Friday, September 30, 2011

Education Narrative Assignment



Due Monday, October 10

Write a three – five page narrative about a time when you struggled to master something difficult. This learning may be small or significant, in school or out. You may have learned an idea or a skill. It’s not important whether you were successful in your learning; your essay is about the process, not the result.

Typed. Double Spaced. Twelve point. No blank lines between paragraphs, except to indicate a major shift in tone or setting. Three – five pages. Don’t forget a title.

Required: Include at least one properly punctuated appositive, used to create a specific effect. Underline your appositive.

Required: One intentionally, effectively placed short sentence or fragment. Underlined.

Required: A header with your name and the page of the essay in the upper right hand corner.

Suggested: Three possible structures. 1) Begin at the end, then explain how you got there. 2) Alternate narration of the action with reflection on the action. 3) Traditional beginning, middle, end narration.

Audience: 1) An educated reader. 2) Yourself.

Purpose: 1) To explore the nature and process of acquiring knowledge 2) To explore your role in learning. 3) To identify effective or ineffective strategies for learning. 4) To tell a good story.

Excellent topics are not limited to major epiphanies. Sometimes great wisdom lies in exploring the little details. Write about an experience you remember vividly and can describe honestly, even if you weren’t successful in your endeavors.


Thursday, September 29, 2011

Agenda, September 30

Due Now: "Allegory"
Due Now: Vocab 3
Due Monday: "Learning to Read and Write," by Frederick Douglass, in 50 Essays (be sure to read the right one)
Due Monday: Read and highlight "Short Simple Sentences" (handout)
Due Monday, 10/10: Education Narrative: Write about a time when you struggled to learn something.

  1. Vocab Questions
  2. Here's a fun form of syntax: list, list, list dash
  3. Narrative Brainstorming
  4. "Allegory of the Cave"
  5. Ethos, Pathos, Logos
  6. Plato v. Emerson

If You've Got Three Minutes

Caleb passed this link along to me:

Three Minute Philosophy: Plato

It's a relatively amusing link that might help answer some of the questions that are already on the board. If you like it, there are other editions of Three Minute Philosophy (none of which are actually 3 minutes long and several of which have profanity - be careful what you click when you visit youtube).


Wednesday, September 28, 2011

Agenda, September 29

Due Now: "Education" by Emerson
Due Now: "Allegory of the Cave," by Plato (handout). 

Due Monday: "Learning to Read and Write," by Frederick Douglass in 50 Essays (be sure to read the right one). If you haven't checked out 50 Essays yet, it will be available in the library during lunch or after school.
Due Friday: Vocab 3 

  1. Rhetorical Strategies we noticed
  2. Emerson's Answers: How do we learn? How do we teach? How do we fix it?
  3. Emerson's Purpose
  4. What's an allegory?

Tuesday, September 27, 2011

Agenda, September 28

Due Now: "Education" by Emerson
Due Thursday: "Allegory of the Cave," by Plato (handout). Man, y'all are bad at picking up handouts.
Due Friday: Vocab 3

  1. The audience
  2. The structure
  3. The rhetorical strategies
  4. The purpose
Looks like a busy hour.

Monday, September 26, 2011

Agenda, September 26

Due Now: "Education" by Emerson
Due Now: "How it Feels" Essay, 2nd draft

Due Thursday: "Allegory of the Cave," by Plato (handout)
Due Friday: Vocab 3 


  1. So, is it a satire?
  2. "Education," in all its glory

Vocab 3


I’ll Be the Judge of That:
Words about Evidence, Proof, and Judgment
Due Friday, September 30

Provide the definition for each of the following words that you don’t know. Even if you think you are familiar with the word, you should check its definition to confirm your understanding. For words you need to define, include the dictionary definition and a translation of the dictionary definition into your own words.

Write an original sentence for each word in the list, whether you need to define it or not. Post one sentence as a comment. Please type your work.

1.     biased
2.     exculpate
3.     impartial
4.     incontrovertible
5.     integrity
6.     objectivity
7.     penitent
8.     plausible
9.     substantiated
10.  vindicated

Sunday, September 25, 2011

Agenda, September 26

Due Now: "Happy Endings"
Due Now: "Education" by Emerson
Due Now: "How it Feels" Essay, 1st draft
Due Tomorrow: "How it Feels" Essay, 2nd draft
Due Friday: Vocab 3

  1. Peer Review
  2. "Happy Endings" - Three questions: What's her purpose? Is it a satire? What good does this essay do for you?
  3. "Education" whole class disco

Thursday, September 22, 2011

Agenda, September 23

Due Now: Vocab 2
Due Now: "Happy Endings" (handout)
Due Monday: "Education," by Ralph Waldo Emerson (handout). Be sure you are taking notes as you read.
Due Monday: "How it Feels" essay
  1. Atwood one-question quiz
  2. Vocab Sentences in Groups of 3
  3. Our first dance with "So What?"
  4. "This won't hurt a bit," asserted the teacher ironically.
  5. Write your own appositives
  6. Happily ever after?

Unhappy

I have three copies of "Happy Endings" on my desk that I ought not have. This leads me to believe that three of you are without the text you need to complete tonight's homework.

Hmmm, that's a problem that needs solving.

If I were among those of you with the text, I'd anticipate a one-question quiz tomorrow. Those of you who check the blog compulsively, it would be kind of you to spread the word to those who don't.

Wednesday, September 21, 2011

Agenda, September 22

Due Now: "How it Feels"
Due Now: "Countdown" by Jonathan Franzen (handout)

Due Fri: "Happy Endings," by Margaret Atwood (handout) - be warned, this story is dark
Due Fri:
 Vocab 2. Posting is part of your grade.
Due Monday:
 "How it Feels" essay

Due Monday: "Education," by Ralph Waldo Emerson (handout coming tomorrow - available today after school in the main lobby if you want it early)

  1. Questions?
  2. Structure and purpose in "How it Feels"
  3. Notable descriptive writing in "How it Feels"
  4. Notable descriptive writing in "Countdown"
  5. "This won't hurt a bit," the teacher asserted ironically.
  6. Write your own appositives

Tuesday, September 20, 2011

Agenda, September 21

Due Now: "How it Feels"
Due Now: "Countdown" by Jonathan Franzen (handout)
Due Now:
 TEP Paragraph, focusing on diction or analogy in "How it Feels." Typed. Double spaced.
Due Fri:
 Vocab 2. Posting is part of your grade.
Due Monday:
 "How it Feels" essay



Sit wherever you like today.

  1. Collect TEP's
  2. Questions?
  3. Finish group sharing
  4. "I'm confused"
  5. Whole class "How it Feels"
  6. "Countdown"
  7. Write your own appositives


Monday, September 19, 2011

Agenda, September 20

Due Now: "How it Feels"
Due Now: Appositive Handout

Due Wednesday: "Countdown" by Jonathan Franzen (handout)
Due Wednesday:
TEP Paragraph, focusing on diction or analogy in "How it Feels." Typed. Double spaced.
Due Fri:
Vocab 2. Posting is part of your grade.
Due Monday:
"How it Feels" essay
  1. Essay Guidelines 
  2. Return of the Timed Write
  3. Questions (about the essay, the TEP, college-level paper, post, life, death, birth, and infinity)   
  4. Early TEP's?
  5. Is it an appositive?
  6. "How it Feels" small group disco
  7. "How it Feels" whole class

How it Feels Essay Assignment


How it Feels to be ___________ Me
Due Monday, September 26

Typed. Double Spaced. Twelve point. No blank lines between paragraphs, except to indicate a major shift in tone or setting. Include a header with your name and the page number in the upper right hand corner. This header should not appear on the first page. Three – five pages. Don’t forget a title.

Required: Include at least one properly punctuated appositive, used to create a specific effect. Underline your appositive.

Suggested: Close your essay with a powerful analogy.

Audience: 1) A reader who does not know you well. 2) A reader who is familiar with the personalities teens bring to the classroom. 3) Yourself.

Purpose: 1) To explore one of your avowed or ascribed identities with a depth that surprises yourself and your reader. 2) To use this exploration to make a comment about society in general.

Excellent topics include identities about which you are uncertain, identities that are unique to you, and identities that are commonly misunderstood.

Sunday, September 18, 2011

How to Write a College Paper


How I Spent My Summer Vacation
(Or: What it Means to Write a “College Level Paper”)

  1. I read first. I read all the assigned work for the class, even the boring pieces (except, I confess, for the single most boring piece). As I read, I looked for connections between essays, connections between the essays and my personal experience, and particularly for places that created “disequilibrium” – a disconnect between the writer’s point of view and the world as I understand it.

  1. I took notes during the lectures. I took three types of notes: 1) content based notes; 2) ideas for my paper (both thesis ideas and supporting arguments); 3) curriculum ideas for my classroom. I identified ideas for my paper with an asterisk in the left hand margin.

  1. I wrote an outline on Saturday, July 19th. The outline identified four sections of my paper. Each outline section heading was a question. The bulk of my outline consisted of authors and page numbers where I could find textual support to answer the question.

  1. I let the essay “cook” until Tuesday, July 22nd. I thought about the essay, discussed my thesis with classmates, skimmed the class readings, and reviewed my lecture notes, but I did not compose.

  1. I wrote one section of my paper each night from Tuesday through Friday. As part of the writing process, I turned the questions from my outline into thesis statements. Yes, my essay has four distinct thesis statements. The main thesis for my essay – the one that operates as an umbrella thesis for the others – first appears at the bottom of page two (not at the end of the first paragraph).

  1. The writing process created new questions for me, so I turned to the internet for research. I did not use wikipedia, except to fact check one definition. Often, the websites Google provided were not helpful, but the pages contained links to other pages that met my needs. Ultimately, I found three resources that were both useful and credible: one of my sources was from Indiana State University (after I selected the resource, I googled the author to confirm that he was reliable), the Pew Research Center (a nationally recognized institue), and a government website.

  1. Each night, before I began work on a new section, I reread my previous work. This helped with proofreading, maintaining continuity of voice, and creating smooth transitions.

  1. On Saturday, I revised. I reread the paper from beginning to end. I fussed with my organization, particularly the transitions. I also created my Works Cited page. I used the Knight Cite online citation maker. Even with assistance from the internet, it took almost two hours to create my Works Cited page.

  1. On Sunday, I gave the essay to my wife to read (in school, this is called peer review). She’s also an English major and an excellent editor. She gave me feedback on diction and voice, audience awareness, grammar and punctuation, and a few logical lapses. She also gutted my conclusion.

  1. On Monday, I made the easy revisions. I attempted to revise the conclusion, but it still needed more time to “cook.”

  1. On Tuesday, I revised the conclusion. My wife reviewed the new conclusion, offered a few tweaks, and griped that I didn’t accept every single one of her suggestions.

  1. Tuesday night, four weeks after I began my reading for this essay and ten days after I began the process of composing, I e-mailed my final draft to my instructor. I sent the essay as a Microsoft Word attachment AND pasted the essay into the body of the e-mail.


Unit 1: Justice in Terms of Race and Gender
Topics to “Cook”

  • Personal/Descriptive: How it feels to be ______________ me.
  • Personal/Narrative: Write about a personal experience with learning something difficult. What were the obstacles? What was your motivation? Ultimately, what did you learn about learning?
  • Expository/Compare/Contrast: Compare and contrast the learning experiences of any two authors we’ve read over the course of this unit. Use your comparison to draw a conclusion about the best way to learn.
  • Argumentative/Synthesis: Considering several of the pieces we have read in this unit – as well as your personal reading, observation, and research – write an argument that explores one of the two following questions: 1) What is the value of education? or 2) What is the best way to learn?

Your new best friend: the TEP paragraph



Technique – Effect – Purpose Paragraph

1. In “Title of Essay,” [author] uses [rhetorical strategy] to [achieve his purpose – do not use the word purpose in your paragraph; in your topic sentence, you should directly state what the author hopes to achieve.]

2. Establish the context of the first quotation.

3. Quote the text. Never use a quotation as its own sentence. When writing about diction, you might want to quote a “series” of “Words” or “phrases” instead of a complete sentence. Follow the quotation with the author’s name and the page number in parentheses (Kline 22). Artful writers might combine steps two and three in a single sentence. If you are not confident in your ability to properly format a quotation, visit this link for some excellent advice: http://www.virtualsalt.com/quotehlp.htm

4. Analyze the quotation. How does this help you prove the author’s technique achieves her purpose? Focus on the effect on the reader. No MORE than two sentences of analysis.

5. Repeat steps two through four with a second example.

6. Close your paragraph.


Agenda, September 19

Due Now: Onion article
Due Now: "How it Feels"
Due Tomorrow: Appositive Handout
Due Wednesday: TEP Paragraph, focusing on diction or analogy in "How it Feels." Typed. Double spaced.
Due Fri: Vocab 2. Posting is part of your grade.
Due Monday: "How it Feels" essay, directions to be posted soon
  1. How to write a college paper
  2. Your essay with a partner: what do you need to know in order to answer your question?
  3. The TEP Paragraph
  4. Avowed identities v. ascribed identities
  5. The Onion, 10 minutes max
  6. "How it Feels" small group disco

Saturday, September 17, 2011

Vocab Assignment #2


Due Friday, September 23
You Talkin’ to Me?
Words About Language and Argument

Provide the definition for each of the following words that you don’t know. Even if you think you are familiar with the word, you should check its definition to confirm your understanding. For words you need to define, include the dictionary definition and a translation of the dictionary definition into your own words.

Write an original sentence for each word in the list, whether you need to define it or not. Post one sentence as a comment. Please type your work.


1.     assertion
2.     clarity
3.     cogent
4.     coherent
5.     cohesive
6.     didactic
7.     discourse
8.     eloquence
9.     emphasize
10.  fluid
11.  implication
12.  lucid
13.  rhetoric

Thursday, September 15, 2011

Is there a chemist in the house?

Here's another fun song by Tom Lehrer:

http://grooveshark.com/#/s/The+Elements/3Z4jSh?src=5

The song ends with an implied question; I reckon more than a few of you could supply an answer or two.

Agenda, September 16

Due Now: Read article from The Onion. Mark it up!
Due Friday: Vocab 1, typed

Due Monday: "How it Feels to be Colored Me" by Zora Neale Hurston, in 50 Essays. Sticky-note it up! Focus on the art of description. Bring the text with you Monday.

  1. Vocab in groups of three
  2. "Lobachevksy" and The Onion whole class disco
  3. Descriptive writing handout

Wednesday, September 14, 2011

Agenda, September 15

Due Thursday: Come to class with a functional definition of satire. It might help to know the difference between verbal irony, situational irony, and dramatic irony. Wise notecard makers will make notecards for all four terms.
Due Friday: Read article from The Onion. Mark it up!
Due Friday: Vocab 1, typed

Due Monday: "How it Feels to be Colored Me" by Zora Neale Hurston, in 50 Essays. Sticky-note it up! Bring the text with you Monday.
  1. Timed Write Reflection / Strategies
  2. Return of the quizzes / Curiosity Journals
  3. Curious about what's next?
  4. Satire v. Irony
  5. "Lobachevsky"
  6. Descriptive Writing (if time allows)

Tuesday, September 13, 2011

FYI

You can and should quote from your novel in Wednesday's timed write. Please bring your book.

You won't need Everything's an Argument for a while.

Just thought you might like to know.

Agenda, September 14

Due Thursday: Come to class with a functional definition of satire. It might help to know the difference between verbal irony, situational irony, and dramatic irony. Wise notecard makers will make notecards for all four terms.
Due Friday: Read article from The Onion. Mark it up!
Due Friday: Vocab 1, typed 

  1. Defend, Qualify, or Challenge
  2. Timed Write #1 

Monday, September 12, 2011

Agenda, September 13

Due Now: "How to Read" and "How to Mark"
Coming Wednesday: In-class Timed Write #1 
Due Thursday: Come to class with a functional definition of satire. It might help to know the difference between verbal irony, situational irony, and dramatic irony. Wise notecard makers will make notecards for all four terms.
Due Friday: Vocab 1, typed 

  1. Return quizzes
  2. Whole class discussion: "How to Mark a Book"
  3. Questions about Argument?
  4. Novel Group Question 2: Is your novel an argument? If so, what kind?
  5. Novel Group Question 3: Who are the winners and losers in your novel? How do you know?

Sunday, September 11, 2011

Vocab Assignment #1


Due, Friday, September 16
Potpourri
Words That Smell Nice

Provide the definition for each of the following words that you don’t know. Even if you think you are familiar with the word, you should check its definition to confirm your understanding. For words you need to define, include the dictionary definition and a translation of the dictionary definition into your own words.

Write an original sentence for each word in the list, whether you need to define it or not. Post one sentence as a comment. Please type your work.

1.     Anachronism
2.     Anthropomorphism
3.     Apology (look for a definition you don’t know)
4.     Apparatus
5.     Archetype
6.     Gesticulating
7.     Lexicon
8.     Panegyric
9.     Paradigm
10.  Pernicious
11.  Propitious
12.  Sardonic

Friday, September 9, 2011

Agenda, September 12

Due Now: Everything's an Argument, Chapter 1
Due Tomorrow: "How to Read" and "How to Mark"
Due Friday: Vocab 1, typed
  1. Quote of the Week Reflection
  2. Argument Questions
  3. Argument Exercises
  4. Finish Novel Group Question 1: Plot, Setting, Characters
  5. Novel Group Question 2: Is your novel an argument? What kind?

Thursday, September 8, 2011

Agenda, September 9

Due Now: Rhetorical Devices Quiz
Due Now: Bring your summer reading novel
Due Monday: Everything's an Argument, Chapter 1

  1. Rhetorical Devices Quiz
  2. Finish Categorization Exercise: Give me groups of questions, not just numbers
  3. Novel Group Question 1: Plot review

Wednesday, September 7, 2011

Agenda, September 8

Due Friday: Rhetorical Devices Quiz
Due Friday: Bring your summer reading novel
Due Monday: Everything's an Argument, Chapter 1
  1. Vocab Name Tags, Part Due
  2. Expectations, 2nd Draft
  3. Your personal expectations
  4. Your novel on a card
  5. Categorizing exercise
  6. Library Field Trip

Tuesday, September 6, 2011

Agenda, September 7

Finally! 


Due Now (that means at the beginning of class): Curiosity Journals
Due Now: Project Essay
Due Friday: Rhetorical Devices Quiz
Due Friday: Review the major plot events and characters in your novel
  1. Vocab Name Tags
  2. Curiosity Journal Reflection: What did you learn about yourself?
  3. Collect Journals
  4. What's you question?
  5. Collect Essays
  6. Class Expectations
  7. What do you expect of yourself?

Monday, September 5, 2011

It's 10 o'clock. Do you know where your book is?

I'm just finalizing the plans for the first two weeks of school, and it looks like you'll need your summer reading book starting on Friday, September 9. If you own it, great. If you borrowed it from a friend or a friendly library, see if you can hunt it down again.

D'oh!

I hope it's too late for this post to be useful, but I've just figured out the best possible answer to "Will this question work?"

The best questions will be about subjects you wish you could study in school but there just isn't time. If there's a class that you've always wanted to take but we don't offer it, that's the question you want to ask.

Don't fret: there are a million other ways to approach this assignment. If you've already found a question you love, it's the right question, no matter what.