I'm here to help.

Please write your name on the board if you'd like me to read, edit, or star.  Please complete projects, essays, or anything else you need so that you are prepared for our final conference.  When you have all your work ready and your project posted on your blog, let's meet and chat about grades.  The last day for conferences is May 2nd.

Project Definitions and Entry Categories

Rhetorical Knowledge

• Focus on a purpose

Define:

Explain:

• Respond appropriately to different kinds of rhetorical situations

Define:  I can write any type of assignment.

Explanation: 

• Write in several genres:

Define: I can write narrative, descriptive, argumentative, and other types of essays.

Explanation:

Critical Thinking, Reading, and Writing

• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources

Define:  This means I can locate, think about, and put together sources in my writing.

Explain:

• Integrate their own ideas with those of others:

Define:  Combining my ideas with others’ to make something new.

Processes
By the end of first year composition, students should

• Be aware that it usually takes multiple drafts to create and complete a successful text

Define:  It takes lots of tries to create a finished writing product.

Explain: 

• Develop flexible strategies for generating, revising, editing, and proof-reading

Define:  This means I have lots of ways to create ideas, re-think, and check my written work.

• Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work:

Define:  I know that writing successfully means I’ll go forward and backwards through the steps I use to complete my essay.

Knowledge of Conventions

• Learn common formats for different kinds of texts

Define:  I know the way that different types of writing should be set up.

Explain:

• Practice appropriate means of documenting their work

Define: This means I can give credit where credit is due.

Explain:

• Control such surface features as syntax, grammar, punctuation, and spelling

Define:  This means I can write SWE mistake free.

Explain:

Final Project... Assigned Bullet Points... Sample Entry... GO!

1.  Attendance.

2.  Papers in and out.. Well, mostly in.

3.  Journal:

What is something valuable you learned in the process of completing this class?

 

 4.  Final Project... Presentation...

 

Topic:             

 

My Knowledge of English 101 Concepts.

 

Audience:       

 

EB

 

Purpose:       

 

To prove I know what I should know based upon  the  WPA guidelines bullet points using my own work from class as evidence.

Rhetorical Knowledge

·       Focus on a purpose.

Define:   

 

This means that I have a reason for writing and I can stick with that reason throughout my essay.

Explain: 

 

 It is evident that I know how to focus on a purpose since in my narrative essay my purpose was to entertain and I focused on that throughout the essay.  In my first paragraph I wrote, “…………………..”  This, I think, is entertaining, and that is the reason I wrote the essay.  Later, in paragraph 2 I wrote, “……………..,” and that proves that I am sticking to my goal.  Finally, in my last paragraph I wrote, “…………………,” and from all these examples, it is clear I can focus on a purpose.

 

Rhetorical Knowledge
By the end of first year composition, students should

• Focus on a purpose
• Respond appropriately to different kinds of rhetorical situations
• Write in several genres

Critical Thinking, Reading, and Writing
By the end of first year composition, students should

• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
• Integrate their own ideas with those of others

Processes
By the end of first year composition, students should

• Be aware that it usually takes multiple drafts to create and complete a successful text
• Develop flexible strategies for generating, revising, editing, and proof-reading
• Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work

Knowledge of Conventions
By the end of first year composition, students should

• Learn common formats for different kinds of texts
• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.

Argument Groups and Final Project Intro-

1.  Attendance

2.  Journal:  Why is writing an argument a useful exercise?

3.  Peer Editing Groups-  Please answer the following questions on the back of your partner's essay and circle any mistakes you see.

1.  What's the thesis?
2.  What's the TAP?
3.  Is the thesis the last sentence of the intro?
4.  Do they have 5 paragraphs?
5.  Are there at least 2 facts per paragraph?
6.  Is this an A paper?
7.  What's their most convincing point?
8.  Is this essay interesting?
9.  What's one thing you admire?
10  What's one thing you'd change?

4.  WPA Guidelines Final Project.  Sample and practice entries in class.

Argument...

1.  Journal:  Based on your research and your outline, what's your most persuasive fact and why?

2.  Papers in and out.

3.  Argument review and reminders...  Intro:
                                                          Thesis:
                                                           Refutation:
                                                           Works Cited/ In-text citations

4.  Outline Chats.  Share your plan with another.

5.  Drafting time....

6.  Next class:  Arg Draft due for peer editing.  Project introduction.

Argument introduction. Reminder to self: 3:00 Pick up-

0.  Papers in and out...

1.  Journal:  What topic did you decide upon?  Why did you decide it?  How does it matter to others?

2.  Argument Notes/Strategies:  ....  Works Cited.  In-text citation.  Sources.

3.  Argument Analysis:  Please read this article, here.  Directions.

4.  After finishing your analysis, read this response, here.

5.  Homework-  Come to class with an extended outline.  Sample in class.

MLA FORMAT... Works Cited... Intext citation...

Below are examples of how to cite the various types of sources in this class guide.

 Print Book:
Author. Title of book. City of publication: Name of publisher, year of publication. Print.
Brown, Lester R. Outgrowing the Earth: The Food Security Challenge in an Age of Falling Water Tables and Rising Temperatures. New York: W. W.

Norton, 2004. Print.

Print Reference Book:

Author of entry (if given). "Title of Entry." Title of Book. Editor (if given). Edition or year. City of Publication: Publisher, year of publication. Print.
Kirkham, W. Stuart. "Hybrid Vehicle." Encyclopedia of Environment and Society. Ed. Paul Robbins. Vol. 3. Los Angeles: Sage, 2007. Print.

 
E-book:
Author. E-book title. Name of editor (if given). City of book publication, Name of book publisher, publication date. Name of database. Web. Date of access.
Maser, Chris. Earth in Our Care: Ecology, Economy, and Sustainability. Chapel Hill: Rutgers UP, 2009. e-brary. Web. 26 Mar. 2011.

Reference Book in Online Library Database:

Author of entry (if given). "Title of Entry." Title of Book. Editor (if given). Edition or year. City of Publication: Publisher, year of publication. Page

numbers (if not in alpha order). Web. Database Name. Date of Access.       
 

“Water.” Encyclopedia of Sustainability. Robin Morris Collin and Robert William Collin. Vol. 1: Environment and Ecology. Santa Barbara: Greenwood

Press, 2010. 56-64. Gale Virtual Reference Library. Web. 26 Mar. 2011.
 

Article from Database:
Author. "Title of article." Title of journal Volume number.issue number (year): page range. Name of database. Web. Date of access.
“Wind Energy.” Environmental Encyclopedia. Gale, 2010. Gale Opposing Viewpoints in Context. Web. 24 Mar. 2011.

Ambrose, Jeanne. “Let Them Eat Veggies.” Organic Gardening June-July 2010: 26-28. Ebsco MasterFILE Premier. Web. 26 Mar. 2011.

Website:
Author (if given). "Title of article." Name of Site. Name of institution/organization/sponsor affiliated with the site, date of creation. Web. Date of Access.
Ricker, Lisa. "English Class Decodes 'Greenspeak.'" ASU Global Institute of Sustainability. Arizona State University, 8 Mar. 2011. Web. 28 Mar. 2011.

Compare Contrast Essay Groups-- Argument Introduction.

1.  Attendance

2.  Journal-  What's a societal issue you care strongly about?

3.  Compare/Contrast Editing Groups.

4.  Ethos, Pathos, Logos.

5.  Fallacies Individual Presentations.

6.  Presentations

7.  Essay Meetings.

8.  Final Draft of C/C due in class on Thursday.

9.  Homework.  Choose an argument topic. Bring to class an editorial related to the topic you've chosen.

10.  Upcoming-  Annotated Bibliography.  Works Cited.  Outline with Quotes.  Argument Draft due Thurs, April 11.