Note Dump

TAP:

Topic--  What it's about---  Interesting to others.
Audience-- Who it's for-- It's for a general audience.
Purpose-- Why it's being written.  It could be to entertain, explain, etc.

6-Traits (of grading/writing)

Some educators got together and decided that good writing is made up of these 6 things.  There's no way great writing can be boiled down into a list, but this is a passable way to teach and grade writing, and it's a also a pretty good framework for understanding the beginning.

Voice:                                Personality in your writing.
Ideas and Content:            Important/Interesting topics and support of those topics.
Conventions:                    Grammar
Word Choice:                   Choosing the best word.
Sentence Fluency:           A good mix of short and long sentences.
Organization:                   A good plan for your essay.

Writing Process-  Steps we follow to make a successful paper, in this order:

Invention:      Creating ideas.  We use a journal, tv, radio, friends, etc. ( Ideas and Content)
Organize:       This is planning out our ideas in some type of logical order.  (Organization)
                       Use an outline, word web, or list.
Draft:             This a practice essay.  It's our first try- don't worry about gram errors  (Voice)
Revise:          To re-look.  Look again at sentences, organization, ideas, etc. ( Word choice, Sentence F)
Edit:               Finding and fixing grammatical/syntactical errors. ( Conventions)
Publish:         Publish means perfect.  No editing mistakes. ( We're done!)

No Way Mistakes:

a.  Tense shift.  I love to eat when I was hungry.

b.  PNA-    Someone who is cool has all the tricks; they know how to...

c.  VTA-  I loves to eat.

d.  Comma Splice: (CS) I love to eat, I love to cook.

e.  Run on:  I love to eat I love to cook.

f.  Parallelism:  I love to ride my bike, walk the dog, and watching movies

Grading...

1.  Attendance.

2.  Papers in and out...

3.   Journal:

What are the 6-traits?  (notes) How are the helpful for writers and those who evaluate writing?

4.  Discussion.

5.  Groups and Grading--Student Essay, Wesley Dukes... #4, I think.  Scroll down to Read, Here. 
     6 traits grading rubric HERE


6.  Discussion.

7.  Model and Plan.

8.  Groups and Your story.. What are you watching for?

9.  HOMEWORK-  come to class with a typed draft of your Narrative that does....

Last Presentations...Narrative Notes and Plan...Thinking Skill Test

1.  Attendance

2.  Papers in and out...

3.  Last presentations...

4.  Check your PC stuff!

5.  Notes and Notes... Narrative... To Dos and Don'ts 

Narrative To Dos and Don'ts-

Do:  Start en media res:  In the middle of the action.
Do:  Tell a story we care about/are interested in.
Do:  Have a beginning, middle, end, and (maybe) a moral.
Do:  Be human.

Don't:  Be egotistic:  we don't care about your 8th grade wrestling championship, you do.
Don't:  Start with all the background.  Start in the middle of the story!
Don't:  Write about your kids.
Don't:  Try to make yourself sound amazing-- Be yourself.
6. Review of last class... notes...

7.  Homework x 2:  Post a photo of your Crane on your blog, be ready to tell your story...

8.  Next Class--  Grading w/ 6 traits, outline, essay assigned, model.

Presentations, continued, and notes, notes, notes.

1.  Attendance.... Homework collected and handed out.

2.  Last presentations... Last chance, unless we made other arrangements, to go.

3.  Extended journal. 

We need to watch a video, here, and then use our thinking skills to identify what is going on so we can apply it to our FIRST ESSAY ASSIGNMENT.  I'll tell you the journal question.

4.  Notes, notes, and more notes. 

We'll discuss TAP, The Writing Process, The 6-Traits, No Way Mistakes, and your first assignment.

5.  HOMEWORK: 

Read this as another example narrative and then create 10 thinking skill questions for another to answer.

6.  HOMEWORK: 

Bring a typed first draft of your NARRATIVE ESSAY to class.



What's coming up.... Thinking skills HW, Grading practice, More drafts due.
 

1.  Attendance....

2.  Homework... Please place your questions on the front table.

3.  Journal:   

What are three thinking skills that you had to utilize to create your blog?

4.  Blog presentations....

5.  Homework....  1.  Answer another's questions.
                            2.  Read THIS story and create another 10 thinking skill questions.  This time you
                                 answer your own questions.

6. See you next class!

Thinking Skills Notes and Interviews.

Attendance, Passing back Diagnostic Essays, Collecting Essays.
 

1.  Journal: 

Write about a time when you believed something to be true, absolutely true, and then you found out you were wrong.  What happened?  Why didn't you see it coming?

1.2.  Thinking Skills quiz... 
2.  Thinking Skills Notes....  Practice....

3.  Groups and Interviews.

4.  Presentations.... Only a few.  If you're lucky you'll get called.  :)

5.  Homework.

Reading  Assignment-  For this assignment, you have to read the attached essay and create 10 questions or writing prompts that utilize 10 different thinking skills.

EX:  1.  Identify the narrator.
        2.  Connect this story with one of your own experiences....

6.  Homework: 

Create a blog on www.blogger.com and introduce yourself. Please take time to design your blog the way you would like it.   Ask yourself 5 thinking skill questions and answer them on the blog.  Be ready to present your thinking skill questions, blog, and self-interview to the class next time we meet.



Thinking Skills Definitions:

Analyze:               To determine the nature and parts…

Compare:            To point out similarities

Contrast:              To point out differences

Connect:              To place in relationship to something else

Clarify:                 To make clear

Distinguish:         To determine the differences between two things.

Elaborate:            To provide greater detail and length.

Explain:               To make understandable

Evaluate:              To determine the worth.

Infer:                    To determine based on evidence

Identify:               To name

Define:                 To determine the essential qualities of something.

Predict:                To point out a future occurrence.

Interpret:             To tell in other words

Summarize:         To tell a short version

Synthesize:           To combine into something new.

Welcome to Late Start English 101~

Welcome to Class!

1.  Class procedures...  Attendance


2.  Journal: 

When you're taking a new class, it's a good idea to think about what you want out of that class.  What do you want out of this one?

3.  Syllabus and books...  (legal stuff)


4.  Diagnostic Essay... "The Art of Authorship" by  Mark Twain  

      Please read the following essay and respond to these questions:

1.  What is Mark Twain claiming about writing or his writing process?
2.  Do you agree or disagree and why?

  Please be sure to write an essay in response that offers your potential read a beginning, middle and end.


5.  Please finish and print your essay before you leave class.

6.   Homework... Follow this link and complete the "Improving Information Literacy Skills" tutorial provided by our excellent library.  Please print out your final score and bring it to class.

7.  Homework:  Access our class blog and print out the last page of the syllabus.  Please return with it signed.

Syllabus

Instructor:         Eric Berge

E-MAIL:              eric.berge@phoenixcollege.edu

Office Hours:     Monday and Wednesday:  3:30-5:00/Tuesday and Thursday: 2:00-3:30/B-149

Course:	Eng 101			Semester:	Spring ‘13
Number:	22409			Time:	2.00-3.40
Day(s):	Tues/Thurs			Location:	B-121

Text Book:

No textbook is required; however, students may want to purchase College Writer 4^th Edition by Vandermey as a resource.

Attendance Policy:

Class attendance is expected in accordance with the current college catalog. Excessive

unexcused absences may result in withdrawal from the course or a lower grade.

.

** It will be solely at the discretion of the instructor if the student will be withdrawn from the class based

on the circumstances surrounding the absences. **

Note

In the event of an instructor absence, the class will meet virtually and complete assignments provided on the class blog.  Please check your e-mail and our class blog prior to each class period to ensure you are prepared for class.

Paper Format Guidelines:

• Final drafts should be typed or computer printed
• Final drafts must be double-spaced with one-inch margins.
• Use a 12-point font.  Times Roman.
• Place your name, section number, genre, and date at the top of the first page—no cover sheet is necessary.

Grading: 

Grades are based on a portfolio system.  At the end of the course, students will meet with the instructor to review the assigned essays and the final project in portfolio form.  The portfolio consists of work you complete in and out of class, including drafts, essays, journals, notes, and other marginalia.  When you meet with the instructor, the instructor will review your portfolio and assign a grade based on the portfolio rubric. 

Each essay and the final project are worth 20 points.  The total possible points in class is 100. 

So, if students receive 90-100 points, they earn an A.

If students receive 80-89 points, they earn a B.

If students receive 70-79 points, they earn a C.

If students receive 60-69 points, they earn a D.

If students receive less than 60 points, they earn an F.

Objectives/ Course Description: 

Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.

Course Competencies:

1.       Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing's ethical, political, and cultural implications. (I, III)

2.      Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. (II, IV)

3.      Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, IV)

4.      Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas. (III, IV)

5.      Use feedback obtained from peer review, instructor comments and/or other resources to revise writing. (II)

6.      Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. (II, III)

7.      Generate, format, and edit writing using appropriate technologies. (II, IV)

Course Work: 

Course work consists of keeping a writing journal, completing class exercises, taking tests, group oral presentations, computer work, and writing and revising papers.  Certain requirements may vary from the syllabus to meet the needs of the group.  

Grades:

A  Excellent

N Audit

B  Above Average

P Pass

C  Average

Z No Credit

D  Passing

I Incomplete

F Failure

W Withdrawn/Passing

Y Withdrawn/Failing

Accommodations for Diagnosed Learning Needs:

Students with special, diagnosed learning needs should meet with me as soon as possible to

arrange for reasonable accommodations.  For more information, please call the DSS office at (602) 285-7486 or (602) 285-7477 V/TDD.

ACADEMIC INTEGRITY AND CLASSROOM COURTESY:

In addition to academic performance, students are expected to demonstrate honesty and integrity. All submissions by a student are expected to be the original work of the submitting student. Materials that in any way violate this requirement, or otherwise constitute any form of dishonesty, cheating, fabrication, the facilitation of academic dishonesty, and/or plagiarism may result in the student receiving a failing grade in the course with appropriate disciplinary action. All students are expected to act professionally at all times.

SYLLABUS STATEMENT OF CIVILITY: PROMOTING A POSITVE LEARNING ENVIRONMENT

To establish a positive learning environment for this class:

As an instructor, I am expected to be professional, courteous, respectful, and empathetic to students and to:

Begin and end class on time

Be prepared for each class session

Provide academic feedback and grade assignments in timely manner

Be available for individual consultation

Clarify assignments and inform students of any adjustments to the class schedule

As a student, you are expected to be reflective, courteous, respectful, and empathetic to

classmates, the instructor, and other college staff assisting you in your learning and to:

Be in class and be on time

Be prepared for class sessions

Participate in class activities

Follow instructions and complete assignments

Keep up with and turn in assignments by the due dates

Put forth your best effort

Ask questions when you don’t understand

Maintain Knowledge of your grade status

Contact your instructor right away about concerns or situations that interfere with your success

in class

Comply with policies found in College catalog and student handbook

SEXUAL HARASSMENT POLICY

Everyone in this class, including the instructor, must adhere to PC policies:

“…provide an educational, employment, and business environment free of unwelcome sexual advances,

requests for sexual favors, and other verbal and/or physical conduct or communications

constituting sexual harassment as defined and otherwise prohibited by state and federal law.”

For additional information, please check P.C.’s General Catalog & Student Handbook.

Technology rEQUIREMENTS

For this course, you will need a working email address and access to the Internet.  Internet access can be from school, home, or work.  ·         If you do not have an email account, you can get one for free at www.yahoo.com or http://www.msn.com/ (under Hotmail) or a number of other sources. The IT Help Desk can also provide support and assistance with your technology needs and questions.   For 24/7 help with Blackboard, call the help desk.

-----------------------------------------------------------------------------------------------------------------

English 101/Tentative Schedule

(Subject to change due to the needs of the class.)

Week 1

                        Diagnostic

                        Good Writing (Politics and the Eng Lang…)

                        Homework:  Prelim Research Topic Due

Week 2     

                        Contrast of Sources report assigned

                        Good writing continued.

Week 3

                        Contrast of Sources Work Cited due

                           Contrast of Sources draft due

Week 4

                        Research Intro…

                        Contrast of Sources Final Draft

Week 5

                        Topic Op Ed Assigned

                        Draft of Op Ed for Review                

Week 6

                        Research Topic Conferences

                        Research Topic Conferences

Week 7         Op Ed Due

                       Research Cont… Sources List….

Week 8

                        Literary Analysis….Intro

                          S. Story one and questions

                        Research Cont.  Deep Outline

Week 9

                        S. Story and questions…

                        Reader response… Theme

                        Research obstacles…. Planning the paper.

                        Research Abstract

Week 10

                        S. Story cont.

                        Literary Essay Assigned…

                       

                       

Week 11

                        Lit Essay Draft Due

                        Final Draft Due… Poetry Intro

                        Research Draft Due

Week 12

                        Poetry Analysis

                        Poems cont….

                        Edit Research Papers      

Week 13

                        Poetry Recitation… Close reading

Week 14

                        Poetry Analysis Assigned

                        Research Draft Due

Week 15

                        Poetry Analysis Draft Due

                       

Week 16

                        Presentations

                        Conferences

Final Exams  Conferences. 

 _______________________________________

Syllabus Statement of Understanding:

I, ____________________understand and agree to abide by all the terms in the syllabus.

DATE:__________