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.

1. Presentations-

2. P/S essay editing groups.

3.  HW-  Reading to page 205 in Peculiar-

4.  HW-  Revising essays for submission.

5.  Tuesday-  Next/Final essay assigned.  "Article..."  + reading quiz

6.  Thurs, Tues, Thurs, in the computer lab.

Logical Fallacies-

Journal-

Look up logical fallacies-  what does that mean?  Find an example of one logical fallacy and explain it in your journal-


Fallacies assigned-


Presentations assigned-

Prezi-

Define the fallacy
Provide 3 examples of the fallacy
Provide one check for understanding in the form of a question.
Due Tuesday...

1.       Only 10% of your essay should be quoted, paraphrased or summarized.

2.       Any time you use another’s information, you have to cite.

3.       3-4 pages.

4.       Works Cited.

5.       If it’s not common knowledge cite it.

6.       Topics should be local, small, and pertain to you.

7.       P/S essays due Thursday.

Reading up to chapter 5 in "Peculiar."

Works Cited Help-   https://owl.english.purdue.edu/owl/resource/747/12/


Basic Guidelines:  https://owl.english.purdue.edu/owl/resource/747/05/



Noodlebib:  http://www.noodletools.com/logon/signin

Essays to turn in?  On your desk.


Journal-  What is more convincing?  Logos, Pathos or Ethos?  Also, do you believe the word of experts?

Chipotle ad and breaking it down-  Writing Prompt.

Ad two.


Logical Fallacies....

Presentations....

Draft of problem-solution essay due on Thursday.

1.  Journal-

If you had to choose something you wanted to research that you don't know much about, that you might argue for or against, what might you choose and why?


2.  Journal 2-  What's

Logos:  Convincing with Logic
Pathos:  Convincing with emotion
Ethos:    Convincing with the weight of your fairness and professionalism. 

3.  Watching an ad and breaking it down....

4.  P/S essays and groups.

5.  Return with your completed PS Essay and have your book by Tuesday.

6.  Tuesday:  Chipotle, Logical Fallacies and Presentations...

1.  What book did you choose for us to read, and why?


2.  Problem/Solution essay checks-

3. Readers and groups-

0.  Is there an introduction that explains the problem in detail?
1.  What's the problem?
2.   Is there a thesis?
3.  Are there multiple paragraphs?  how many?
4.  Circle any obvious errors/typos/mistakes.
5.  What's are some possible solutions?
6.  What is missing?
7.  What needs to be added?
8.  Do they have a works cited?
9.  MLA format?
10.  Is there a clear conclusion that solves the problem, finally?
11.  Offer a compliment.


4.  HW-  revise your P/S essay for class on Thursday.

5.  HW-  Get your next book by next Tuesday:  The Princess Bride, by William Golding or Ms. Peregrine's Home for Peculiar Children, Ransom Riggs.

1.   Journal-  

What local problem did you consider?  Why is it a problem?  Why does it bother you?  Are there any easy, basic solutions?

2.   Reading Quiz-

What’s the problem in the DFW commencement speech?  Explain.

What’s the solution in the DFW commencement speech?  Explain-

3.   Problem/Solution Planning teams….  Model first.

4.   HW-  Return with your P/S draft on Tuesday.

5.   Research?

6.   Integrating quotes in MLA style?

7.   Reading another book-  Choose one you want to read.

Alchemist Test

1.  Turn in your essay if you haven't- 

2.  Alchemist Test-

3.  HW-   Think of a local/personal/small problem that annoys you:  

Ex:  There's too much trash in my neighborhood.

        Drivers speed in my neighborhood.

        School food is too expensive, etc.

4.  Be ready to discuss the problem on Thursday.

5.   What's a problem/solution essay?  Read this and explain how it fits the type.  Or you can search and watch it on YouTube... David Foster Wallace commencement speech...

1.   Journal-  Quick analysis-

Let Evening Come

Let the light of late afternoon

shine through chinks in the barn, moving   

up the bales as the sun moves down.

Let the cricket take up chafing   

as a woman takes up her needles   

and her yarn. Let evening come.

Let dew collect on the hoe abandoned   

in long grass. Let the stars appear

and the moon disclose her silver horn.

Let the fox go back to its sandy den.   

Let the wind die down. Let the shed   

go black inside. Let evening come.

To the bottle in the ditch, to the scoop   

in the oats, to air in the lung   

let evening come.

Let it come, as it will, and don’t   

be afraid. God does not leave us   

comfortless, so let evening come

Interpret this poem in your journal-  Use quotes from the poem to support the assertion you make about its meaning.



2. MLA format and draft check.


3.  Essay steps... Turning it in-  1, 2, 3, in.

4.  HW-  Finish The Alchemist for our test on Tuesday...

Paragraph Format—

TS

F  --For Example, the author writes, “………………………………”

O—This means that/shows that……………..

O—This also means that/shows that………….

F—In addition, the author writes, “…………………………………”

O  TST

O  TST

F—Furthermore, “……………………………………..”

O--TST

O—Tst

CS