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.
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