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Thursday, February 26, 2009
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.
Wednesday, February 25, 2009
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.
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.
Tuesday, February 24, 2009
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:
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.
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
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
Monday, February 23, 2009
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.
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.
Ingalls. 11 Dec 2008. 2 Feb 2008.
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?
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?
Tuesday, February 17, 2009
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.
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.
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.
Monday, February 16, 2009
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.
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.
Wednesday, February 11, 2009
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
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
Monday, February 9, 2009
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.
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.
Saturday, February 7, 2009
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:
Words that are examples or explanations:
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.
Wednesday, February 4, 2009
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.
I've checked Myers' webpage, but it does not appear she has responded yet.
Tuesday, February 3, 2009
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.
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.
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.
Monday, February 2, 2009
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.
Sunday, February 1, 2009
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"
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).
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).
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