final draft due (by end of day)of classify paper, with all drafts and GO.
Usage list 10 - test #2 next Friday, 11/22.
begin coherence if time permits
draft 2 due Workshop in class with peers to get second level of feedback; Ms. O will participate in this as well.
draft #1 due: sub will check in that you have a paper to work on in class.
return to reading check... complete or correct as applies to each student... check in GO.
begin or continue drafting depending upon where each student is in the process
usage 9 We will return to list 9 next Thursday, then do 10 on Friday. Usage test #2 will be Nov. 22.
reading quiz to affirm you read the model essays... I will return those that are incomplete on Monday so that students can revisit and correct what they missed, especially concerning part 2. Remember, the assigned essays are models of the CLASSIFY or DIVIDE organizational pattern...that is what you are supposed to be focusing on, that and how the PURPOSE of each is accomplished THROUGH this pattern.
Also...notice the maj-min-min development pattern in both the essays and the introductions, especially the introductions...the MAIN ideas are the major supports (more general) within the paragraphs, and the examples (more specific) are minor supports.
get CLASSIFY PAPER graphic organizer and score sheet...you write nothing on the score sheet except your name. Keep it to use as a guide in revising and editing - you will hand it in with the final draft.
Finish exploring generic organizational patterns - read examples in the Webb reader: King, Baker, Zinsser (classify/divide) & Catton, Dawson, Campa (compare/contrast)
reading quiz on FRIDAY to validate your reading. Take notes by ordering them in the pattern they reflect - you may use your notes on the quiz.
Tues , 11/05 (O'Brien at meeting)
Work ALONE on HHH 24,28,29,30 - this time, do BY CHAPTER. Do the study guide for 24 then the editing exercises for 24; do the study guide for 28 then the editing exercies for 28, etc... This will make finding the problems in the exercises easier. Rememeber, the chapter's exercieses will address the concepts covered in the particular chapter. Hand in what you finish at the end of the hour.
Mon, 11/04 How does PURPOSE dictate STRUCTURE?
Review the connection between the traditional organizational patterns and how they can be used to promote a message? Remember, the basic 5 paragraph essay is the most basic of patterns. Strong writers understand and use a the pattern that will best accomplish the goal of the writing situation.
Oct 28-Nov 1
Tues , 10/29
Tues , 10/22
Oct 14-17(no school on 10/18)
Tues , 10/15
Oct 7-10(no school on 10/11)
Thurs 10/10 How do small errors weaken writing?
USAGE TEST #1
Tue, 10/08 How does these writing techniques improve overall impact of ideas?
notes - PRACTICE usage test, finish editing exercises HHH 21 & 22
Mon, 10/07 How do lanugage patterns common in speech make their way into writing, and why should they NOT?
notes - finish usage #4 - troubles verb pairs; begin reviewing the writing techniques covered in the HHH 21 & 22 activities.
Sept 29-Oct 4
Thurs, 10/3 How does developing an idea differ from organizing a response?
notes - collect editing exercies from HHH 21/22; reveiw basic PARAPGRAPH structure, which reflects the deductive pattern of development discussed in the blue book.
exercise -write four different paragraphs about a game (you have already done the prewriting) for for different AUDIENCES for four different PURPOSES. Attend to your language choices in DICTION(style) and SENTENCE STRUCTURE (HHH details). Due end of hour.
You are practicing all of the writing elements we have covered so far in this activity.
USAGE TEST #1 on 10/10
Tues, 10/1 How do small writing techniques make a big difference?
notes - hand in SG for chapter 2 in Rhet3, do the study guide and editing exercises for HHH 21 & 22 -- see the attached pages in the file library. SG due end of hour; the editing exercises due Thurs.
Mon, Sept 30 How does concrete language create an emotional response?
notes - analyze the Rogers essay for concrete words and phrases and power words; do study guide for Rhetoric 3, chapter 2 due tomorrow.
Friday, 9/27 How does DESCRIPTION strengthen PERSUASION?
notes - sample sentences; review PROFICIENT WRITERS- DICTION, taking a closer look at malaprop and doublespeak; QUICK WRITE - response to the assigned reading -due end of hour, practicing the elements of style we have covered so far.
HW - read chapter 2 in Rhetoric 3 (in file library) and complete the study guide. due Tuesday, 10/1 (I will be gone that day - you will hand it to sub and work on a DIFFERENT activity that day.)
Thurs, 9/26 How are style choices dictated by audience?
notes - Usage #4 (sans lie/lay, sit/set, rise/raise); finish the S & D on style (positive impression & prepositional idioms & inclusive language) - will hand in on Friday for completion points, but it will be returned to study for a test on matters of style.
HW - read and annotate "The Hidden Life of Garbage" paying particular attention to the writer's STYLE, especially concerning CONCRETE, SPECIFIC language (description)
You will be asked to write about it tomorrow.
Tues, 9/24 What elements of style are ALWAYS appropriate?
notes - OBJECTIFY - getting the "I" out... by shifting to third person when using anecdotal evidence, the voice of the piece takes on more authority and power - see the examples on the handout; look at euphemism and empty language.
Mon, 9/23 What aspects of the audience should be considered?
notes - goggledygook, doublespeak - see the academic example (Milton Babbitt) and the personal example (my daughter's email) Remember - JARGON and GOBBLEDYGOOK look very similar - but the appropriateness or the effectiveness depends on the AUDIENCE - member of a group are necessarily going to use the language of the group (physicists will use physics jargon), and in fact, if a speaker/writer does NOT use jargon in that occasion, his/her/their credibility suffers; but goggledygook happens if the language is not appropriate for an audience
Friday, 9/20 Which elements of style are appropriate for particular sitations (formal vs informal)?
notes - P & P quiz; more on style - look at pg 7,8,10.
Thurs, 9/19 How does diction create STYLE?
notes - do P & P Quiz #3 - TEST on FRIDAY, 9/20; continue work on STYLE in the exercise handout. See the handout : Vocabulary of Composition in the file library - reveiw what we have already covered and look to the STYLE list.; review concrete...do pages 3-5 at home - due Friday.
Tues, 9/17 How can I improve my diction (word choice)? Why should I care?
notes - begin the elements of style - receive the gold proficient writer handout and the academic writing checklist and the Skill and Drill exercise packet; we will explore the elements of style in these exercises together then do writing activities as we move through the list of style words. Start page 1 & 2 in class, finish at home. Due Thursday.
it will take a few days to get your rough drafts marked. When I return them, you will have three days to make final changes before you hand in the entire product. To get your PROCESS points, I must see multiple drafts that show EVIDENCE of revision - they must change from draft to draft. Remember the model of "revision" that I shared in class.
Mon, 9/16 Why does colloquial langauge lead to usage errors?
notes - hand in ROUGH DRAFT; usage #3; P & P quiz over sections 3/4
Fri, 9/13 How does reading others' work help me to understand my own skills better?
notes - PEER REVIEW - you must have ROUGH DRAFT (typed and correctyly formatted, nearly finished version of your paper) in hand to get 15 points; you must read others' papers to get 15 more points; Remember, peer review provides a number of benefits, but those benefits come to you only if you read other papers.
DO: write complete sentences, have a clear intro and concl that 'match'; use concrete, specific diction
DO NOT: use NO NO words - good, great, very, a lot, thing, stuff; use "you" words; have usage issues that we have covered in class
Wed/Thurs, 9/11-12 What language choices will help me to accomplish my writing goals?
notes - usage #2; go over peer reveiw "rules" so that all hour can be spent in peer review on Friday
Tues, 9/10 (Ms. O'Brien gone. )What SPECIFIC, CONCRETE details tell my story?
continue working on paper (WORKSHOPPING) - ROUGH DRAFT due on FRIDAY.
Mon, 9/9 What does the writing process look like?
notes - P & P quiz 1/2; view WP lessons Drafting 2 & 3; look at model of 'drafting' (acne paper)
Fri 9/6 How can I convince the reader that I will be successful in college? (PW choices)
notes - review DRAFTING 1 & 2 - should be starting writing by hour's end.
HW - WORKING DRAFT #1 due on MONDAY. You may compose at the keyboard or write by hand, but you must have a hard copy of your first working when you arrive.
Wed 9/4 How does the WRITING PROCESS improve the product?
notes - go through PP getting started and generic elements of formality and impression formation; view the next lesson on the writing process: DRAFTING 1 & 2; continue work on essay...begin drafting when you have exhausted PW.
Tues 9/3 What does the reader 'see'in narrative writing?
Notes - return to sample essays...what IMPRESSION do you develop of the writer? What do you infer about the person behind the words?; extra model essays loaded into the file library as requested
HW: view PP on PW in file library; pick a topic and complete the PREWRITING graphic organizer
Friday, 8/30 How do I take charge of the impression the reader forms of me based upon my writing?
notes: review the word choice errors: USAGE errors
- using the wrong word (eg Affect for Effect); spelling error - (don't know how it is spelled); typo - (fumble fingers - fingers trying to keep up with brain)
I encourage you to work through a SELF-reflection as well as an observation sheet that others complete about you BEFORE you begin. To take control of HOW OTHERS SEE you, you should take some time to fully understand exactly what that is AND how it compares to your own assessment of your strengths & weaknesses. Remember, strength = something that helps you get what you want & need; weakness - something that gets in the way of those needs and desires.
Wed/Thurs 8/28-29 How do I take charge of the impression the reader forms of me based upon my writing?
notes - Modes of Discourse (basic writing contexts) & Johari Window (exploring how perception works); levels of formality, FCW #1: Do not write as you speak.
HW: review the PP introducing scholarship/application writing ; ask at least one person to complete an observation form --- step one in fully knowing how others see you.
Tues. 8/27 How do I take charge of the impression the reader forms of me based upon my writing?
notes - DIAGNOSTIC ESSAY - in-class writing that will serve as a pre-cursor to formatting requirements and provide a comparison for reflection at end of term
Mon, 8/26 How do I take charge of the impression the reader forms of me based upon my writing?
-finish going over the directions for the diagnostic essay, heading vs. header, widow vs orphan, formatting requirements
Friday, 8/23 What is my starting point?
* review diagnostic essay directions
*discuss how to do vocab
*Dr. Johnson will visit at end of hour
Thursday, 8/22 What can you expect in this class?
*Go over course description
*reflect on 1st day
Wed, 8/21 (Pictures & Devices)
Welcome back! The first two days, we are tasked to make sure you all get your pictures taken for school ID as well as receive your devices if you happened to turn yours in at the end of the year.
All seniors have to take pictures on day one, even if you had it taken before school. The before-school pics are for the yearbook. The day-1 pics for your student IDs.
I hope you all had a wonderful summer; see you then!
FYI...our first unit will take a look at scholarship and application writing, so start thinking about what that means for you personally. You might check out the Common App website to get started.