How meetings work.

On meeting days, if you don't have a meeting, please come to class (in a lab) and complete your work, earn stars, and have me check your final project.

If you do have a meeting, I'll want to see your starred essays, class work, and project.  Then, we'll discuss your grade.

See you on Tuesday-  Happy Thanksgiving.

Meeting Times and Days


Dec 1st

830 Monica Delgado
840 Marshall Irizarry
850 Ashley Fuentes
900 Ray Hernandez
910 Jazmin Chavez
920 Hannah Dromiack
930 Suzan Diaz


Dec 3
 
830  Samuel
840 Sarah Faeq
850 Karla Gonzalez
900 Emerald Grijalva
910 Angel Olivas
920 Destiny isaac
930 Becky Barrios


Dec 8

830 Alyssa Fernandez
840 Anthony Salcido
850 Yabin Cruz
900 Garren Miller
910 Heidy Rangel
920 Luis Navarro
930 Rickie Alvarez

Final Project Asssignment:

 

Your job is to prove you have learned the following by explaining how you've done it in class, and providing examples from your own work.

 

Rhetorical Knowledge

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Define:
Explain:

Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure

Define:  This means I can differentiate my writing by changing the way I sound and the organization of whatever writing task I am given.

Explain:

Critical Thinking, Reading, and Composing  

Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts

Define:  I can write and read to ask, learn, think, and communicate in different ways.

Explain: 




Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources

Define:  I can find research materials and determine if they are appropriate to use for my writing and I can use them in my writing.

Explain:

Processes

 

Develop a writing project through multiple drafts

Define: I understand that writing takes many tries.


Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing

Define: I have many ways to complete my writing tasks.


Explain:


Learn to give and to act on productive feedback to works in progress

Define:  I can work with others and help them complete their writing projects.


Explain:










Knowledge of Conventions



Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising

Define:  I have practiced over and over and now I can write in SWE.

Explain:


Practice applying citation conventions systematically in their own work

Define:  I'm able to employ in text and in sentence citation and a works cited.

Explain:







Practice Entry:

Rhetorical Knowledge;

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Define:   This means I have read and can write different types of things, and I understand how the rules for those things are created by what other writers do.

Explain: I have read different types of essays in the class, and I’ve also read two novels.  I read Bron’s problem/solution essay, and I’ve read Robert’s rba.  Both of these helped me understand the conventions of those types of essays, but more importantly, I’ve written my own as well, and I know that different writing tasks have different rules.  For example, in my journals, there are no rules, and I often abbreviate or break the rules of grammar, because that writing is just for me.  Here is an example from my Journal:  “……………………………………………..”  What’s more, I have even combined genres in my article essay.  I had to use description, narration, research, and problem/solution, plus a little argument when I wrote, “……………………………………..”   This is an example of description.  In the same essay, when I wrote, “………………………………………………..” this is an example of research.  All of these examples show that I understand that different rules apply to different things.

Find a reader for your essay, turn it in on Tuesday.

Project Description.

1.  Completing essays, earning stars.

2.  HW- the same, plus, complete a 3 paragraph essay about Peculiar.  It should  have an intro, body paragraph, and conclusion:

Thesis:  In Peculiar one of the themes is _____________ and this is shown by ______________.


3.  Article essays due Thursday in class.  Have it be a final draft, and I'll do the editing while you start final projects.

4.  Work, work, work.

Almost there.

1.  Don't forget to finish Peculiar by Thursday.

2.  Tell your plan to a neighbor.

3.  Tues, Thurs, Tues, Drafting.  Drafts due in class on Thurs.

4.  HW-  earning stars, completing reading, and finishing your draft.

On line class!

No class in person today.  Please complete Peculiar by next Thursday.  Also, come to class on Tuesday with a plan for your article essay and complete any outstanding essays.

See you on Tuesday.

Getting ready for the last essay: article. Final Projects next...

Reading Quiz-

In Peculiar, as in most books, the author has a message about society or our world in some way.  Using evidence from the text, explain what the author's message might be.



P/S essay readers, JIC.

Article assigned....

It's a combination of Description, Narration, P/S, and Research.

It's about something you are interested in that is local, small, and related to your life.

It's 3-4 pages.

Only 10% can be another's words or ideas.

Has a works cited and uses in-text citation.

Sample Plan in class.


No Class Thursday-  It's an online class.

Computer labs, then Final projects.