For Class Tomorrow 11/21/2016 (Week 13)

Hey Guys,

Hope your weekend didn't fly by as quickly as mine. Welcome to a new week, and week 13!!!!!!!!

As you know, we only meet once this week because of Thanksgiving break. So tomorrow is an important day because it's the last day we meet before your final draft of Essay #3 is due next week.

SO FOR CLASS TOMORROW:

1. Bring 2(two) PRINTED (typed on a computer and printed with printer ink on printer paper) copies of your FULL rough draft.

- You need one draft for me to write on during our 1 on 1 conferences (one at a time with me). 
- And a second copy for your classmate when you have peer conferences with one another. 

This is to make sure that your last paper is properly formatted, and contains all of the necessary information. I know Peer Reviews seem lame, but they help a lot more than you think since they force you to look at one another's writing critically. 

ATTENTION
IF YOU AREN'T CLOSE TO BEING DONE OR HAVEN'T STARTED, PLEASE STILL COME AND BRING YOUR NOTES OR DRAFTS SO WE CAN TALK ABOUT THE PROMPT THAT YOU WANT TO USE, AND START BUILDING YOUR ARGUMENT. 

- I will be on campus by 745 tomorrow to have conferences before class starts for student's who get to class early. I know there are a few of you, so I'll be in there to help you first, since you are so early. ALSO, if you we run out of time in class, we will still have a 1 on 1 conference at the English Writing Center, after your reading class. 

See you tomorrow!!!

Homework for Week 10/11

Hey Guys, So just a reminder about the homework you've been doing over the weekend

1. Continue Reading the Novel up through "In Like Lion" (we're almost done guys, keep up the good work)

2. TYPED Thesis Statement and BRIEF outline of Essay #3: HERE IS AN EXAMPLE

     - So pick one of the three prompts from the previous email, and start to develop your argument of          for it.

Above is an example of an outline that you can model yours after. BUT ALL I WANT  (aside from your regular MLA header and title) is a THESIS statement, and BRIEF MAP of the different points/examples/chapters you might use to support your argument.

Essay #3 Prompt

Hey Class,

Here is the prompt for Essay #3. REMEMBER, YOU ONLY NEED TO PICK ONE OF THE 3 PROMPTS TO DEVELOP YOUR ESSAY ON, SO PICK THE ONE THAT YOU FEEL MOST COMFORTABLE WITH.

Essay #3 Prompts for The Absolutely True Diary of a Part-time Indian, by Sherman Alexie

Select ONLY ONE of the following essay prompts, and expand on it in a thoughtful discussion in which you use quotes from the novel to support your thinking. This essay needs an Introduction with a thesis statement, body paragraphs with topic sentences and quotes from the novel, and a conclusion that wraps everything up.

1. In Alexie’s book, Junior was certainly not the only person on his reservation to feel trapped, helpless, and hopeless. Why, when others on his reservation have given up, was Junior a survivor? What made him different from the others? Why does Junior succeed at leaving reservations life when others do not, and is the root of his success internal or external? Support your argument using specific examples from the novel, and cite them using MLA citation format. 

2. Consider the title of the book, The Absolutely True Diary of a Part-Time Indian, and write an essay in which you examine Junior’s struggle for identity. In what ways does his identity change once he attends the white high school, and are there any ways that he remains the same person? How important is his sense of identity? Support your argument using specific examples from the novel, and cite them using MLA citation format. 

3. Hope and fear both play important, albeit competing, roles in shaping outcomes throughout the novel. Choose three characters and identify for each an instance in which his or her hopes and fears collide. For each instance, explain whether or not you believe the character’s hope or fear prevailed.

Essay etiquette:

No first person pronouns

No contracted words

No blanket statements without supporting quotes

No retelling of the plot

Be sure to proof read your paper by reading it out loud to yourself! Look over each comma, each period, each semi-colon. Check to make sure the topic sentences of each of your body paragraphs coordinate with your thesis statement.

3-5 Pages - TYPED

12 Point Font – Times New Roman

Follows MLA Format guidelines

Using at least 1 quote in EACH body paragraph

HW for Week 7 / In Class essay Details

Hey Class!

Hope your weekend is starting off nicely.

Here's a link to the three types of sentences that we covered in class on Thursday:

https://owl.english.purdue.edu/owl/resource/573/02/

So for this weekends HW make sure to:

1. Read the next chapter of the Absolutely True Diary...
(just continue reading, no written responses on it required for Tuesday)

2. READ AND ANNOTATE "YOUTHFUL OFFENDERS DESERVE A SECOND CHANCE" ARTICLE FOR TUESDAYS IN CLASS ESSAY. (click link if you don't have the article)

Remember that the in class essay on Tuesday is counting as our Essay#2 (100pts) so you need to be in class with the article, ready to write.

Minimum Page Requirement: 2 College Ruled Sheets of Notebook Paper, Both sides, Skipping a line as you move forward. So that's two sheets of  paper, front and back.

*************************************

Essay Prompt:

Do you Agree or Disagree with the argument of the article? (pick a side for this essay, because being impartial on the subject would require you to write more than I'm allowing for this essay) Why? 


Setting up your argument:

1. Your Intro should introduce me to your conversation end with your Thesis (Your argument):

- Start by stating the title and author(s) of the article

- Briefly summarize the authors' main argument and supporting points.

- Clearly state whether you agree or disagree with the authors' main argument and why (Thesis).

2. Your first BODY PARAGRAPH should describe the way the jail system currently is, referencing what the article says as far as cost, etc.

3. Your next body paragraph(s) explain what your argument is, and why you think the system either works or doesn't work. Use details from the article to support your argument, even if you use a piece of the article just to disagree with it. 

- Use examples from the article, quotes, or information from your own personal experience to explain why you are taking this position.

4. Conclusion paragraph that sums up your argument, and sends me off. 

Hw for Week 4 / MLA Sample

Hey Guys,

So as you know, your hw for this week is to finish your essay. Bring an MLA formatted, typed, final draft of Essay #1 to class on Tuesday. 

Bring in all of the drafts, and outlines that you have (I still have a lot in my bag which I'll include in your paperwork)


The image below is how your Header, Title, Page Number, and Paragraphs should be formatted to meet MLA requirements.

Essay Rubric / Sample Conclusion

Hey Everyone!
Hope the writing is going well. 


Here is the Rubric that I'll be basing your grade on. If you feel lost, if you just follow the modeling that we've done in class, you will have a very solid start. 



Organization - 25

Clear Thesis - 10

Mechanics - 10

Content / Argument Built with examples and sources - 25

Using at least two quotes/paraphrases from the article you are referencing - 5

MLA Style / Paragraph Format - 15

Outline and Prewriting Items - 10

Total Points Possible: 100



************************************************************************
Sample Conclusion:

I also remember mentioning something about modeling conclusion paragraphs, so I'll show you the type of Conclusion paragraph I think is appropriate for this type of essay:

If I were to have written my essay about the influence of New Media on my community, and I'm arguing that it is a complete detriment to our society. 

My argument would then include a background about how new media has effected society over all,

then a paragraph about the effects on the younger generations, specifically.

(remember to mimic the ideas and language of your Intro / Thesis statement, then just send the reader off.)


      Even in consideration of the few benefits that new media offer our communities, it is very clear that social media is damaging new generations. Cell phones and computers have caused people to disconnect from one another and the world around them. This is occurring across age groups, but it is most clear among the younger generations; we've seen a shift from social and "outdoors" oriented children, to those who would rather stay inside and stream a show, or see who's TBHing them on Instagram. Hope isn't lost though, since we still retain the luxury of free choice, so it's important that parents and those around kids, encourage a less disconnected lifestyle. Remind new generations that you came from an older time before the Matrix was real life, and outside was still good for skateboarding and riding bikes. It's up to us to stop the disconnect while we still have a chance to.    


This paragraph simply recaps the stuff that I just focused on, and ends with a little bit of the way that I like to write. Like I said, the Intro and the Conclusion are the places where you can be the most creative. I'm not adding any new information (because were assuming that all the things that I talk about were already talked about in one of the Body Paragraphs above).

And It doesn't have to be this long either. I just like to talk, and write. Just recap your argument, and talk about what's next. That's it. (Shoot for Three-Five Sentences)

HW for 9/20 / Class re-cap / General Paper Writing Tips ***I know it's long, but please read the entire message. It'll help a lot

   this is not a forearm

HEY CLASS!!!!

So for tonight's homework, 

-type an edited draft of your Intro Paragraph, and your body paragraphs (at least 2) considering the organization and thesis workshopping that we did in class today. 

Remember, today's examples were just examples; different ways that you could possibly compose your essay. I don't mind if you use those ideas (or the ones submitted by the class), but I also want you to feel free to argue any side, and use any examples that you see fit. Just model the way you present your ideas, after today's lesson to make sure your argument is well rounded. 

AND PLEASE, OH PLEASE, GIVE YOUR OPINIONS; TELL THE READER HOW YOU FEEL ABOUT THIS STUFF THAT WE'VE BEEN GOING ON ABOUT

ALSO: Try to write a conclusion. It's ok if it feels weird, just try to end your essay the way we've talked about in class:

By quickly summarizing your argument, and sending the reader on his way; telling the reader what they can do with the info you just gave them.

*******************************************************************************


Remember. Pick your side, and defend it with evidence.

And organize your argument in the right essay format. (intro [thesis] / body paragraphs [support] / conclusion)

Edit your papers. If you've already typed a solid draft, read them out loud. Even in a low voice, you will definitely find small typos and moments when your wording might sound a little jumbled. At least do it once, but 3 time's the charm. So it goes. 

I'll be emailing everyone who submitted outlines today: Both online and in class. Thank you guys for being patient. Happy writing!!!

David

Paragraph Format / HW for the weekend

1. Write a draft of your Intro paragraph, and your body paragraphs

This should be typed, in MLA format. 

Intro
- Hook
- Background
- Link to your subject
- THESIS statement  ( I feel that or disagree or agree with          because          .)
Body Paragraphs
- Topic Sentence
- Example
- Explanation
- Explanation
- (conclusion/transition optional) 

And every quote is set up in a sandwich:
- Attribution (Bread)
- Quote (Pastrami) 
- Explanation (Pickles)
- Explanation (Bread)

We'll cover conclusions together on Tuesday

Essay #1 Prompt

Essay #1: Definition Essay

A definition essay is an essay that thoroughly explains a subject or word. Its purpose is to work with a vague concept and provide examples and analysis that give a clear, concise, and complete picture of the concept to our readers.  This helps us as writers because we improve our ability to add details and analysis to explain ourselves.

Structure: this essay is both expository and a little bit persuasive.  The writer must not only explain the definition of his/her subject, he/she must also defend his/her stance on the subject with support and explanations.

Helpful strategies for a writing this definition essay:

1. Define your term or idea in a clear manner.  Be absolutely sure that YOU understand your term or word in order to effectively explain it to someone else.
2. Share facts, examples, and anecdotes that are clearly connected to your selected term or word.  Be thorough in explaining your facts, examples, and anecdotes.
3. Identify your subject and its definition. Consider both the denotative definition (dictionary meaning) and connotative definition (associations or set of associations which a word brings to mind) for your selected subject.
4. Think about how you feel about the subject; which side do you consider yourself on? (This will make your thesis statement)

A potential format your essay:

• Paragraph 1 – Introduction, concluding with a strong assertive thesis
• Paragraph 2 – Thorough explanation of the subject’s meaning, considering both denotative meaning AND connotative meaning
• Paragraph 3 – Personal/Real world connection to subject (using anecdotes and examples)
• Paragraph 4 – Conclusion

Choose ONE of the following topics/subjects (based off of the essays we’ve discussed in class):

• The effects of minimum wage increases on California and its people (raising minimum wage)
• The High Cost of Living in Los Angeles: The split between upper and working class (stopping or continuing renovations in LA)
• Freedom of Speech / Freedom of expression: in defense of 1st Amendment rights (our right as Americans to express inflammatory ideas)

THEN:

1. Construct an essay where you Introduce me to your subject and YOUR stance on it (in thesis statement), 2. then you explain what the common “definition” of your subject is and how it is currently being viewed in our society, and then 3. build your argument with examples and anecdotes (personal stories)

  1 3/4 Page Minimum – No Maximum

12 pt font

Times New Roman

Double Spaced

Proper Header

Title

The effects of renovation in Los Angeles - LA Weekly Article

Here's a link to another article you can consider, which is about the question of gentrification, and it's effect on Los Angeles. We've talke a little bit about that in class, so it's a good option.

http://www.laweekly.com/news/is-gentrification-ruining-los-angeles-or-saving-it-pick-a-side-5342416

Have a good weekend
David

The Pros And Cons of Social Media - Article

Hey Class,

Here's the link to the article about the influence of social media, it does a cool job of weighing the pros and cons.

https://mygpjournal.wordpress.com/2012/09/11/the-pros-and-cons-of-new-media/

I only want you to summarize the written article, so you can watch the videos if you want, but they aren't involved with this activity. Brain food, though. Maybe not all of it.

David

Homework For the Weekend

Hey Class,

So for this weekend's homework I want 2 things:

1. An outline of your summary (this can be typed or handwritten)

• Write a small sentence or phrase about each paragraph; a sentence or phrase that tells you in a few words what the paragraph is talking about: focus on key words and the writer's point of view through his or her descriptions and definitions. How do they describe everything that's going on in the article?
• So if there are eight little paragraphs in the article, try and write eight sentences, or blurbs. BUT the more you write in this pre-writing stage, the easier part 2 will be. Format your outlines based around the standard outlining(<< click the link) method, when writing. 
• Remember to keep all of the sentences in order, so that they're chronological. You want your summaries to organized in order for the next part.

2. A summary of the article

• Now combine all of the information that you've gathered, and write a detailed, chronological, and MLA formatted summary paragraph(<<click the link). 
• It only has to be as long as the article takes to summarize, so if it's a big paragraph, that's good; if its a huge paragraph, like a page or beyond, then that's ok too.
• It's good to get into the practice of reading with a close eye on the writer's details, so that you can easily go back and reference content without rereading everything.     And it will help you plan out your writing, and that's always helpful in paper writing. 

slight change: If you decide to do the short articles that we read in class, I want you to write a summary for both. Only because, the articles that I posted online, are longer than the ones on the worksheet. So that's two small summaries for the articles in class.

MLA formatted with Header and title (<<click the link)
min: 3/4 of a page - max: ∞
When you turn in your assignment it will include your 1.Outline and 2.Typed Summary

Please email me with any questions.
David

"Minimum Wage Hyke" Article

Hey Class,

Here are a couple of articles that you will use for your homework over the weekend.

This first article was written before the Fair Wage Act was passed in March:

http://www.huffingtonpost.com/entry/california-minimum-wage-15-dollars_us_56f96cf0e4b0143a9b48bf55

and this is an article that was written in the LA times right after the Act was passed:

http://www.latimes.com/politics/la-pol-sac-minimum-wage-vote-20160331-story.html

The first one spends a little more time discussing the pitfalls of a minimum wage hike, while the LA times article does a nice job of framing the passing of the Act as the piece of History that it is.

Read both, and Summarize one.

(Assignment Details to come)

20A Syllabus

Welcome to

English 20A

Section

0969

Effective Reading Practices

*  *  *

Instructor: David Diaz

Rm: SSEC 125A

Fall 2015—Tue / Thur 8-9:25am

Drop Deadline: Sep. 11, 2015

Deadline to Drop without “W”: Sep. 11, 2015

Office: SSEC 116 T-TH 9:30am-11:30am and per request

Contact: diazd4@lasc.edu

            Welcome to English 20A! Over the next 16 weeks we are going to read, and write, and practice grammar as much as we possibly can. If you have any questions along the way, or ever need clarification about anything (even after today), do not hesitate to visit me at my office hours, or email me.

Course Description: This reading/writing course enables students to develop basic college reading and writing skills that will help them to succeed in courses that require them to interpret and write about texts. However, students are encouraged to complete English 94, Intensive Grammar, English 21, English Fundamentals, and all core English courses before they enroll in courses in other disciplines that require them to write essays and term papers. Completion of English 94, English 21, and all core English courses will help students to develop the more advanced college reading and writing skills that they need to succeed academically. This course’s primary objective is to prepare students for English 21.

Student Learning Outcomes:  This reading/writing course will enable students to apply active reading strategies that develop vocabulary and encourage critical analysis of ideas in texts. Students are required to write accurate, well-organized summaries of texts, use their own knowledge and experience to help them write meaningfully about what they read, and display a basic knowledge of standard rhetorical principles and elements of fiction in quizzes, in-class writings, and class discussions.

Required Texts:

Writing With Confidence Alan Myers ISBN: 9780205617807

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

            ISBN: 978-0316013697

All other readings and assignments will either be handed out in class, or made available on ___________________ .

 

 

Required Materials:

            90 page College ruled Notebook

            Access to and frequently monitoring your ­­­­­­­__________ account

Grading Details:

Assignments & Point Values:

Writing Assignments                                                                       525 points

            (Diagnostic, 300-500 words -                                                 25 points

            (Essay #1, 500 words minimum -                                        150 points

            (Essay #2, 750 words minimum -                                        200 points

            (Final Reflection Essay, 500 words minimum-                 150 point

Reading Journal & In-Class Writing/Pre-writing (2,000 words) 225 points

Short Response Homework                                                            150 points

Presentation                                                                                      100 points

Possible Total points:                                                                      1,000 points

The English Writing Center

The English Writing Center (EWC) has tutors available to help with writing assignments, including essays. There are also workshops Wednesdays-Saturdays at 11:00 am. For more information, call 323.241.5451 or visit the EWC during their hours of operation:

Monday, Tuesday, and Wednesday: 9:00 am - 3:00 pm
Thursday: 9:00 am - 7:30 pm
Friday and Saturday: 9:00 am - 2:00 pm

Policies:

Attendance: Attendance is mandatory.  Attend each class and be on time.  Students who regularly attend class on time do better in their studies. If a student misses 4 or more consecutive classes (2 weeks) he or she will be automatically dropped from the class unless we have already spoken/made arrangements. Students leaving early must notify the instructor of their obligation at the beginning of the period.  If there is a dispute over attendance, the attendance sheet will serve as proof of attendance.

Excused Absences:  Once again, attendance is mandatory.  You are all adults, and I understand that you have personal lives, but in order to succeed or see change in your writing you must be in class on a regular basis. Each student is allowed only 3 absences (regardless of the reason), the Los Angeles Community College District limit.  Upon a student’s 4^th absence, the students Participation grade will begin to lower.

Partial Absences: Any student who arrives late or leaves early will receive an “L” on the roster.  A student who leaves class early or goes in and out of class excessively will receive a “P” for partial attendance for that class meeting.  Two tardies or partial attendances will count as 1 absence. No student has the right to disrupt the learning environment for other students.  IF you know that you will have to be leaving class early that day for work/family/etc, email or contact me before class begins and we can make arrangements. This cannot exceed more than 3 times during the semester.

Plagiarism

Appropriating somebody else’s writing or ideas without mentioning where you found it is considered cheating and will be severely punished by the University. If I encounter any form of plagiarism, I am asked to fail you for the course and report you to the Dean of Student Affairs. “That’s the law.” It is simple, whenever you use something you have read, mention where you read it. If you are quoting from a book, use quotation marks and indicate the author and page numbers (follow MLA instructions on “Purdue.owl” website). If you are re-phrasing or paraphrasing something you have read, same process: author and page number (MLA style). This is the basic for all college-level writing (all disciplines).

Written Compositions: All essays and written compositions written outside the classroom must be typed on a computer, unless otherwise indicated.  Writing on a word processor improves typing skills. Because writing is a process of prewriting, organizing, composing, revising, and editing, traditional methods of typing or handwriting assignments are often time-consuming and ineffective.  Computers, on the other hand, make revision and the writing process more manageable at every stage.  There are computer labs in several locations on campus like at the Student Success Center on the first floor of the SSEC building, and in the Cox Library Computer lab. 

Planning / Discovery: When you turn in an essay, you must turn in all prewriting, drafts, and peer reviews as well as the final draft to receive credit on the essay. 

We will be peer reviewing rough drafts for all take-home essays.  In order to be eligible to be turned in for credit with the final version of the essay, the rough draft must be present in class on the day that it is due and the author must participate in peer review.  Failure to attend class or failure to thoroughly complete the peer review will result in the reduction of your essay grade by 10%. 

Reading Assignments: Reading assignments should be completed prior to the due date on the syllabus.  Being prepared for class and earning full credit for participation includes keeping up with the reading assignments and coming to class prepared to discuss them. 

Revisions: All essays may be revised and resubmitted for re-evaluation.  Revisions must be turned in within two weeks of the original assignment due date with some slight exceptions. I firmly believe that writing is a never-ending process, and upon re-re-re-reading any piece of original writing we can always find things to change or augment. That is why I will allow revisions on all of the essays. 

Late Work: Assignments are due in my hand (preferred) or email by 11:59pm on the day that the assignment is due. For each class meeting that passes after the original due date, your assignment grade will be lowered 10%. After the 4^th class meeting, if the paper is still not submitted, it will receive a failing grade.

If you need to email your submission, keep in mind that all of your drafts and pre-writing materials must be turned in to receive a complete grade, so it is your responsibility to turn those materials in at the beginning of our next class-meeting.

Classroom Conduct:  It is expected that you will actively participate in class activities including both writing and class discussion.  Sleeping, engaging in side conversations, doing other homework, playing with your cell phone, or other activities that are disruptive to the class will negatively affect the participation component of your grade, may result in you being asked to leave class (and thus being marked absent), and may warrant a referral to the Dean for further action.

             Cell Phones: Your phones should be in your pockets or in your bags, on silent.

            If I want you to look up a word, or maybe give you the time to Google a topic,      you may, but during regular lecture/activity, your phone should be off and put             away.

Classroom Environment: Our classroom needs to be an optimal, positive environment for learning, so that you can focus on the course materials without disturbance; therefore, all cellphones, hands-free and other electronic devices must be turned off and put away before class.  No texting, no phones on vibrate since this is audible, and, of course, no answering phones.  If you have an emergency that requires you to be available by phone during class hours, please notify your instructor before class starts, and sit near the door with your phone on a silent setting.  It is never okay to disrupt the learning environment.

Students with Disabilities: Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact DSP&S as soon as possible to ensure that such accommodations are implemented in a timely fashion. Authorization, based on verification of disability, is required before any accommodation can be made. The phone number for DSP&S (323)241-5480 and they are located in the Student Services Building Room 102. Come to me with any questions so we can help you as best as possible.

Syllabus

III

IIIIIIIIIIIII

IIIIIIIIII

IIIII

V

Weekly Syllabus

8/30     Read Syllabus

            Receive adds from students

            Explain class procedures and expectations

            Discuss Writing Diagnostic for next class

9/1       Writing with Confidence (WC):  “Writing a Powerful Paragraph” (21)

            Short In-Class Writing (Diagnostic)

            Good Reading Practices

            Homework for next class: Self Description Write-up (Short Response)

9/6       Labor Day No Class

9/6       Turn in Homework

            Discuss Diagnostics-communicate results

            WC:     “Recognizing Sentences and Fixing Fragments” (54)

                         “Summarizing and Responding” (288)

            Read Curbed Article “Activists submit signatures for ballot measure to stop Los                                                               Angeles development”

                        Respond to Questions in Class

           

            Homework for next class: Write Short Response for Article

9/8     Turn in responses

            Discuss “Activists…”

            WC: “Joining Sentences through Coordination” (70)

           

            Read Huffington Post Article “Here’s How a $15 Minimum Wage Could Change                                       CA”

                        Respond to Article Questions in Class

            Introduce class to Essay #1

           

            Homework: Write short response for Article

9/13     Turn in Responses

            Discuss Reading

            WC:     “Joining Sentences through Subordination” (81)

                        “Writing Narration” (237)     

            Elaborate Essay 1 expectations; distribute assignment sheet

           

            Homework: Begin Pre-writing for Essay 1: Bring Thesis to next class

9/15 – Turn in Thesis Statements

            Discuss good MLA Practices, Parts of a functional Essay

            Discuss Introductions and any possible questions about assignment so far

            Discuss components of a successful College Essay; explain function of an Intro

            Read: WC: “How to write with style” by Kurt Vonnegut (407)

                        Answer Questions in class

            Homework:

            Work on Essay 1, and bring Intro Paragraph to next class

9/20     Submit Intro Paragraph

            WC: “Repairing run-ons and correcting comma splices” (105)

            Discuss the function of a body Paragraph

            Homework:  Work on Essay 1; Have Intro and One Body Paragraph

9/22     Turn in Intros and Body Paragraphs

            WC: “Writing Concretely and Concisely” (201)

            Discuss the function of a conclusion paragraph        

            Introduce class to The Absolutely True Story of a Part-Time Indian

            Describe the conferences for the next day

           

            Homework: Work on Essay 1 for next class; bring full draft to next class

9/27     Submit drafts for peer edits and conferences

            Conduct quick conference sessions with students

                                    with time:

                        Discuss themes and characters of The Absolutely True Story as a class

                        Short in-class writing assignments based on books “themes”

            Homework:    Read part of The Absolutely True Story

                                    Finish Essay 1 for next class with new edits

10/29     Essay #1 Due

            Discuss Responses to first part of book

            WC: “Joining Sentences with Pronouns”

            Handout “Grammar Cheat-Sheet”

            Homework: Read first section of The Absolutely True Story

10/4     Discuss first section of novel; continue linking themes to contemporary                                          conversations

            In-class writing exercise based off of Essay

            Homework: Read next section of The Absolutely True Story; Write short    response for next               class

10/6   Submit Short Responses

            Further elaborate on Themes and Ideas in novel

            In-class response to Article

            Introduce class to possible Essay # 2 subjects

           

                       

            Homework: Read next section of The Absolutely True Story

10/11   WC: “Being Consistent” (191)

            Discuss book

            In-Class activity based off of Essay

            Further elaborate Essay 2 possibilities

            Homework: Read Next Section of The Absolute True Story; Short response for     Monday

10/13    WC: “Writing Comparison and Contrasts” (273)

            Assign Essay 2

            Homework:    Read next section of The Absolutely True Story

10/18   Good Writing Practices Worksheet

             WC: “Making Comparisons” (180)

            Discuss The Absolute True Story themes and their contemporary relevance

                        Identify themes in the book that we can link to what’s happening right                               now in social history

            Homework:    Read next section of The Absolutely True Story / Begin Prewriting    Essay #2

                                   

10/20   Review “Comparison Guidelines”

            Discuss The Absolutely True Story

            In Class Prewriting: Outlines/Thesis Idea workshop for Essay 2

           

            Homework: Read next section of The Absolutely True Story / Bring Thesis and      Outlines to             next class

                                   

10/25   Submit Thesis Drafts and Outlines  

            Talk about Possibilities for Intro Paragraphs

            Discuss The Absolutely True Story

           

            Homework:    Read Next Section of The Absolutely True Story / Bring Complete    Intro                     Paragraph, and detailed outline of body paragraphs to class on Monday

110/27   Turn in Intro Paragraph

            Discuss The Absolutely True Story

            In-Class activity

           

            Homework:    Read The Absolutely True Story

                                    2 Body Paragraph due Thurs

11/1- Continue Body Paragraph Outlines

            Work On Drafts in Class

            Discuss The Absolutely True Story

           

            Homework: Read The Absolutely True Story

                                    Bring Full Draft for Tuesday

11/3     Draft Due

            Grammar and Mechanics from WC

            Peer Review and Conference Drafts

            Discuss The Absolutely True Story

           

            Homework: Finish The Absolutely True Story

                                    Work on Essay 2 Final Draft

11/8   Discuss Final Themes of The Absolutely True Story

            Peer Editing

            Homework: Finish Essay 2

11/10   Essay 2 Due

            Discuss Different types of essays; discuss Final Reflection Essay
            Homework:

            Read story from “Will You Please Be Quiet, Please,” by Raymond Carver

            Write short response for next class

11/15   Discuss Short story responses and relevant themes

            Continue to discuss Final Reflection Essay

           

            Homework:

            Read short story from “War By Candlelight” by Daniel Alarcon

            Prepare short response for Tuesday 

11/17   Assign Essay 3- Final Reflections Essay

            Turn in responses and discuss class opinions

11/22   In Class Prewriting: Theme webs/Thesis Idea workshop

           

            Homework:    Work on Thesis Statement, and body paragraph Outline for essay; bring both               next class

11/24   Submit Thesis Statement and Body Paragraph outline

            Work on Intro and Body Paragraphs

            Homework:  Draft of Essay #2 due next week

11/29    Submit Drafts

            Essay Organization

            Work on Conclusions

            Homework: Work on Draft due next class

12/1     Draft Due
            In class conferences / peer discussions

           

             Homework: Finish Essay #3 and have in my Email by Sunday, at Midnight

12/6     Prep For In-Class Common Final (MUST ATTEND CLASS TO                                                             RECEIVE IMPORTANT FINAL INFORMATION)

            Homework: Finalize Final Paper (Essay 3)

12/8   short film / In class response and conversation. Final Review thoughts.


12/13   In Class Final- Submit Final Reflection Essay

*** This is a living syllabus, expect changes***