Nizkor Link

Somehow, this didn't get added to the list of links at the bottom. Here is the webpage about logical fallacies.

Apostrophes and Perspective

Possessive Pronouns (something is a part of something/someone or is owned by something/someone)

Her /Hers
His
Our/Ours
My/Mine
Its/Its
Their/Theirs

If a noun can be replaced with a possessive pronoun, use an apostrophe “s.”

Examples:

1.) That is Julie’s purse.
Means the same thing as . . .
That is her purse.
2.) The toy bug’s legs dangled off the table.

Means the same thing as . . .

Its legs dangled off the table.

3.) My family’s history is interesting.

Means the same thing as . . .

Our history is interesting.

4.) The families went to the circus.

Does not mean . . .

Their went to the circus. (That does not make sense!)
They went to the circus.
Exception

First person singular
If you mean to say “my” or “mine,” you cannot put an apostrophe “s” after the word “I.”
That is my phone.
That phone is mine.
The first person singular does not ever take an apostrophe “s.” You cannot say: “I’s got a phone.” You cannot say: “That is mine’s phone.”
Telling the Difference between Contractions and Possessive Words Using Apostrophe “S”

This can be hard to do. One way to know if the word is a contraction is to look at its purpose in the sentence. If the word is being used as a verb or verb phrase, it is not a contraction. If the word is a combination of a noun and verb, then it is a contraction. If it is a noun (person place or thing) only, then it is possessive word.

Examples:
1.) I can’t go in the deep, dark cave because I am afraid of bats.
Can’t is not a person place or thing. This word is a contraction.
2.) She’s the thief who pilfered money out of Marj’s tip jar.
She’s is a combination of “she” and “is” (a noun and a verb).
Marj’s is just a noun showing that the “tip jar” is hers (It belongs to Marj.)
3.) It’s hard to load a pickup truck with cinder blocks when you are blindfolded.
Here, it’s means that “it is” hard to do something. This is a combination of a pronoun and a verb.
4.) The dragon paused to bask a while, its green scales shining in the sunlight.
Here, the word its just means the scales are a part of the dragon. This is just a pronoun.

Perspective

First person:

Uses "I." Told from the point of view of the person speaking. Can be very biased and opinionated. The speaker may not know facts and details because they are only writing from what they know.

Example:

465

Emily Dickinson

I heard a fly buzz--when I died--

The Stillness in the Room

Was like the Stillness in the Air--

Between the Heaves of Storm--

The Eyes around--had wrung them dry--

And Breaths were gathering firm

For that last Onset--when the King

Be witnessed--in the Room--

I willed my Keepsakes--Signed away

What portion of me be

Assignable--and then it was

There interposed a Fly--

With Blue--uncertain stumbling Buzz--

Between the light--and me--

And then the Windows failed --and then

I could not see to see--

Second Person:

Second person uses the pronoun "you." When something is written in second person, it seems like the writer is talking to you. The writer may include themselves and their perspective in the writing (using "I" to refer to themselves).

Second person can be useful for some purposes. If you are giving directions, second person is the perspective you are most likely to use. Consider the words to this old song:

You gotta swing your hips now

Come on baby,

jump up,

hmmm jump back

Oh well I think you got the knack.

In "The Locomotion," the person speaking wants you to learn how to do the dance so you can dance with them. This is an appropriate use of second person. Many textbooks, user guides, and instruction sheets are also written in second person.

In college writing, second person is usually avoided unless your instructor asks you to use it in your writing. Writing in second person can cause confusion. You may be speaking about yourself in the second person or speaking to a hypothetical person, but your audience will always assume you are writing about them if you use the words "you" in your paper. Writing this way may make it look as if you are telling people what to think and believe.

Example:

This was written by Northwestern poet Carolyn Kizer after she translated a poem that seemed to tell her what to think, feel, and believe. In the poem, the writer imagines you are reading her poem and expecting what will happen. Instead of feeling the author is sharing something personal with you, you are left feeling like she is telling you what to think about her poem without revealing anything about herself.

first, I tell you who I am:
shadowed, reflective, small
pool in an unknown glade.
It is easy to be a poet,
brim with transparent water.
In autumn, the leaves blow down
over the ruffled surface,
sink to rest, then resume their cycle.

In the second stanza, you laugh,
skipping pebbles across my surface,
charmed by the spreading circles.
In the trees’ perpetual twilight
you are alone with the poet.
Gently, you shake your head.
You know me as turbulent ocean
clouded with thunder and drama.

In the third stanza, I die.
Still, I insist on composing
as my throes go on and on.
I clench the pen in my teeth
Making those furious scratches
that you will see much later
as graceful calligraphy:

drift of sails that sketch my horizon.

My hands, in the fourth stanza,
with the agonized clutch of the dying,
draw your hand beneath the covers.

I beg you to travel my body
till you find the forest glade.
Then your hand, like a leaf in autumn,
is pulled from the pool.
The rest of you doesn’t believe it.

The fifth stanza begins
with water, and quiet laughter.
Then I die, I really die.
You pick up this piece of paper.
You read it aloud and explain me,
my profile cast in prose.
It drops from your hand like a leaf.
This is all part of the cycle.

Then, in the final stanza,
I tell you who I am.

Third person:

Traditionally, college writing uses third person. In this perspective, the writer does not involve themselves in the writing. They do not tell their readers what to do. Third person writing does not use the words "I" or "you." Instead, the refer to people as "he or she" or "they."

This type of writing can sound very scientific. It doesn't make judgements about people and avoids obvious displays of opinion and bias. (However, it can still show opinion and bias.)

Stories are also told in third person perspective. This example is from the novel Wicked by Gregory Maguire:

A mile above Oz, the Witch balanced on the wind’s forward edge, as if she were a green fleck of the land itself, flung up and sent wheeling away by the turbulent air. White and purple thunderheads mounded around her. Below, the Yellow Brick Road looped back on itself, like a relaxed noose. Though winter storms and the crowbars of agitators had torn up the road, still it led, relentlessly, to the Emerald City. The Witch could see the companions trudging along, maneuvering around the buckled sections, skirting trenches, skipping when the way was clear. They seemed oblivious to their fate. But it was not up to the Witch to enlighten them.

In this example, Maguire does not write as if he is a character in the story. He doesn't comment on the action by saying what he thinks, feels, or believes. Instead, he tells the story like he is describing the scene from an all-knowing point of view.

Argument Paper Date--Morning Section

Jill pointed out that the schedule still says the argument paper rough draft is due on Wednesday. This has changed due to circumstances. The peer edit for the argument paper is now due on Monday.
Don't skip class on Wednesday because you think the argument paper draft is due.

Morning Section--Date for Comparison and Contrast Essay

Your comparison and contrast essay is now due on next Tuesday. This Tuesday, please bring a copy of your draft tomorrow for a peer edit. Thanks!

Information for both sections

This week, we will be continuing to discuss argument. We will also talk about assembling your final portfolios. I will give you your argument and portfolio assignment sheets this week. The portfolio and argument paper are due on March 18th.

Morning Section for 3/3/09

If you have not received your grade, please send me an e-mail or speak to me before or after class.

Here is the material you will need to know for Tuesday:

Every essay has:

A hook (or lead-in) that catches the reader's attention.

The introduction can also contain background material needed to understand the essay.

The thesis sentence is usually the last sentence of the first paragraph.

In an argument paper, the thesis is the topic + the position.

Main points are contained in the body of the essay. In an argument essay, your main points are the reasons you give for your arument.

Supporting details come after the main point in each body paragraph. In an argument essay, supporting details are comprised of evidence (facts, statistics, and expert opinion).

In the assigned readings, the Randy Balko essay most closely followed the structure of a college argument essay.

Grades

I will be e-mailing you your grades this weekend. If you have any questions about your grades, please arrange to meet with me. To enter English 101 in Spring, you must complete English 99 with a grade of 2.0 or better.

Evening Section for 2/25/09

Please read the Randy Balko reading in your Course Packet.
Your journal assignment is:

Write about your argument paper topic. Look for ways to narrow the topic. After your topic is narrowed and manageable, ask some questions about it. What do you want to know about your topic? Use one of your questions to create a possible thesis statement which takes a stand on your topic.

DUE MONDAY

Also, I have not yet given you the assignment sheet for the Argument Essay. This is the reason you do not yet have it. You will get it on Monday.

Steve Ford's Online English Lessons

If you are a speaker of English as another language, here is a resource that will help with ESOL issues in writing and speaking.
Steve Ford is a Canadian English as a Second Language teacher. He creates free videos that you can watch on YouTube. I like Steve's videos because he uses music, subtitles, and speaks slowly. He is easy to understand.
You can watch Steve's videos by:

• visiting his webpage
• visiting his YouTube portal

I would like to add that Steve's videos are for more advanced English speakers. He seems to be focusing on words and phrases that idiomatic (words that occur together because English speakers have always said them that way, not because they make logical sense).

Condensed 6-Traits Rubric

As you know, I use the 6-Traits Rubric to score your papers. Most of you have a packet that describes in detail how to score the paper. We have been using peer edit sheets based off the packet to assess papers in class.


The packet contains a lot of material, so it can be difficult to work with. Recently, Professor Odessa Ogo send me a condensed verion of the Six Traits scoring guide. I will be giving you a hard copy when we do the peer edit for your Comparison and Contrast paper.



This is what the new scoring guide looks like. I hope it will help you to give your peers:


Ideas:

The heart of the message, the content of the
piece, the main theme, with details that enrich and
develop that theme


5: This paper is clear and focused. It holds the reader's
attention. Relevant anecdotes and details enrich the central
theme.


A. The topic is narrow and manageable.
B. Relevant, telling, quality details go beyond the obvious.
C. Reasonably accurate details.
D. Writing from knowledge or experience; ideas are fresh
and original
E. Reader's questions are anticipated and answered.
F. Insight

3: The writer is beginning to define the topic, even though
development is still basic or general.


A. The topic is fairly broad.
B. Support is attempted.
C. Ideas are reasonably clear.
D. Writer has difficulty going from general observations to
specifics.
E. The reader is left with questions.
F. The writer generally stays on topic.

1: The paper has no clear sense of purpose or central
theme. The reader must make inferences based on sketchy
or missing details.


A. The writer is still in search of a topic.
B. Information is limited or unclear or the length is not
adequate for development.
C. The idea is a simple restatement or a simple answer to
the question.
D. The writer has not begun to define the topic.
E. Everything seems as important as everything else.
F. The text may be repetitious, disconnected, and contains
too many random thoughts


Key Question: Did the writer stay focused and share
original and fresh information or perspective about the topic?



Organization:

The internal structure, the thread of
central meaning, the logical and sometimes intriguing
pattern of the ideas.


5: The organizational structure of this paper enhances and
showcases the central idea or theme of the paper;
includes a satisfying introduction and conclusion.

A. An inviting introduction draws the reader in; a satisfying
conclusion leaves the reader with a sense of closure and
resolution.
B. Thoughtful transitions
C. Sequencing is logical and effective
D. Pacing is well controlled.
E. The title, if desired, is original.
F. Flows so smoothly, the reader hardly thinks about it

3: The organizational structure is strong enough to move
the reader through the text without too much confusion.

A. The paper has a recognizable introduction and
conclusion.
B. Transitions often work well.
C. Sequencing shows some logic, yet structure takes
attention away from the content.
D. Pacing is fairly well controlled.
E. A title (if desired) is present.
F. Organization sometimes supports the main point or story
line.

1: The writing lacks a clear sense of direction.

A. No real lead.
B. Connections between ideas are confusing.
C. Sequencing needs work.
D. Pacing feels awkward.
E. No title is present (if requested).
F. Problems with organization make it hard for the reader
to get a grip on the main point or story line.


Key Question: Does the organizational structure enhance
the ideas and make it easier to understand?


Voice:

The unique perspective of the writer evident in
the piece through the use of compelling ideas, engaging
language, and revealing details.


5: The writer of this paper speaks directly to the reader in a
manner that is individual, compelling, engaging, and shows
respect for the audience.


A. Uses topic, details, and language to strongly connect
with the audience.
B. Purpose is reflected by content and arrangement of
ideas.
C. The writer takes a risk with revealing details.
D. Expository or persuasive reflects understanding and
commitment to topic.
E. Narrative writing is honest, personal, and engaging.

3: The writer seems sincere, but not fully engaged or
involved. The result is pleasant or even personable, but not
compelling.


A. Attempt to connect with audience is earnest but
impersonal.
B. Attempts to include content and structure to reflect
purpose.
C. Occasionally reveals personal details, but avoids risk.
D. Expository or persuasive writing lacks consistent
engagement with the topic.
E. Narrative writing reflects limited individual perspective.


1: The writer seems uninvolved with the topic and the
audience.

A. Fails to connect with the audience.
B. Purpose is unclear.
C. Writing is risk free, with no sense of the writer.
D. Expository or persuasive writing is mechanical, showing
no engagement with the topic.
E. Narrative writing lacks development of a point of view.


Key Question: Would you keep reading this piece if it were
longer?


Word Choice:

The use of rich, colorful,
precise language that moves and enlightens the reader.

5: Words convey the intended message in a precise,
interesting, and natural way.
A. Words are specific and accurate.
B. Striking words and phrases.
C. Natural, effective and appropriate language.
D. Lively verbs, specific nouns and modifiers.
E. Language enhances and clarifies meaning.
F. Precision is obvious.

3: The language is functional, even if it lacks much energy.

A. Words are adequate and correct in a general sense.
B. Familiar words and phrases communicate.
C. Attempts at colorful language.
D. Passive verbs, everyday nouns, mundane modifiers
E. Functional, with one or two fine moments.
F. Occasionally, the words show refinement and precision.

1: The writer struggles with a limited vocabulary

A. Words are nonspecific or distracting.
B. Many of the words don’t work.
C. Language is used incorrectly.
D. Limited vocabulary, misuse of parts of speech.
E. Words and phrases are unimaginative and lifeless.
F. Jargon or clichés, persistent redundancy.

Key Question: Do the words and phrases create vivid
pictures and linger in your mind?


Sentence Fluency:

The rhythm and flow of the
language, the sound of word patterns, the way in which
the writing plays to the ear, not just to the eye.


5: The writing has an easy flow, rhythm and cadence.

Sentences are well built.
A. Sentences enhance the meaning.
B. Sentences vary in length as well as structure.
C. Purposeful and varied sentence beginnings.
D. Creative and appropriate connectives.
E. The writing has cadence.

3: The text hums along with a steady beat, but tends to be
more pleasant or businesslike than musical.

A. Sentences get the job done in a routine fashion.
B. Sentences are usually constructed correctly.
C. Sentence beginnings are not ALL alike; some variety is
attempted.
D. The reader sometimes has to hunt for clues.
E. Parts of the text invite expressive oral reading; others
may be stiff, awkward, choppy, or gangly.


The reader has to practice quite a bit in order to give this
paper a fair interpretive reading.

A. Sentences are choppy, incomplete, rambling, or
awkward. Phrasing does not sound natural.
B. No "sentence sense" present.
C. Sentences begin the same way.
D. Endless connectives.
E. Does not invite expressive oral reading.


Key Question: Can you FEEL the words and phrases flow
together as you read it aloud?


Conventions:

The mechanical correctness of the
piece; spelling, grammar and usage, paragraphing, use
of capitals, and punctuation.

5: The writer demonstrates a good grasp of standard
writing conventions (e.g., spelling, punctuation,
capitalization, grammar, usage, paragraphing)

A. Spelling is generally correct.
B. Punctuation is accurate.
C. Capitalization skills are present.
D. Grammar and usage are correct.
E. Paragraphing tends to be sound.
F. The writer may manipulate conventions for stylistic
effect; and it works!

3: The writer shows reasonable control over a limited range
of standard writing conventions

A. Spelling is usually correct or reasonably phonetic on
common words.
B. End punctuation is usually correct.
C. Most words are capitalized correctly.
D. Problems with grammar and usage are not serious.
E. Paragraphing is attempted.
F. Moderate (a little of this, a little of that) editing.

1: Errors in spelling, punctuation, capitalization, usage and
grammar and/or paragraphing repeatedly distract the
reader and make text difficult to read.


A. Spelling errors are frequent.
B. Punctuation missing or incorrect.
C. Capitalization is random.
D. Errors in grammar or usage are very noticeable.
E. Paragraphing is missing.
F. The reader must read once to decode, then again for
meaning.


Key Question: How much editing would have to be done to
be ready to share with an outside source?
· A whole lot? Score in the 1-2 range.
· A moderate amount? Score in the 3 range.
· Very little? Score in the 4-5 range.

Morning Section for 2/24/09

We ran out of classtime, so I'll be having you do one long journal assignment on Thursday. If you missed it this Tuesday, don't fret. I've added links to the library webpage, the Yale on-line courses, and Opposing Viewpoints.

In today's class, we discussed reader and writer-based prose. When I write something for myself, that only I can understand, I write something that is writer-based. Your notes for classes are likely very writer-based. If I read them, I may not understand everything you're talking about. They are particular to you, they may not be well-edited, and they lack context. Unless I'm in the class you're taking, the notes won't be helpful to me.

Reader-based prose, on the other hand, is written with the reader in mind. The writer consciously sat down and created something that he or she knew the reader of the paper would understand. If your paper is reader-based, it could be understood and enjoyed by someone who has not been in your class or read the material you've read. To create reader-based prose, you must do more than just edit and organize your paper in a careful way. You must write with the reader in mind. In the case of your comparison and contrast paper, your reader does not about certain things, so you must fill them in on the missing information. They may not know propaganda is used in advertising. They have probably never read the Ann McClintock article. Your job is to explain the material you read to them as you are comparing your ads.

Today we also discussed creating an argument paper:

Argument: Chapter 17 (246-267)

Argument

Take a position on an issue and offers reasons and supporting evidence to convince someone to accept/consider that position.

Argument and Persuasion

Argument Papers

◦Build a case using logic (logos)

◦Rely heavily on facts

◦Appeal to your brain

Persuasion Papers

◦Build a case using emotional appeals (pathos)

◦Rely heavily on personal experience ◦Appeal to your heart

◦Persuasion=“to plead with”

Argument and Opinion

An opinion is a point of view you hold

◦“A belief stronger than impression and less strong than positive knowledge”

◦You may present it with or without evidence

◦It may be biased

◦Often begin with phrases like “I think/believe”

Opinions are a good starting place for forming an argument

Good Arguments

Take strong positions on an issue and tell what action needs to be taken

Give good reasons and evidence to defend the position

Consider differing views

Are energetic

Main Point (Thesis) The position you take on the issue —Issue + Position=main point

Make your main point as specific as possible

Support

Consists of reasons for your argument

◦Evidence

Facts=Statements that can be proved true

Statistics=numerical facts based on research

Examples=experience or information

Expert opinion=the opinion of an expert

Addressing opposing opinions

◦Shows that you are being unbiased

◦Makes your argument stronger

Organization Order of importance

◦Used for your reasons you take a certain position on an issue

◦Arrange your points from weakest to strongest point

Evening Section for 2/23/09

Tonight we discussed creating an argument paper:

Argument: Chapter 17 (246-267)

Argument

Takes a position on an issue and offers reasons and supporting evidence to convince someone to accept/consider that position.

Argument and Persuasion


Argument Papers
◦Build a case using logic (logos)
◦Rely heavily on facts
◦Appeal to your brain
—
Persuasion Papers
◦Build a case using emotional appeals (pathos)
◦Rely heavily on personal experience
◦Appeal to your heart
◦Persuasion=“to plead with”

Argument and Opinion


An opinion is a point of view you hold
◦“A belief stronger than impression and less strong than positive knowledge”
◦You may present it with or without evidence
◦It may be biased
◦Often begin with phrases like “I think/believe”
Opinions are a good starting place for forming an argument

Good Arguments


Take strong positions on an issue and tell what action needs to be taken
Give good reasons and evidence to defend the position
Consider differing views
Are energetic

Main Point (Thesis)


The position you take on the issue
—Issue + Position=main point
Make your main point as specific as possible

Support

Consists of reasons for your argument

◦Evidence
–Facts=Statements that can be proved true
–Statistics=numerical facts based on research
–Examples=experience or information
–Expert opinion=the opinion of an expert
—Addressing opposing opinions
◦Shows that you are being unbiased
◦Makes your argument stronger

Organization


Order of importance
◦Used for your reasons you take a certain position on an issue
◦Arrange your points from weakest to strongest point

You were also given two journal assignments:

Journal Assignment #1: Describe the advertisements you will be using in your compare/contrast paper. What are you comparing and contrasting?

What is the audience for your paper?

Where will you find resources for your paper.

Journal #2: Read the Reed Sorensen article on "Millenials" and respond the the questions that Sorensen asks at the end of the article:

Millenials

Reed Sorensen

If you were born between 1981 and 2003, this article is for you. You and I belong to the generation sociologists have endearingly entitled the “Millennials.” We grew up during the Information Age, when news from Bangladesh and multiple recipes for duck gumbo are only a few clicks of the mouse away. We grew up knowing that any given telemarketer could be calling from India, and in fact probably is. For us, mass communication is a way of life.
Why is it, then, that the Millennials are consistently labeled “ignorant,” “uninformed” and “apathetic”? An English professor from Emory University recently wrote an article for the Boston Globe called “8 reasons why this is the dumbest generation.” He writes, “The ignorance is hard to believe ... It isn’t enough to say that these young people are uninterested in world realities. They are actively cut off from them.” This is quite an accusation for the children of the Information Age.
And somehow, reading that professor’s article, I found myself slowly nodding my head. After all, 34 percent of young Americans know that the island used on last season’s “Survivor” show was located in the South Pacific, but only 13 percent could locate Iraq on a world map, according to a CNN poll. On top of that, about one-third of young voters said they don’t know what Obama’s religious beliefs are, and 10 percent think he is Muslim. Is it any wonder that our elders think we’re ignorant?
Being uninformed while swimming in information is one thing, but Millennials are also accused of apathy. One only needs to look at our reaction to the Iraq War. Where is the public outcry? Where are the campus protests? People are dying every day for a war that began under false pretenses (still no WMDs). We know what it looks like to protest an unjust war, too; there are plenty of role models from the Vietnam War. Yet apathy prevails, probably because we don’t feel affected by the goings-on of a country nobody can find on the map anyway.
Is this how the Millennials will be remembered? Do you accept that? The title of this article asks whether or not ours is indeed the dumbest generation. Maybe the English professor is right, maybe we are. But I say that we just haven’t proven ourselves yet. It is a promising sign that the presidential election saw over half of eligible young voters cast a ballot, up from 37 per cent in 1996. We can’t deny the history of apathy, but our history isn’t over. Each of us bears the responsibility to show how socially aware and compassionate our generation can be.

Source: Sorensen, Reed. “Millenials.” The Concordian. Concordian College. Ed. Laura
Ingalls. 11 Dec 2008. 2 Feb 2008. pacercms/article.php?id=610>

Error on blogger

I'm encountering an error on blogger that prevents me from posting comments to your blogs. Hopefully, this will be fixed soon.
This is a message in response to Talisha Bland's latest post:

I've seen the Zazoo commercial before. I wonder if you can track down the country of origin? You could compare this commercial to condom or birth control ads aired in the United States. I think there *may* a significant difference in the way the products are presented.What propaganda technique do you think the Zazoo ad is using? It's clearly a "scare tactic," but is it using any of the other propaganda devices?

Evening Section for 2/18/09

We will be discussing "Propaganda in Today's Advertising" by Ann McClintock and writing a Comparison and Contrast paper. Please read the Real Essays chapter on Comparison and Contrast in addition to the McClintock essay.
We will be doing a journal assignment in class, so bring your journals and be prepared to turn them in at the end of class.
Your mid-term test will be returned to you during the first hour of class.

Journal assignment for the morning section

Today, we discussed Comparison and Contrast. If you have not yet read the chapter on comparing and contrasting in Real Essays, please do so. My previous post links you to a web page on writing Comparison and Contrast papers. We viewed this resource during the first hour of class.

I have also given this journal assignment:

1.) Spend time brainstorming about what advertisements you will be using in your essay.
2.) Determine the audience for your paper. Your audience is the people that the ads target.
3.) Explain where you will get the material you need for your essay. Will you be viewing ads on YouTube or television? Will you find your ads in magazines or newspapers?

I've also added a link to Livingroom Candidate web page on political advertisements. You will find this hyperlink in the "Links" section at the bottom of this weblog.

On Thursday, we were scheduled to begin the argument section. This has been postponed until next week. We will instead be discussing making citations for your Comparison and Contrast essay. I also have several handouts to assist you in organizing your paper according to whole-to-whole (block) and point-by-point styles.

We will also be completing a journal assignment on a short reading. Please bring your journal to class and be prepared to turn it in.

Your definition essay will also be due in class on Thursday. If you cannot bring your essay to class, I will accept by e-mail so long as I receive it before 12:00 on the 19th.

If you have any further questions or concerns, please e-mail me, see me during my office hours (Wednesday from 4:00 to 5:00 in Humanities 120), or comment on this blog.

ReadWriteThink Comparison and Contrast Page

This is a very good web resource on Comparing and Contrasting. If you have read the book and would like more information on planning and organizing your paper, this is the place to go. We'll be reviewing the website in class this week.

Here is your Comparison and Contrast assignment:

Comparison and Contrast Essay
____________________________________________
Purpose: To inform a specific group of people about propaganda techniques used in two different types of commercials/ads targeted to them.
Audience: The people that the commercials/ads target.
Length: About 3- to 5-pages, double-spaced
For this assignment, you will compare and contrast the propaganda techniques used in two different types of advertisements or commercials. Your thesis sentence will be explain the ways each group of advertisements or commercials uses propaganda techniques to appeal to its audience(s) and bring these techniques to the attention of one target group.
Your body paragraphs will be devoted to explaining the similarities and/or differences in the propaganda techniques used. To develop your ideas, you may use block style, point-by-point comparison, or a combination of the two (so long as I can see you have an overall plan). Your support will come from the ads you have researched.
Please cite any resources you use according to the MLA guidelines. Papers that do not cite resources will be given a 0.0.
Please read your course outline for due dates.

If you have not yet picked out the ads you want to research, please spend some time doing so.

Assignments

Morning Section:
2/11/09: Read RE Chapter 13 (pgs. 181-195). Read “Propaganda” (CP pgs. 19-25)
I will be giving you your Comparison and Contrast essay assignment (We will be working on this next week.)
February 12th: Division and Classification
Read RE Chapter 15 (pgs. 212-229).

Evening Section:
Over the weekend: Read “Propaganda” (CP pgs. 19-25) and RE Chapter 15 (pgs. 212-229).
2/18/09: Comparing and Contrasting/ “Propaganda”
Compare/Contrast Essay Assigned

What to do if it snows tomorrow (morning section)

1.) Check the Olympic College Webpage. Closure and delay information will be posted in red.
If there are no classes scheduled, we will have the midterm on Thursday.
2.) If there is a delay, check the time of the delay. If classes begin at 12:00, we will not have class. If classes begin at 11:00, you must be in class at 11:00 (instead of 10:00). If class is cut in half, we will work on papers instead of having the midterm. The midterm will be moved to Thursday.
3.) If there is no delay or closure, I will expect you to be in class. There will be no "make up" for this test.

Fragments

Sentence and Fragments

A sentence is a group of words that:

Has a subject
Has a verb
Expresses a complete thought

A fragment is a group of words that:

Is missing a subject
Is missing a verb
Does not express a complete thought

Fragment Trouble Spots

A word group that starts with a preposition:

• In the sleeve of my shirt.
• Aboard the ship.
• Beside the banana tree.
• From the last class I took.

The subject of a sentence can never be in a prepositional phrase.
If the sentence only contains a prepositional phrase where the subject should be, then it is a fragment.

A word group that starts with a dependent word:

• Because I woke up late.
• Although I tried as hard as I could.
• After the last customer had gone home.
• Who wanted a complete refund.
• That said we were being audited on Friday.

A dependent word is the first word in a dependent clause.

• Some are subordinating conjunctions
  ▪After, before, since, and so on
  
• Some are relative pronouns (pronouns that relate to nouns proceeding them in the sentence)
  ▪Who, which, that

A dependant clause never expresses a complete thought, even if it contains a subject and verb.

A word group that starts with –ing, such as running, studying, or looking

• Running the fastest.
• Studying the hardest.
• Looking high and low.

When a word group begins with –ing, check to see if it contains a subject, a verb, and expresses a complete thought.

A word group that starts with "to" and a verb:

• To raise money for the victims.
• To see everything at the zoo.
• To run as fast as she could.

An infinitive is the word "to" plus a verb. A word group beginning with an infinitive must have another verb present or it is not a complete sentence.

Words that are examples or explanations:

• For example
• For instance
• Like
• Such as
• Especially

If a sentence begins with one of these example words, check to see if it contains a subject, a verb, and expresses a full thought.

Stephen King Insults "Twilight" Series

Apparently, Stephen King isn't a big fan of Stephanie Myers' novels. Here is the story. It was a headline on the Entertainment news today. If you're a fan of the Twilight series (or Stephen King), please feel free to add your comment and thoughts.

I've checked Myers' webpage, but it does not appear she has responded yet.

Embarrassing E-mail Exchanges

Today, in the English 99 morning section, we talked briefly about what happens when you forget your work e-mail can be sent to, or monitored by, anyone. When you write at work, it's best to remember that you are always writing to your co-workers. If you would not say it to their faces, then don't put it in your e-mail (or on this message board).
This requires a keen sense of audience. You must write as you would like to be seen by the people to whom you are writing. I wouldn't expect my doctor to use words like "dawg" and "bling" during my appointments with him or her. I also wouldn't expect college students to use these words when they're communicating with their peers and instructors in English class. When my doctor goes home, he or she may behave differently.

The stories I mentioned are from an Internet website called Snopes. Snopes examines Urban Legends and researches their origins and accuracy. Stories are labelled with red, yellow, and green lights to show if they are true, cannot be proven true or false, or are false. The stories about the workplace e-mail blunders below are true.

• Paul Kelly Tripplehorn, Jr., an intern for Texas senator Kay Bailey Hutchison, sent all of his co-workers an e-mail where he accuses his girlfriend of being "a pathological social climber." He also explains that he must break off their realtionship because she is morally, socially, and emotionally inferior to him, and that "people like me don't date simple people like you." Tripplehorn resigned after the incident.
• Jonas L. Blank, an intern at a high-paying law firm, sent out a bulk mail message complaining about how stupid and pointless his job was. (He was hired by the law firm after apologizing).
• Peter Chung, who also worked law firm, was not as lucky. He sent out an obsenity-landen e-mail explaining how he planned to "get laid" in Korea. Chung was fired.
• Two secretaries in Australia were fired after having an e-mail fight over a ham sandwich.

English 99 Class for February 4th and 5th

In the Tuesday morning section, you wrote a "Where are You From" poem in your journal. If you have not yet done so, please create a blog and post the poem as your first entry. Also post any notes you have on the "Run-ons" and "Fragments" lectures.
During the second part of class, you participated in an acitivty called "Are You A Sentence?" If you have any comments about this activity, please put them at the bottom of this post.
On Thurday the 5th, you will bring in a rough draft of your Definition Essay for a Peer Edit. After the peer edit, you will turn the rough draft in to me. We will also be reviewing for the test on February 10th.
You will be completeing a journal assignment in class, so please bring your spiral notebook. I will collect your notebooks after class
Over the weekend, your homework is to study for the test.
Assigned seating takes effect on Thursday (February 5th). When you enter class, find your name and team.

In the Wednesday evening section, we will be Peer Editing your Definition Essay tomorrow (February 4th). Please bring in a draft of your essay. You will turn the rough draft in to me on February 11th. (Note: Your class moves slower than the morning section because of the Monday holidays.) Your homework for the weekend is to read Division and Classification. We will review for the test on February 9th.

My "Where I'm From" Assignment

Where I'm From

I am from ironing boards and Lysol and Walkmans.

I am from a grey house with two stories that often smells like garlic and wine.

I am the blackberries, rhododendrens, and cedar bark, Douglas Firs, foxglove, and grey skies.

I am from not giving anyone in the house a fork and stubbornness from Reba Lou and Maria and Guiseppe.

I am from loyalty and spite.

From "You're going to get a spankin" and "Balardo."

I am from the Catholic Church and the Baptist Church. I am from the fighting that ensues when a good Catholic girl marries a Baptist in Reno.

I'm from California, Scotland, Ireland, and Italy, from ravioli, potatoes drizzled with olive oil, and torta.

(I am, by choice, not from Haggis.)

From the story about things Guiseppe threw when he lost his temper, like tomatoes and shoes, the obsessive cleanliness of my mother, and from Grandma Reba's bad knees and ankles.

I am from the Space Needle, my white file drawer, the pics file on my computer, and the graveyard in Suisun, California.

The Tell Tale Heart Website

Here is a link to the "Knowing Poe" website we used for the first journal assignment (on active reading).

Parts of the Sentence

Several weeks ago, we discussed the part of the sentence. Here are some notes on basic sentence parts:


Basic Sentence Parts

Nouns—words that describe a person place or thing

1.) Common Nouns—describe generic persons, places or things
Examples: man, city, restaurant

2.) Proper Nouns—describe specific persons, places or things
Examples: Mr. Horton, New York City, Azteca

The Noun Song.

Pronouns—words that take the place of a noun

Examples: I, we, you, he, she, it, they
My, ours, yours, his, hers, its, their
Me, you, us, them
Myself, ourselves, yourself, himself, herself, themselves
This, these, which, who, whom, whoever, which, whichever
Many, everything, none, everyone

Verbs—words that tell what the subject does or link it to a word that describes it

1.) Action verbs—tell action

--run, jump, throw, kick, skip

2.) Linking verbs—give another name to the subject (usually a form of “to be”)

--Kyla is a shopaholic.
--My cats are gross.
--Bladimero turned green.
--The quiz seemed stupid.

3.) Helping verbs—join with other verbs to form a complete verb (usually a form of “to
be”)

--is running, is jumping, is throwing, is kicking, is skipping
--are running, are jumping, are throwing, are kicking, are
skipping
--were running, were jumping, were throwing, were kicking,
were skipping
--have been running, have been jumping, have been kicking,
have been skipping
--had been running, had been jumping, had been kicking,
had been skipping

The Verb Song

Prepositions—words used before nouns and pronouns to show their relationship to another part of the sentence

--after, against, above, behind, between, by, down, for, in, ect.

More on prepositions.
And more. . .
And even more.

Conjunctions—words that connect (conjoin) parts of the sentence

1.) Coordinating: connect two words together or two independent clauses (FANBOYS)

Examples: for, and nor, but, or, yet, so

2.) Subordinating: Joins a dependant clause to an independent clause Examples: because,
before, after

More on conjunctions.

Adjectives—words that describe a noun

Examples: red, cute, slimy, ditzy, tall, pale, ugly
Articles: A, an, the

The Adjective Song

Adverbs—words that describe a verb (usually end in –ly)

Examples: lovely, quietly, barely, suddenly, frightfully

The Adverb Song

Interjections—words that show excitement or emotion, but otherwise have no meaning
Examples—Wow, yeah, gee, zap, pop, um, zowie, yeehaw
More on "interjections"

English 99 Class For Febuary 2nd/3rd

We're going to be doing things a bit differently in English 99 this week. First, you can look on this blog to see what assignments are due and copies of materials I've handed out in class. If you would like to create your own blog, you can link back to this blog.
On Monday (evening section) and Tuesday (morning section), we will be doing some in-class freewriting. You have been assigned this Definition Essay:

You have just finished reading how Jared Medina Bigelow responded to labels that others gave him and how he ultimately created a definition for himself. Now it’s time for you to define yourself. Spend some time thinking about the labels that society, friends, co-workers, and family have given you. Are these labels accurate, or do they differ from your definition of yourself?
To get started on this essay, take ten to fifteen minutes and write in your journal about how you define yourself compared to how others see you. Do not worry about grammar or spelling when you write. Do not stop to look back at what you have written. If you cannot think of anything to write, write “I cannot think of anything to write” until something comes to you. When your time is up, take a look at what you have written. If you find any ideas, words, or phrases you would like to include in your paper, mark them for later use. You may make your paper as long or short as you like, so long as you stick to your thesis statement and do not tell the story of your life. Your thesis will be you term (what is being defined=you) + the definition of yourself.
Your essay should:
· Tell your readers what is being defined
· Present a clear definition
· Use examples to show what you mean
· Give details about the examples your readers will understand
You will organize your essay in this way:
Introduction containing thesis statement
Main point #1 (How your family sees you):
Examples
Main point #2 (How your friends, co-workers, and society see you)
Examples
Main point #3 (How you see yourself)
Examples
Conclusion

Some of your classmates commented that they had a hard time thinking of labels or definitions for themselves. This assignment takes some introspection. You must look at yourself and the people around you with a critical eyes.

In class, we will be freewriting a poem. This poem will help you understand where you came from. This assignment will be completed in your jounral, in class. We will be sharing the poems in class, so please your audience in mind as you write. The assignment is:

Where Are You From?

The WHERE I'M FROM Template

I am from _______ (specific ordinary item), from _______ (product name) and _______.
I am from the _______ (home description... adjective, adjective, sensory detail).
I am from the _______ (plant, flower, natural item), the _______ (plant, flower, natural detail)
I am from _______ (family tradition) and _______ (family trait), from _______ (name of family member) and _______ (another family name) and _______ (family name).
I am from the _______ (description of family tendency) and _______ (another one).
From _______ (something you were told as a child) and _______ (another).
I am from (representation of religion, or lack of it). Further description.
I'm from _______ (place of birth and family ancestry), _______ (two food items representing your family).
From the _______ (specific family story about a specific person and detail), the _______ (another detail, and the _______ (another detail about another family member).
I am from _______ (location of family pictures, mementos, archives and several more lines indicating their worth).

Example: Where I’m From ~ Fred First ~ November 2003

I am from the peaceful banks of a creek with no name; from JFG, toast and blackberry jam and home-made granola. I am from "a house with double porches," a room filled with good ghosts and creek laughter in the mornings before first light.I am from Liriodendron and Lindera, butterfly bush and mountain boomersI am from Dillons and Harrisons, Betty Jean and Granny Bea-- frugal and long-lived, stubborn and tender, quick to laugh. Or cry.I am from a world whose geography my children know better than I, from a quiet valley where I am the proprietor and world authority of its small wonders.From barn loft secret passwords and children who can fly if they only try.I am from oven-baked Saran Wrap and colds caught from jackets worn indoors. I am from pire in the blood Baptists, from the cathedral made without hands, the church in the wildwoods, the covenant of grace.I'm from the Heart of Dixie, son of Scarlett O'hara. From War Eagle, Wiffle, UAB and PT, from Walnut Knob's blue ridge and the soft shadows of Goose Creek.From a "fast hideous" dresser and a home body from Woodlawn, from a grandfather I never knew that I can blame for my love of nature and my stubbornness, they tell me.I am from fragments, the faint smell of wood smoke, and familiar walks among trees I know by name, from HeresHome and good stock. A man can hardly ask to be from more.

(Assignment Source: http://www.swva.net/fred1st/wif.htm)

DUE DATES:

Morning Section (Tuesdays and Thursdays): FINAL DRAFT OF DESCRIPTION ESSAY DUE ON FEB. 3rd.
Bring in a draft of your DEFINITION ESSAY on FEB. 5th for a PEER EDIT. TURN IN THE ROUGH DRAFT TO ME.

Evening Section (Mondays and Wednesdays): FINAL DRAFT OF DESCRIPTION ESSAY DUE ON FEB. 2nd.
Bring in a draft of your DEFINITION ESSAY on Feb. 4th for a PEER EDIT. The ROUGH DRAFT IS DUE ON FEB. 9th (TURN IN TO ME).

Now I'm sure . . .

I'm supposed to have an account here. Today I went to Olympic College to get a refund for the amount overcharged on my textbook. After that was taken care of, I went to the library to ask how to access the Gardner reading. The staff were quite helpful and quickly resolved my issue.

I think I'm supposed to have a blog here

I believe I'm supposed to have a blog at this location. Here is my first entry.