Howdy.
Tomorrow (Wed): Be ready to peer review. Bring TWO copies of your essay without your name on it, and a separate title page.
TH: Independent Writing Session. Essays due to me by 11:59pm.
FR: Free extension if you can't finish by TH night.
This weekend: Read, mark-up, analyze, complete analysis think sheets for the readings for the final.
Mon: Review of Final materials
Tues: Final.
Email me with questions. <3
Tuesday, February 8, 2011
Monday, February 7, 2011
Works Cited Page
Title it Works Cited and center the title.
List sources in alphabetical order by author’s last name
Michaels, Leonard. “My Yiddish.” Exploring Language. Ed. Gary Goshgarian. New York: Longman, 2010. p. 75-81. Print.
I can't do it here, but remember each entry should use HANGING text (go to paragraph, choose "special" and choose "hanging").
Remember that Works Cited pages should be in ALPHABETICAL order.
An OWL link:
Works Cited
List sources in alphabetical order by author’s last name
Michaels, Leonard. “My Yiddish.” Exploring Language. Ed. Gary Goshgarian. New York: Longman, 2010. p. 75-81. Print.
I can't do it here, but remember each entry should use HANGING text (go to paragraph, choose "special" and choose "hanging").
Remember that Works Cited pages should be in ALPHABETICAL order.
An OWL link:
Works Cited
In-text Citations
Firstly, I moved peer review to WEDNESDAY.
In-text Citations:
Want to use 1-3 quotes per paragraph.
Sandwich Your Quotes
1.) Lead into and out of them
a. Set up the quote (here’s something important)
b. Quote the quote and cite it
c. EXPLAIN why the quote is significant/important/relevant
2.) Don’t start or end paragraphs with quotes.
What Citations Should Look Like
Leading into quote, “Something brilliant” (Hunt 276).
Hunt said, “Something brilliant” (276) and it was totally awesome.
Hunt said something brilliant (276), and it was totally awesome.
If you quote someone that was quoted in the essay you read, here's how to cite that:
Ravitch argues that high schools are pressured to act as "Social service centers, and they don't do that well" (qtd. in Weisman 259).
Quotes longer than 3 typed lines use a block quote. Or, edit.
Some OWL links:
Citations
In-text Citations:
Want to use 1-3 quotes per paragraph.
Sandwich Your Quotes
1.) Lead into and out of them
a. Set up the quote (here’s something important)
b. Quote the quote and cite it
c. EXPLAIN why the quote is significant/important/relevant
2.) Don’t start or end paragraphs with quotes.
What Citations Should Look Like
Leading into quote, “Something brilliant” (Hunt 276).
Hunt said, “Something brilliant” (276) and it was totally awesome.
Hunt said something brilliant (276), and it was totally awesome.
If you quote someone that was quoted in the essay you read, here's how to cite that:
Ravitch argues that high schools are pressured to act as "Social service centers, and they don't do that well" (qtd. in Weisman 259).
Quotes longer than 3 typed lines use a block quote. Or, edit.
Some OWL links:
Citations
Thursday, February 3, 2011
Compare and Contrast Organization
Compare and Contrast Organization
For example… Jane Austen’s Heroine Qualities
Elizabeth (P&P) Sassy & Traditional
Emma (Emma)
Paragraph 1
Elizabeth and Emma, Sassy
Paragraph 2
Elizabeth and Emma, traditional
OR
Paragraph A
Elizabeth is sassy and traditional
Paragraph B
Emma is sassy and traditional
For YOUR essays:
Option 1:
Paragraph 1: Essay 1 Ideas and Rhetorical Critique (or Rhetorical and Ideas Critique)
Paragraph 2: Essay 2 Ideas and Rhetorical Critique (or Rhetorical and Ideas Critique)
Paragraph 3: Discussion of the essay you feel is most successful and why
OR
Option 2:
Paragraph 1: Discuss Essay 1 and Essay 2 rhetorically (or ideas)
Paragraph 2: Discuss Essay 1 and Essay 2 ideas (or rhetorically)
Paragraph 3: Discussion of the essay you feel is most successful and why
Don’t forget stylized intros and conclusions. :) Woo to the hoo.
For example… Jane Austen’s Heroine Qualities
Elizabeth (P&P) Sassy & Traditional
Emma (Emma)
Paragraph 1
Elizabeth and Emma, Sassy
Paragraph 2
Elizabeth and Emma, traditional
OR
Paragraph A
Elizabeth is sassy and traditional
Paragraph B
Emma is sassy and traditional
For YOUR essays:
Option 1:
Paragraph 1: Essay 1 Ideas and Rhetorical Critique (or Rhetorical and Ideas Critique)
Paragraph 2: Essay 2 Ideas and Rhetorical Critique (or Rhetorical and Ideas Critique)
Paragraph 3: Discussion of the essay you feel is most successful and why
OR
Option 2:
Paragraph 1: Discuss Essay 1 and Essay 2 rhetorically (or ideas)
Paragraph 2: Discuss Essay 1 and Essay 2 ideas (or rhetorically)
Paragraph 3: Discussion of the essay you feel is most successful and why
Don’t forget stylized intros and conclusions. :) Woo to the hoo.
Review for Today and Preview for Monday
1.) No Opening Writing. Please read “Norming Session” essays.
For these essays you will:
• Read
• Mark up grammar issues
• Note Organization and Content
• Analyze Rhetorically (like the think sheets)
• Note anything else that jumps out at you.
2.) Then we’ll discuss Norming essays
3.) Outlines for essay 2
Monday:
1.) Essay 1 rewrites due by midnight. Please use the writing center for proofreading. (You can hit the writing center Friday AND Monday. Exciting.)
2.) Development and Outlines of Essay 2
3.) Peer Review of Essay 2 on TUESDAY.
Bring 2 “blind” copies to class.
“Blind” essays means that your name does not appear on the actual essays, BUT
You do need to title (fancy) them, and, I need a separate sheet with the title AND your name on it (so I can match them up later). Magical.
For these essays you will:
• Read
• Mark up grammar issues
• Note Organization and Content
• Analyze Rhetorically (like the think sheets)
• Note anything else that jumps out at you.
2.) Then we’ll discuss Norming essays
3.) Outlines for essay 2
Monday:
1.) Essay 1 rewrites due by midnight. Please use the writing center for proofreading. (You can hit the writing center Friday AND Monday. Exciting.)
2.) Development and Outlines of Essay 2
3.) Peer Review of Essay 2 on TUESDAY.
Bring 2 “blind” copies to class.
“Blind” essays means that your name does not appear on the actual essays, BUT
You do need to title (fancy) them, and, I need a separate sheet with the title AND your name on it (so I can match them up later). Magical.
Wednesday, February 2, 2011
Happy Groundhog's Day!
Punxsutawney Phil did not see his shadow, so we can hope for an early spring.
Today we discussed notes from essay 1, and did some brainstorming on essay 2.
Essay 1 rewrites due: MONDAY 2/7 by midnight. Emailed to me as attachments. Please be sure your formatting is correct. Please use a good proofreader, i.e. the writing center in the library.
Essay 2 due: WEDNESDAY 2/9. Make these drafts as polished as possible.
Tomorrow: Outlines for essay 2, MLA citations and works cited pages.
Try not to fall on your butts as you walk around town.
(Spring: Eng 24 D45F 0765) :)
Today we discussed notes from essay 1, and did some brainstorming on essay 2.
Essay 1 rewrites due: MONDAY 2/7 by midnight. Emailed to me as attachments. Please be sure your formatting is correct. Please use a good proofreader, i.e. the writing center in the library.
Essay 2 due: WEDNESDAY 2/9. Make these drafts as polished as possible.
Tomorrow: Outlines for essay 2, MLA citations and works cited pages.
Try not to fall on your butts as you walk around town.
(Spring: Eng 24 D45F 0765) :)
Tuesday, February 1, 2011
Essay 2
Compare and Contrast two writers, based on their writing and ideas.
Using readings from Exploring Language (or the August and Tannen articles), choose 2 that inspire to discuss both the craft of how they wrote, as well as the ideas they express through their writing.
You will analyze their writing, based on our questions from the analysis think sheet. You will analyze their ideas using the skills you've gleaned in discussion.
Whose essay is written better to express their ideas? Whom do you agree with more? Why?
Topics we've discussed so far: bilingualism, gender verbal styles, censorship, textspeak, advertising and media, nonverbal behaviors, American English.
Be prepared to begin process activities tomorrow (Wed, Groundhog's Day).
A note on Essay 3
A Classical argument based on your topic for essay 2.
Classical Argument includes:
Intro
Background
Argument
Counterargument
Response (countering the counterargument)
Conclusion
So pick a topic that interests you enough to get you through both essays.
Using readings from Exploring Language (or the August and Tannen articles), choose 2 that inspire to discuss both the craft of how they wrote, as well as the ideas they express through their writing.
You will analyze their writing, based on our questions from the analysis think sheet. You will analyze their ideas using the skills you've gleaned in discussion.
Whose essay is written better to express their ideas? Whom do you agree with more? Why?
Topics we've discussed so far: bilingualism, gender verbal styles, censorship, textspeak, advertising and media, nonverbal behaviors, American English.
Be prepared to begin process activities tomorrow (Wed, Groundhog's Day).
A note on Essay 3
A Classical argument based on your topic for essay 2.
Classical Argument includes:
Intro
Background
Argument
Counterargument
Response (countering the counterargument)
Conclusion
So pick a topic that interests you enough to get you through both essays.
Monday, January 31, 2011
For Tuesday 2/1
Tomorrow:
Read and be prepared to discuss Eugene August's “Anti-Male Bias” and Deborah Tannen's “No Unmarked Woman” (handouts)
Read and be prepared to discuss Eugene August's “Anti-Male Bias” and Deborah Tannen's “No Unmarked Woman” (handouts)
Thursday, January 27, 2011
Run-on Sentences
Be careful with your sentences, and make sure you are not trying to put too much into one sentence. A run-on sentence is when two independent clauses are fused or “run together” without proper punctuation. If you are discussing two different things in one sentence, it is probably confusing for the reader.
Here are some examples of run-on’s:
“It has been 99 years since I have been in a school environment so this first time was really scary and I wasn’t sure I was going to make it.”
And, “It is a field I find most interesting because I have always loved the law, was always watching the tv courts shows when I was home with my babies and I want to help people who have made bad decisions in their past get a knew star.”
Do you see how these sentences have a lot of information and not enough punctuation and therefore are confusing to the reader?
You can fix a run-on four different ways.
• First, you could use a period to separate the clauses, like this: Arts education is important for children’s brain development. It is also fun for everyone!
• Or, you can make a complex sentence by adding a comma and a conjunction: Arts education is important for children’s brain development, and it is fun for everyone!
• Or, you can use a semicolon, a conjunctive adverb, and a comma: Arts education is important for children’s brain development; besides, it is fun for everyone!
• Or, you can add a subordinate word at the beginning of a clause and then join the two clauses: Because arts education is important for children’s brain development, it is also fun for everyone!
Here's a link for further exploration:
Sentence Structure
Here are some examples of run-on’s:
“It has been 99 years since I have been in a school environment so this first time was really scary and I wasn’t sure I was going to make it.”
And, “It is a field I find most interesting because I have always loved the law, was always watching the tv courts shows when I was home with my babies and I want to help people who have made bad decisions in their past get a knew star.”
Do you see how these sentences have a lot of information and not enough punctuation and therefore are confusing to the reader?
You can fix a run-on four different ways.
• First, you could use a period to separate the clauses, like this: Arts education is important for children’s brain development. It is also fun for everyone!
• Or, you can make a complex sentence by adding a comma and a conjunction: Arts education is important for children’s brain development, and it is fun for everyone!
• Or, you can use a semicolon, a conjunctive adverb, and a comma: Arts education is important for children’s brain development; besides, it is fun for everyone!
• Or, you can add a subordinate word at the beginning of a clause and then join the two clauses: Because arts education is important for children’s brain development, it is also fun for everyone!
Here's a link for further exploration:
Sentence Structure
Commas
Class, some of your trouble with grammar comes from the use of commas. Sometimes you are using them correctly, like the beginning of this sentence: “Jackson County, although tucked away in the Blue Ridge Mountains, stepped right in and came up to bat alongside those outside the mountains in 1925.”
This is another sentence where you should use more commas for clarity: “WestCare has a long and interesting history which goes back to horse and buggy days and was graciously provided by Brian Thomas in Corporate Relations at WestCare."
Here you should separate the introductory clause (the beginning phrase of your sentence) from the rest of the sentence. For example, a skateboarding essay may include a sentence like “Although many people find skateboarding to be a nuisance, it is truly a sport that works out all muscle groups, and its health benefits are too important to ignore.”
Commas help writers to be clear in their meaning. They help us avoid problems like fragments and run-on sentences. Here’s a link to the handbook that may be helpful:
Commas
Try reading your paper out loud to hear some of these issues. If you find that you are running out of breath or pausing somewhere there is not a comma, that may be a signal to revise the punctuation in that sentence.
This is another sentence where you should use more commas for clarity: “WestCare has a long and interesting history which goes back to horse and buggy days and was graciously provided by Brian Thomas in Corporate Relations at WestCare."
Here you should separate the introductory clause (the beginning phrase of your sentence) from the rest of the sentence. For example, a skateboarding essay may include a sentence like “Although many people find skateboarding to be a nuisance, it is truly a sport that works out all muscle groups, and its health benefits are too important to ignore.”
Commas help writers to be clear in their meaning. They help us avoid problems like fragments and run-on sentences. Here’s a link to the handbook that may be helpful:
Commas
Try reading your paper out loud to hear some of these issues. If you find that you are running out of breath or pausing somewhere there is not a comma, that may be a signal to revise the punctuation in that sentence.
Avoiding "You"
Hey, guys. (All y'all)
I imagine some of you were surprised to learn that "you" is considered off-limits in academic writing!
Here is a great link that explains why: Grammar
Unfortunately, eliminating "you" from your writing is much harder than "I" -- but the link above also provides wonderful examples of how to do this.
Now, you all may wonder why I am allowed to use "you"! Well, this is because I actually do mean YOU, a specific student or students, when I use it. The problem with "you" is that usually the audience is undefined and vague, which weakens your credibility.
I hope this information helps! This tends to be the #1 habit my students need to break, by the way...
I imagine some of you were surprised to learn that "you" is considered off-limits in academic writing!
Here is a great link that explains why: Grammar
Unfortunately, eliminating "you" from your writing is much harder than "I" -- but the link above also provides wonderful examples of how to do this.
Now, you all may wonder why I am allowed to use "you"! Well, this is because I actually do mean YOU, a specific student or students, when I use it. The problem with "you" is that usually the audience is undefined and vague, which weakens your credibility.
I hope this information helps! This tends to be the #1 habit my students need to break, by the way...
Wednesday, January 26, 2011
For MONDAY 1/31
For MONDAY:
“Nonverbal Behavior: Culture, Gender, and the Media” p. 297
“Some Friends and I Started Talking” p. 311
“The Meaning of a Word” p. 460
“A Note on ‘Ho’” p. 463
Blog Post #3 for On Borrowed Words
Ilan Stavans discusses his relationship with his father throughout this memoir. On p. 99 he states "I admire him, but I fear he perceives me as his rival. I began dreaming of a career in film thanks to him."
Respond: Interpret Stavans' relationship with his father. Does it seem loving, healthy, cold, distant to you? Why? Are children often considered the rival of their parents? Has there ever been a family talent or trait that you possess that makes you feel competitive with other members of your family? Or do you not possess a trait like that, which makes you feel left out? Do familial relationships have to be complicated? Why or why not?
“Nonverbal Behavior: Culture, Gender, and the Media” p. 297
“Some Friends and I Started Talking” p. 311
“The Meaning of a Word” p. 460
“A Note on ‘Ho’” p. 463
Blog Post #3 for On Borrowed Words
Ilan Stavans discusses his relationship with his father throughout this memoir. On p. 99 he states "I admire him, but I fear he perceives me as his rival. I began dreaming of a career in film thanks to him."
Respond: Interpret Stavans' relationship with his father. Does it seem loving, healthy, cold, distant to you? Why? Are children often considered the rival of their parents? Has there ever been a family talent or trait that you possess that makes you feel competitive with other members of your family? Or do you not possess a trait like that, which makes you feel left out? Do familial relationships have to be complicated? Why or why not?
Tuesday, January 25, 2011
For Wed.
Hey. Remember to be super awesome in discussion tomorrow:
Tomorrow: More stuff.
1.) “Is PowerPoint the Devil?” p. 214
2.) “The Making of the Gettysburg PowerPoint Presentation” p. 227
3.) Lincoln’s Gettysburg Address PowerPoint p. 223
Tomorrow: More stuff.
1.) “Is PowerPoint the Devil?” p. 214
2.) “The Making of the Gettysburg PowerPoint Presentation” p. 227
3.) Lincoln’s Gettysburg Address PowerPoint p. 223
Monday, January 24, 2011
For Tues 1/25
1.) “Do You Speak American?” p. 143
2.) “Everyone Has an Accent But Me” p. 154
Stay warm!
2.) “Everyone Has an Accent But Me” p. 154
Stay warm!
Thursday, January 20, 2011
On Borrowed Words #2
Hi! Here's your 2nd blog post for On Borrowed Words:
Ilan Stavans discusses his grandmother's memoir. Referring to pages 56-90, he writes her history with his interpretation in mind. Choose one of these two topics to discuss in your blog:
1.) Bobbe Bela longs to leave Poland for Israel (then, Palestine) but never emigrates there. Should she have? Do you think her intentions to move there were legitimate, or only a dream? Is there a similar dream you have in your life, that perhaps keeps you going from day to day, but, will perhaps always be a dream?
2.) Stavans discusses the idea of memoir on p. 58: "Memoirs are subjective, manipulative, driven by our desire to improve our prospects in human memory, and, as rudimentary as it is, Bela's is no exception."
What do you think of this perspective of memoir? If we write about ourselves, are we always editing to make ourselves appear better? Or are we trying to explain our actions? Are there other reasons to write memoir? Are personal diaries or journals the same thing? Why or why not?
Remember to aim for at least 500 words per blog post. :) Have a great weekend. You guys have been doing great work in discussion. Keep at it! <3
Ilan Stavans discusses his grandmother's memoir. Referring to pages 56-90, he writes her history with his interpretation in mind. Choose one of these two topics to discuss in your blog:
1.) Bobbe Bela longs to leave Poland for Israel (then, Palestine) but never emigrates there. Should she have? Do you think her intentions to move there were legitimate, or only a dream? Is there a similar dream you have in your life, that perhaps keeps you going from day to day, but, will perhaps always be a dream?
2.) Stavans discusses the idea of memoir on p. 58: "Memoirs are subjective, manipulative, driven by our desire to improve our prospects in human memory, and, as rudimentary as it is, Bela's is no exception."
What do you think of this perspective of memoir? If we write about ourselves, are we always editing to make ourselves appear better? Or are we trying to explain our actions? Are there other reasons to write memoir? Are personal diaries or journals the same thing? Why or why not?
Remember to aim for at least 500 words per blog post. :) Have a great weekend. You guys have been doing great work in discussion. Keep at it! <3
This week.
Here's what we did in week 3:
Tues and Weds:
"Homemade Education"
"Betrayal of Liberty on America's Campuses"
"Regulating Racist Speech on Campus"
"With These Words, I Can Sell You Anything"
Today:
“The Language of Advertising”
“Texting”
For Monday:
1.) Watch our blog for a blog post for On Borrowed Words
2.) Read and be ready to discuss “r u online?” p. 247 and “Thx for the iView!” p. 250
Tues and Weds:
"Homemade Education"
"Betrayal of Liberty on America's Campuses"
"Regulating Racist Speech on Campus"
"With These Words, I Can Sell You Anything"
Today:
“The Language of Advertising”
“Texting”
For Monday:
1.) Watch our blog for a blog post for On Borrowed Words
2.) Read and be ready to discuss “r u online?” p. 247 and “Thx for the iView!” p. 250
Wednesday, January 12, 2011
Snow!
Ok, guys here's the deal:
For TH:
1.) Be prepared to discuss all of our readings, and be ready to turn in the analysis think sheets for all of them. ("Homemade Education", "Language of Silence", "My Yiddish").
2.) We will then outline essay 1 in class.
For FR:
1.) Blog Post #1 on On Borrowed Words:
Respond to what Stavans says about how New York has shaped him. Are New Yorkers all alike? Why or why not?
What do you think of this? How is being a New Yorker a part of your identity? How does living in New York shape you?
All blog posts should be about 500 words.
For MON:
1.) Email Essay 1 to me by 11:59pm. As an attachment! My email is on the syllabus. Paragraphs should be 10-15 sentences long, and your essay should be AT LEAST 3 FULL pages. Full.
A reminder about the headers on the first page of the essay:
At the top left of the first page of each of your essays should be:
Your Name
This class
My name
Draft of the paper
Date paper is due
With no shortcuts!
For example:
Susie Student
ENG 12
Professor Hunt
Essay 2 Draft 2
November 23, 2010
(Use Word to number your pages 2-4 with your last name in the upper right hand corner.)
For TUES: Read “Betrayal of Liberty on America’s Campuses” p. 466 in Exploring Language
For TH:
1.) Be prepared to discuss all of our readings, and be ready to turn in the analysis think sheets for all of them. ("Homemade Education", "Language of Silence", "My Yiddish").
2.) We will then outline essay 1 in class.
For FR:
1.) Blog Post #1 on On Borrowed Words:
Respond to what Stavans says about how New York has shaped him. Are New Yorkers all alike? Why or why not?
What do you think of this? How is being a New Yorker a part of your identity? How does living in New York shape you?
All blog posts should be about 500 words.
For MON:
1.) Email Essay 1 to me by 11:59pm. As an attachment! My email is on the syllabus. Paragraphs should be 10-15 sentences long, and your essay should be AT LEAST 3 FULL pages. Full.
A reminder about the headers on the first page of the essay:
At the top left of the first page of each of your essays should be:
Your Name
This class
My name
Draft of the paper
Date paper is due
With no shortcuts!
For example:
Susie Student
ENG 12
Professor Hunt
Essay 2 Draft 2
November 23, 2010
(Use Word to number your pages 2-4 with your last name in the upper right hand corner.)
For TUES: Read “Betrayal of Liberty on America’s Campuses” p. 466 in Exploring Language
Monday, January 10, 2011
Week 2
Hi, Guys!
For Tuesday:
1.) Read and complete Analysis think sheet for “Spanish Lessons” (Exploring Language p. 82)
2.) Bring in your 3 “life changing” events from Blog #2
For Wed and TH:
1.) Working ahead: We’ll be discussing “The Language of Silence” p. 88 and “Homemade Education” p. 65 on Wed and “My Yiddish” p. 75 on TH
2.) Be reading On Borrowed Words, we’ll have a blog post due about it this week (details to follow).
Don't forget that there is a copy of Exploring Language on reserve in the library.
Also, please be posting blog posts to YOUR blog. Some of you are still posting in the comments to THIS blog, which is fine, but, they need to be on your blog, too.
For Tuesday:
1.) Read and complete Analysis think sheet for “Spanish Lessons” (Exploring Language p. 82)
2.) Bring in your 3 “life changing” events from Blog #2
For Wed and TH:
1.) Working ahead: We’ll be discussing “The Language of Silence” p. 88 and “Homemade Education” p. 65 on Wed and “My Yiddish” p. 75 on TH
2.) Be reading On Borrowed Words, we’ll have a blog post due about it this week (details to follow).
Don't forget that there is a copy of Exploring Language on reserve in the library.
Also, please be posting blog posts to YOUR blog. Some of you are still posting in the comments to THIS blog, which is fine, but, they need to be on your blog, too.
Thursday, January 6, 2011
Homework for Weekend January 6-10
1.) Blog post #1 (Introduction as a writer)
2.) Blog Post #2: List 3 events that have made you who you are as a person (that define you, or changed you.) One good sentence per event.
3.) Read “A Lucky Bounce” and write out the Analysis Think Sheet and be ready to turn it in on Monday.
4.) Working ahead: Please start reading On Borrowed Words.
5.) More working ahead: We’re doing to start discussing “Spanish Lessons” on Tuesday. P. 82 in Exploring Language. If you need to use the copy I have on reserve in the library, you might want to go make a copy today.
Have a great weekend! :)
2.) Blog Post #2: List 3 events that have made you who you are as a person (that define you, or changed you.) One good sentence per event.
3.) Read “A Lucky Bounce” and write out the Analysis Think Sheet and be ready to turn it in on Monday.
4.) Working ahead: Please start reading On Borrowed Words.
5.) More working ahead: We’re doing to start discussing “Spanish Lessons” on Tuesday. P. 82 in Exploring Language. If you need to use the copy I have on reserve in the library, you might want to go make a copy today.
Have a great weekend! :)
Monday, January 3, 2011
Your First Blog Post
Hi, Class!
For your first blog post, I want you to introduce yourself to me as a writer. Please complete this assignment by Friday morning.
How do you feel about writing? Do you consider yourself a writer? Why or why not? Tell me more about your relationship with writing in the past, and how you hope this class helps you become a better writer. Tell me anything else you want me to know, as well, like your favorite color, or how you're obsessed with roller coasters.
For help with things like spelling and grammar, I encourage you to type this blog post into a Microsoft Word Document, and then paste it in the fancy text box provided to you by the wonderful people at blogger.
For your first blog post, I want you to introduce yourself to me as a writer. Please complete this assignment by Friday morning.
How do you feel about writing? Do you consider yourself a writer? Why or why not? Tell me more about your relationship with writing in the past, and how you hope this class helps you become a better writer. Tell me anything else you want me to know, as well, like your favorite color, or how you're obsessed with roller coasters.
For help with things like spelling and grammar, I encourage you to type this blog post into a Microsoft Word Document, and then paste it in the fancy text box provided to you by the wonderful people at blogger.
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