books you would not mind reading. You will get one of your 3 picks.

Outline or draft, essay 2

post here (read Oct 15 classwork/homework first so you are not lost)

thesis

post here (read Oct 15 classwork/homework first so you are not lost)

Paragraph revision

post here (read Oct 15 classwork/homework first so you are not lost)

Oct 15 Classwork and Homework

Oct 15

In class:
-roots
-reading q's
-passives and focus: expert groups and practice
-intro to paper 2
-essay dialogue and return paper 1: **Remember, essay dialogues are due with essay 2, so you have until 10/5 to complete them. This goes for revision as well.

HW:
1. Revise one paragraph from essay 1 for active voice and better focus. Highlight or underline all changes, and post the paragraph to the blog sometime BEFORE class starts next week. In order for your changes to show on the comment you attach to the blog, you will need to put changes in ALL CAPS SO WE CAN SEE THEM AS DIFFERENT FROM the rest of the regular text. Post them to the blog section marked: Paragraph revision. You can also choose to bring your parag. to class instead, and simply highlight/underline that copy. I am just trying to save trees and printer ink.

2. Choose the topic you want to work with and write on it, for 5 minutes, without thinking about grammar or spelling. This is a freewrite: see where it takes you. When you are done, post the THESIS only to the blog section marked: Thesis. This must be done by Saturday, 10/21, by 12 noon.

3. Post either an outline or a rough draft that shows you have begun to consider the structure and what you will need to prove your argument to the blog anytime before class. This I do want you to post, not bring to class, because I want people to be able to see each others work for inspiration. Post to the blog section marked: Outlines.

Essay 2

From the readings and discussion we have had about controversial art, draw out one of the controversial issues and create an arguable thesis for that issue. (I will be checking to make sure your thesis will work.) Argue convincingly for your thesis, using:
• PIE paragraphs
• Concession
• Good sentence focus and minimal passives
• Great grammar: NO FRAGS, NO COMMA SPLICES, NO RTS
• Sentence variety
• At least 2 quotes for regular students and at least 4 quotes for honors students, cited correctly and presented in a quote sandwich
• A title for the essay and a works cited page
• Good funnel intro and reverse funnel conclusion
• Plenty of transitions within and between paragraphs
(Look how much you know!)

DATES:
• Thesis statements brought to class for checking: 10/22
• Rough draft 1 OR a comprehensive outline brought to class: 10/29
• Peer review (this time everyone will do 2) online:
o -email your draft to your partners by 11/1 5pm
o -email your reviews to your partners and to me by 11/4 12:00 noon
• Final draft brought to class: 11/5

PAGE REQUIREMENT:
• 3-5 pages for regular 100 students
• 4-7 pages for honors students

Ok, so...

1. Homework from last week should be emailed to me by tomorrow at 4pm. You can keep hold of your visual of a controversial art piece (and paragraph too, if you are in honors) til next week. Bring to class.
2. Outstanding papers are due to me by tonight at 7pm. Email them. Katrina and Oksana, you are the only two I am missing now.
3. We will be going over active voice and sentence focus in class next week. Prior to that, I want you introduced, so read over these sites:

http://owl.english.purdue.edu/handouts/grammar/g_actpass.html

http://www.wisc.edu/writing/Handbook/CCS_actionverb.html

http://www.wisc.edu/writing/Handbook/CCS_expletive.html

http://www.wisc.edu/writing/Handbook/CCS_vaguenouns.html

Now try to rewrite this paragraph with active voice and better focus in sentences. Bring your rewrite to class.

There are many people who think that there needs to be a better justice system. Currently prisoners are put away by the system when sometimes they aren't even guilty. This is a concern in the area of equal rights and predujice since the majority of convicted criminals are poor or ethnic minorities. There needs to be a solution to this problem or not only the prisoners but also society at large will never be given real justice.

--

4. In keeping the theme of art as controversy, take a look at the section from Maus on page 1007 in Short Story and Its Writer. Maus is a graphic novel about the Halocaust, and the father mouse you see in the cartoon is a Holocaust survivor. Next, read over Persepolis on page 1008-1009 (Short Story). This is a segment from a graphic novel about the Taliban taking over in a young girl's country.

Questions:
a) what might the author get out of turning these serious issues into cartoons?
b) do you think it is disrespectful to put such serious issues into an art format or do you think this works as a way of educating people?

5. Read The Things They Carried, pg 608 in Short Story. Write for two minutes after you read, just reacting to the story.

6. Read "On Tim OBrien's Things They Carried," pg 885 in Short Story.

Questions:
a) How does Mason say O'Brien makes a profound impact? Do you agree?
b) How does O'Brien's story work as both a piece of art and as a controversy?


7. Now, changing topics but staying in the theme, write down your opinion of grafitti: is it art or is it a crime, or both?

8. Read this article:
http://www.graffiti.org/faq/stowers.html

questions:
a) Look at the name of the author. Does that lend credibility to or take credibilty away from his thesis? Why?
b) What is his thesis?
c) How does he prove it?
d) Do you agree or disagree after reading this work?

9. Visit this link:
http://www.dougweb.com/grlinks.html
Surf some of the links there.

questions
a) what are the anti-grafitti movements main reasons for being against grafitti?
b) do they prove their points well with these links and info?
c) do you agree or disagree with their points?

10. Go to: http://images.google.com/
Type in "graffiti" and surf until you find a work that either repels you or that you fall in love with. Either print out the piece or simply note the URL and then write a short description of the work.

questions
1. WHat about the piece caught your eye?
2. How is this work both art and controversy? Can we learn anything from this piece?

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Bring your answers to class next week, Oct 15, for credit then. Also bring the example of controversial art I asked you to find on Oct 1.

See you, with your graded papers (!) in class on 10/15!

ALERT! No classes Monday the 8th

Hello people- I have just discovered that indeed Skyline DOES honor Columbus Day and there is no school on Monday coming up. I was misinformed about this by the night admin people, but that means that:
A) we don't meet as a class on Oct. 8.
B) you need to email me your homework from last week by Tueday, Oct 9, at 4pm. Email it to me either at my school email or at MissHSFSU@yahoo.com
C) in order for us not to have to meet during finals week, you will have to complete some more homework for the week of the 8th that will be due in class on the 15th. I will have to put that up on the blog for you as soon as I work out a way to combine the classwork for the 8th with the homework. I do not want to overload you but we cannot fall behind if I am going to reach my goal of not making you come to school during finals. I will put the work on the blog sometime Monday so look for it Monday night late or Tueday the 9th.
D) those of you with papers coming un on the 8th, email them to me by 7pm on Monday, the 8th, either hibblea@smccd.edu or at the yahoo address above.

Sorry kids - I hate to miss so much class but I think we can stay on track if you are on the ball and do your work online.
Cheers and enjoy the night off,
Miss H

Announcement for honors students!!

.................................................................
HONORS STUDENTS!

This is your friendly reminder that we're holding an honors student meeting
this Wednesday at 1:30 in Room 6203. I've gotten only a few RSVPs, so if
you intend on coming and want to eat some pizza, please RSVP as soon as
possible.

This is an important meeting -- please try to attend!

Sincerely,
Katharine Harer
HTP Coordinator

Oct 1

In class:
Quiz
Reflection
HW:
DW (Decisive Writer):

Pages 249-251

1. Read essay on 251

2. After reading, identify what, if any, problem the writer made clear to you. Is there a solution to the problem? Does there need to be a solution?



3. Answer the questions under "Consider This" on page 257.



4. Read on to 258, and read the essay here. Identify the cause, effect, and solution the writer sets up in her intro:



5. What is her thesis?



6. Answer all the questions "Consider This" on page 262.



7. Read on to 265 and complete the Writer's Break questions on 265.



8. Read on to 267 and read the essay here.

9. What is the author's main point?


10. What do you think of his style?



11. Read onto page 269 and read this essay here.

12. Comment on the intro and conclusion for this essay. Do you see a funnel intro and reverse funnel conclusion?





13. Read onto page 269 and read this essay here.
Comment on the intro and conclusion for this essay. Do you see a funnel intro and reverse funnel conclusion?

14. Answer the questions "Consider This" on page 273.

15. Read on to page 274.

16. Review the information on 282-284. For extra help with sentence grammar, see

http://owl.english.purdue.edu/handouts/grammar/g_sentpr.html and/or
http://owl.english.purdue.edu/handouts/grammar/g_sentpr.html

17. Collect your two vocab words for the week.

18. And finally, bring a controversial piece of art in to class. This can be a CD, a photo, a drawing, an ad- anything that is, to you, art and that could spark some kind of debate or reaction.

19. HONORS STUDENTS: do a one paragraph write up for your chosen art. What does it represent to you? What kind of debate could your art start? Why is that debate important?

week 5, 9/25

reminder: we do not meet as a class today though you can meet your group if you decide to do that in the classroom. I have already assigned the groups based on the drafts you sent, and you will need to meet the deadline so as not to lose points on your essay 1.

People who didn't send drafts on time: you will need to go to the Skyline Writing Lab for tutor help to get feedback on your paper; this also helps you fill your 16 hour by arrangement lab requirement for the course. You will however lose 10 points off your grade for failing to participate in the peer review process, so try to do your best paper ever to make up for that loss.

I will see you all next week with your final paper and vocab log updated for at least 4 weeks (at least 8 words). We will have a quiz on roots and on grammar, so study up!

PS: I am cutting and pasting the peer review form here in case you lost yours. NOTE: everthing I grade on is right on this form, so use it to self check as well as review other's work!

Peer Review, essay #1
Author’s name:
Reviewer’s name:

Find and underline the writer’s thesis. Paraphrase (put into your own words) the thesis here (note: if you can’t find the thesis, that’s something you need to let the writer know!):





Comment on the introduction. Is it a funnel? Has the writer included enough background info to set the context for you, assuming you are the intended audience here? Has s/he explained and/or defined all the terms or names or specific things so that you know all you need to in order to understand the essay? If not, write down what you need in the intro to be better prepared as a reader.




Find, number and double underline each topic sentence the writer has created. Next, comment on each t.s., using the number you gave each one so the author knows which t.s your commenting on as you go along. Make sure the topic sentences are:
a) not just facts, but are indications of the topic of the paragraph.
b) written to transition in and out of ideas effectively.
c) matching the supporting info in the paragraph
d) related somehow to thesis. If you are confused by how the t.s. relates to the whole idea of the essay, the writer needs to know!
















For each t.s. you have numbered, there should be a paragraph that follows the t.s. Go through each paragraph and see if enough support/evidence is present.

Ex: paragraph 1: good support
Paragraph 2: I don’t think you proved that rock music makes children into blood thirsty killers yet. Maybe more proof is needed?


For each numbered paragraph, comment on the structure. Make sure each paragraph has a point (t.s), plenty of illustration/information (which is very specific to the point, not broad, sweeping general stuff, but very on topic) and an explanation. The explanation is the place where the author explains how all the points relate to his/her main idea, the wrap up. Make sure you see one in each paragraph.



Circle the places where the author has cited the readings or any other source. Have they:
a) introduced source?
b) given reference so you can find the source if you want to look it up?
c) explained what the quote means to them? (Remember, quotes can’t stand
alone. All quotes need an explanation that relates the quoted text to the
author’s point.)
d) chosen quotes that support their ideas?

Comment on essay’s organization. Does it flow smoothly for you or did you find it hard to follow in places? Be specific, either way.

Notice whether the writer has made CONCESSION to the opposing side of the argument. Sentences like “Although X, Y is still better” are concession phrases. Other words are: Though, even though, while, whereas, but, however, etc. If no mention has been made of the opposing view in this argument, let the writer know s/he needs to include a better balance.

Comment on the diction used. Is it appropriate for the audience? Is the writer consistent in the level of diction throughout the letter?

Note the use of FOCUS: if the writer uses a lot of: it, they, there is, there are, this, that types wording that leaves you unsure what the real meaning of the phrase is, let the reader know. Real active verbs are better than “is” and real concrete subjects are better than “it” or “this.”


Take a look at the conclusion. Is it a reverse funnel starting with the thesis? Does it wrap up the main ideas and offer you something new to think about? Can you suggest any improvement?



Do you see any grammar error (look for RTS, comma splice, verb tense shifts, etc) the author makes more than five times in the essay?(Choose at most 2 such patterns of error- grammar IS NOT the main focus here!)

13. Give some positive feedback to the writer here. What did s/he do well?

week 4, Sept 17

Wk 4 in class

• roots
• expert groups: topic sentences (DW 5222-523), transitions (DW 478-479), quoting (464-466 AND 467-469), sentence variety (DW 46-49) and how to punctuate sentence (242 on). Also in DW are chapters on MLA and APA citations, so you have no reason to just "guess" how to do it right
• Miss H's quote sandwich, funnel intro and reverse funnel conclusion

HW:

Revise your draft 1 after reading over again all the pages we go over. Send your draft 2 to me by Sunday, Sept 23, 5pm (email it to me at this address: misshsfsu@yahoo.com as this is the only address from which I can build an address book to email you all back).

I will then set up peer review groups, and will email you the peer review form and directions. You must email your draft to your partners by Monday, 9/24, at 7pm. We will not meet as a class that night, but you can, if you prefer, arrange to meet on campus to do the reviews in person. If you decide to go that route, let me know via email.

All peer reviews must be completed by Sunday, 9/30, by 12:00 noon, to allow people time to take feedack and revise again for the final paper. Email reviews to your partners AND to me for credit; failure to do the reviews on time means you lose 10 points off your grade.

We will not meet as a class next Monday. Do your reviews during that time block if you think you will have trouble getting to them later in the week.

Final essays are due in class, with your vocab log updated to include at least 4 weeks worth of words, in class on October 1. We will also have a quiz that day on comma splices, fragents, run together sentences, the semicolon, and your roots so far. STUDY these if you are unsure you know them (your book and the Internet both have much information on all aspects of grammar).

OUTLINES for Essay 1

Post your outline for essay 1 by 9/16, 5pm by adding a comment to this blog post. BE SURE TO WRITE YOUR NAME ON YOUR POST!

Prewrite Freewrite, Essay 1

note: Please read the homework and essay 1 before you try to do this so you know what I am looking for...

After you chose a way from DW to start your paper, post your writing and your thesis here by adding a comment. BE SURE TO WRITE YOUR NAME ON YOUR POSTING so you can get credit. Due 9/13 midnight

week 3, Sept 10

In class:

• Roots
• Reading q's
• Share paragraph with partners, choose fave.
• Discuss PIE and sentence variety.
• Intro to essay 1: Racism writing pick one, two, three or four
• Go over THESIS p 336, 470, 522 in DW
• Read aloud: page 250 DW

HOMEWORK for 9/10

II. Art and racism:

1. Visit http://www.americanrhetoric.com/speeches/mlkihaveadream.htm : read the speech AND watch the video clip. What, in your own words, was King's dream? Write down your answer.

2. Visit Langston Hughes: http://famouspoetsandpoems.com/poets/langston_hughes/poems/16947
What is the connection between the King speech and this poem? Write down your answer.
Honors: find another Hughes poem that you think applies to this theme. Cut and paste it into your homework, and explain why you chose it and how you think it connects. Quote from specific lines when you make your points.

3. Go to http://en.wikipedia.org/wiki/You%27ve_Got_to_Be_Carefully_Taught
When was this song written? Have things changed today? Do you agree that racism is taught? Can it be un-taught? Write down your answers.

4. Go to: http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/kipling.html
Answer the two questions at the top of the page after you read the poem.

II. Writing work

1. Read DW 4-8, stopping at essay by Barth at bottom of page. Skip to page 22-25 and read over the ideas for prewriting. Choose one, and prewrite on your essay topic. At the end of your pre-write/freewrite, come up with a thesis statement for your paper. Post your prewrite/freewrite to the blog by 9/13 midnight by adding a comment to the FREEWRITE blog section. Be sure to put your name on your posting if you post anonymously or I won't know who you are.

2. Create an outline for your paper. First though, read about good outlines at: http://owl.english.purdue.edu/handouts/general/gl_outlin.html

Post your outline to the blog by 9/16 at 5pm by posting a comment to the OUTLINES, ESSAY 1 section of the blog. Again post your name with your outline.

Week 1

Essay 1

• Eng 100
  For this paper, you must be presenting an ARGUMENT. This is not just research- you are stating and supporting an opinion.
  
  Your essay choices:
  
  1. From Decisive Writer (DW), page 276, Option 1: You can write any of the questions there or make up a thesis similar to those ideas.
  2. DW page 277, the last line of Option 2.
  3. DW, page 278
• Option 3: You can write on this one if you pick an image that we relate with racism, like a stereotypical portrayal of a black or Asian or Hispanic person in a movie or on TV or in a print ad. You would describe the portrayal, explain the impact that portrayal has (whether positive or negative) and say if that portrayal should be censored or not.
• Option 4: You can write on the question: What are some of the consequences of judging someone on his/her physical appearance. State clearly whether these consequences are positive or negative.
  
  Dates:

1. Post your freewrite to the blog by adding a comment to the section labeled "Freewrites" by Sept 13, midnight.

2. Post your outline to the blog by submitting a comment to the section labeled "Outlines" by Sept 16, 5pm.

3. Draft 1, due in class 9/24. 1 peer review on 9/24. Online peer review due 9/30 12:00 noon. Email the review to your partner AND to me for credit. Honors: 3rd review due 9/30, 3pm. Email to partner AND me.

4. Final paper: 10/1

Requirements:

Title and works cited page. Please note on title page if you are an honors student.

Very few grammar/spelling errors- get a tutor!

Solid PIE paragraphs with good transitions as you move through your ideas.

Properly cited and punctuated quotes. You need a minimum of 2 quotes from 2 different sources. Honors: Need 4 quotes minimum

3-5 pages: no more, no less.

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Wk 1 and 2 -- BOTH WK 1 AND WK 2 HOMEOWRKS ARE DUE MONDAY SEPT 10!

Aug 27

In class:

Intros/ice breaker
Syllabus: stress attendance, late work, revision
Active reading demo

Hw:

• Get books
• Begin vocab log (2 word min. per week)
• Visit the course blog site

Reading and writing:

• -Alexie. 15 and 832 w/study guides
• -Baldwin pg 36 w/ study guide and 831 w/post-reading discussion questions
• -Diaz, pg 247- different assignments for honors and non-honors students: see study guide

Study guide for week 1 homework:
STUDY GUIDE ALEXIE

1. Annotate!! Take notes, underline, interact with your reading.
2. Collect 1 vocab word per week for your vocab log. Aug 27= week 1, and you will add one word every week after. The word can come from the reading, or anywhere in the world you encounter words (check out some graffiti! Good vocab words in graffiti).

Study guide on Lone Ranger and Tonto Fistfight in Heaven

1. pg 14: PREDICTION and INFERENCE: Read the bio on Alexie. Based on the info there, what do expect to find in the story? What kinds of themes or ideas?
2. pg 15: INFERENCE: Explain the line “I knew there were plenty of places I wanted to be, but none where I was supposed to be.” What does Alexie mean? How does he feel about this?
3. pg 16: ANALYSIS: Explain how Alexie is acting in the 7-11. What is he doing, why, and how? Use a quote from the story to back you up. (In other words, SHOW me what he is doing and then explain why- you can't just TELL me.)
4. pg 17: ANALYSIS/INTERPRETATION: Why do you think Alexie has included the dream sequence at this point in the story? What does the dream tell you about his state of mind, about the things that haunt him?
5. pg 18: REFLECTION: the top of this page is juxtaposition: horrible violence contrasted with something mundane and harmless. News is often presented to us this way: Today 100,000,000 people died in the Middle East. Meanwhile, there’s a dog that can say “I love you” in Texas! Let’s go to the live footage. “ Does this style of delivering the news annoy you? Comfort you? Do you even notice anymore?
6. pg 18: SYNTHESIS: Explain Alexie’s struggle to form an identity. What are the conflicting forces pushing at him?
7. pg 18-19: ANALYSIS: Why does the BIA kid need to be “beaten by an Indian, any Indian.”
8. pg 19: EXTRAPOLATION: what do you think of the story’s last line? What does it mean? Is that an expression of hope, or of despair? What does it say about the experience of American Indians like Alexie?


Annotate to read actively. Also this may be a good place to collect vocab, so be on the look out for new words.

Alexie Superman and Me- pg 832


832-833
1. ANALYZE: Do you think Superman being Alexie’s first reading might have an effect on him later?
What kind of effect?

2. DEFINE: Define metaphor. http://www.google.com/search?hl=en&defl=en&q=define:metaphor&sa=X&oi=glossary_definition&ct=title

2. PARAPHRASE ANS REFLECT: Describe Alexie’s idea about paragraphs. This is a metaphor. Do you think this one about paragraphs works?

3. INTERPRET AND PROVE YOUR IDEAS: What is the first sense you have that Alexie feels like an outsider, someone in the margins of the dominant culture? Quote the exact line and explain how you interpret that line.

834
4. INTERPRET/ANALYZE: Explain why failing was a complicated thing for Alexie. Why did he refuse to fail?
5. SNTHESIZE: How is writing a form of power for Alexie? How is he using that power?

SONNY’S BLUES p. 36

1. PREDICT AND ANALYZE: Read the bio on pg 36. if we think of writing as a kind of art that can be used to resist, what societal problem do you predict Baldwin wrote Sonny’s Blues to protest against?

37
2. INTERPRET/REFLECT: Baldwin uses a metaphor of a ceiling on which boys bumped their heads. What is he trying to say? Have you experienced any repression similar to this, or can you think of a person or group of people who still are experiencing it?

37-40
3. INFER: Why does the narrator act so angry and hostile to kid who comes to tell him about Sonny?
42
4. INFER: Why do you think Sonny gave up on going to India?
45-46
5. SUMMARIZE AND ANALYZE: Paraphrase the story of the father’s brother’s death. What impact would that experience have on the way the parents raised Sonny and his brother? Why do you think the mom waited so long to tell her son about it?
48
6. EVALUATE: Considering Baldwin’s metaphor about the bumping your head on the ceiling of your life’s possibilities, what is particularly tragic about Sonny’s statement that believing that people ought to do what they want to do, that otherwise they shouldn’t even be alive?
51
7. EXTRAPOLATE: Now consider your answer to #6, and relate that answer to your reaction to the narrator’s fight with Sonny in which he tells Sonny he would be better off dead. How do you think the narrator feels about having said this? Do you think, in some way, the author of the story (Baldwin) agrees with what the narrator said to Sonny?
55
8. SYNTHESIZE: Both the narrator and Sonny are resisting the unfairness of their lives in some way. What is the difference in the way they refuse to “just take it”?
57-58-59
9. REFLECT: Music becomes a source of power in this story. Do you agree that music has power? Why/why not?
10. EXTRAPOLATION: what do you think of the story’s last line? What does it mean? Is that an expression of hope, or of despair? Or both?

Baldwin, 841


1. Read the essay “Autobiographical notes.” When done, answer these questions:
1a) How does Baldwin show you that writing was a source of power for him?
1b) What aspects of Baldwin’s life do you see reflected in Sonny’s Blues?

Diaz, p 247

All students: Read the story. When you are done, write for 5 minutes about what the story made you think or feel. Don’t worry about grammar or punctuation or anything: just write.

Honors students: create a study guide similar to the one I created above for this story. Minimum of 10 questions. You do not have to write answers too, just questions).
------------this is all the homework for week one, but you also have homework for week 2. Pace yourself! All the homework for week 1 and 2 are due in class 9/10, our third week------------

wk 2
Sept 3: no class (labor day).

HW:
1. Read this info on paragraphing for your GLOBAL issue for the week. We will discuss what I mean by global issues week 3

Different types of paragraphs

Here we have some definitions of different types of paragrahs:
Persuasive
Expository
Narrative
Descriptive

First we will discuss a definition of a persuasive paragraph. A persuasive paragraph gives the writer's opinion on the topic and tries to get the reader to agree with it . When you write a persuasive paragraph , you should give facts and examples to back up your opinion. Otherwise you won't persuade or convince your reader that your opinion is the right one.

The main purpose of an expository paragraph is to give information about a topic. It may explain ideas, give directions, or show how to do something. An expository paragraph uses transition words (such as first , second, and most importantly in the model below). These words help guide the reader through the explanation.

In a narrative paragraph, you tell a story by sharing the details of an experience come alive.

A descriptive paragraph describes a person , place , thing , or an idea. When you write a descriptive paragraph, you should use words that help your readers see , hear , smell, taste , and feel what you are describing. You should tell your readers what colors things are how big things are , what things sound like , ect. Your readers should feel as if they are right there with you.

For Composition courses, you will most often be writing EXPOSITORY text, though elements of narrative, persuasive, and desciptive writing will come into your work.

A good paragraph for an essay that is informative and convincing has a P (point, or topic sentence), 2 examples of I (information: facts, quotes, examples and the way they prove what you want them to prove) and an E (explanation: the wrap up line that tells reader why it all matters. Another way of explaining the PIE parapraph is to think of the TELL ME (topic sentence), SHOW ME (examples and proof) and SO WHAT? (how does this info relate to your overall thesis, the main idea behind your essay).

2. Try this. Read the paragraph below and decide what kind of paragraph it is (narrative, expository, or descriptive). Note your answer here after you read:______________________________

At a good cheese store, you can get a quick lesson in geography while you sample cheese from around the world because cheese really is an international food. For example, you might taste the soft cheese such as Brie from France and cottage and cream cheese from the United States. After that, you might sample the semisoft cheese such as Limburger from Belgium and Munster from Germany, again showing you how multi-cultural cheese can be. Then, you could try the hard cheeses like Cheddar from England, Edam from Holland, and Swiss from Switzerland. Finally, you might buy some of the very hard cheeses like Parmesan or Romano from Italy. In doing so, you might discover that though we have a great deal of diversity on this Earth, we also have something in common: perhaps a love of cheese can bring the world together.

3. Underline or cut and paste the P (point) above.

4. Cut and paste or type out the pieces of I (information) above.


5.Cut and paste or underline any instances of E (explanation) above. Hint: A good convincing paragraph has more than just a line of E as its final sentence. You should find at least one more explaining example, in which the writer tells the reader WHY the evidence is important.

6. Now read pages 522-523 in Decisive Writer (DW) text, and read the following on sentence variety (also in DW) 46-49.

7. Then go to: http://www.writing101.net/student_resources/combining_sentences.shtmlDownload the file and print it, then read it.

8. Next:Write a well structured (PIE) paragraph for the following question. When you are done, go back to check for P, at least two pieces of I, and plenty of E. Then check your sentence variety and grammar. Try for some longer, complex sentences along with some short and simple ones. Use proper grammar as you do so!

QUESTION: What are the effects of discrimination?

9. Also collect your two vocab word for the week in your STAR vocab grid IN READER.Print the work sections of your homework and bring them to class on the 10th. If you will be missing class, send your homework to me via email or via the blog by Sept 10, at 6:00pm or I will not accept it.

Welcome

Welcome to English 100 Honors, fall 2007 at Skyline College.

Here we will meet when we do not meet in class. You will aslo post outlines, homework, and comments here, but be sure to always write your name on your posting since otherwise your comments will be marked anonymous and I can't give you credit.

I'll also attach important class documents and the schedule of assignments so you can always keep up. You'll never need to ask: "What's the homework?" since the answer is right here.