Due Now: The Grapes of Wrath, Chapters 9-16. Take notes to the best of your ability. Please don't write in the school's books.
Due Monday, 11/2: The Grapes of Wrath, Chapters 17-21 (117 pages). We'll be focusing on Chapter 17 on Monday.
Due Thursday, 11/5: Optional
Education Narrative revisions. Clip new copy to previous drafts.
Highlight changes on new copy. No revisions without teacher conference.
Agenda
Freewrite Friday: Write as much as you can in 15 minutes. Pick one of the following prompts: 1) Write an essay in which you convince the reader (and yourself) that you are, in fact, awesome; 2) Who should be the next President of the United States (you do not have to select among the 214 declared candidates); 3) Write about anything you want (it's a freewrite, after all. If you're stumped, begin with "After the storm ...").
Due Now: The Grapes of Wrath, Chapters 9-16. Take notes to the best of your ability. Please don't write in the school's books.
Due Monday, 11/2: The Grapes of Wrath, Chapters 17-21 (117 pages). We'll be focusing on Chapter 17 on Monday.
Due Thursday, 11/5: Optional Education Narrative revisions. Clip new copy to previous drafts. Highlight changes on new copy. No revisions without teacher conference.
Due Now: The Grapes of Wrath, Chapters 9-16. Take notes to the best of your ability. Please don't write in the school's books.
Due Monday, 11/2: The Grapes of Wrath, Chapters 17-21 (117 pages). We'll be focusing on Chapter 17 on Monday.
Due Thursday, 11/5: Optional Education Narrative revisions. Clip new copy to previous drafts. Highlight changes on new copy. No revisions without teacher conference.
When a classmate asks you for help with his or her Bibliography, you should ...
never share your Bibliography or Works Cited with a classmate.
never give a classmate a complete citation.
remind him or her that the Bibliography Notes page exists. This page contains all the advice, models, and source information a person could ask for.
give him or her the following information only, in this order:
The title of the essay
The title of the anthology / source
The author of the essay
The page numbers of the essay
Remember, if you let a classmate copy
your work - either intentionally or inadvertently - you are also guilty
of plagiarism. The penalty for both the borrower and the lender is a 0
on the assignment and a referral.
1)A
Bibliography is a list of all texts consulted during the process of research. A
Works Cited is a list of all works quoted in the essay. Each entry in a
Bibliography or Works Cited is called a “citation.”
2)Since
a Bibliography stands alone, it needs the traditional MLA header. The Works
Cited page does not need a header, and it should be stapled after the last page
of your essay. Even if you have room to include your Works Cited on your last page, the Works Cited
should be its own page. Yes, it’s a waste of paper. Sorry.
3)Works
Cited or Bibliography is centered at the top of the page. It is not
highlighted, underlined, or quoted.
4)Works
are listed alphabetically by the first word in the citation, which is usually
the author’s last name. Numbers are alphabetized before letters.
5)Work
is formatted with a hanging indent.
6)Works
Cited and Bibliography pages are double-spaced. Do not put an empty line /
extra return between entries.
7)Beware
of using citation makers. Anything that imports as underlined needs the
underline removed and the underlined material converted into italics. Be sure
to check any citations you’ve imported from a citation maker.
8)If
you found it on the web, cite it like a website. If you can’t find an author,
begin with the title of the page. If you can’t find a date of posting/update,
use n.d.. If you can’t find a publisher, use N.p.. If you found the site on your own, include the link. If I assigned
the website, you don’t need the link.
9)When
in doubt, visit the CCC Library Research Page at: http://depts.clackamas.edu/library/ResearchGuides.aspx.
About two-thirds of the way down the page, they link to “MLA Decoder” and “MLA
Examples.” Those are the documents I use to double-check your Works Cited
pages.
Format for an Essay
in an Anthology
Last
name, First name. "Name of Essay." Title of Collection. Ed. Editors of the Collection. City Published:
Publisher, Year Published. Page Numbers of Essay. Print.
Model for The Language of Composition:
Oates,
Joyce Carol. “The Cruelest Sport.” The
Language of Composition, 2nd Edition. Ed. Renee H. Shea,
Lawrence Scanlon, and Robin Dissin Aufses. Boston: Bedford / St. Martin’s,
2013. 622-630. Print.
Model for 50 Essays, 3rd Edition (The 1st Edition was published in
2004; the 2nd Edition was published in 2007):
Barry,
Dave. “Turkeys in the Kitchen.” 50 Essays:
A Portable Anthology, 3rd Edition. Ed. Samuel Cohen. Boston:
Bedford/St. Martin’s, 2011. 72-75. Print.
Model for The Prentice Hall Reader:
Porter,
Katherine. “The Value of a College Degree.” The
Prentice Hall Reader, 8th Edition. Ed. George Miller. New Jersey: Pearson Education,
2007. 494-498. Print.
Model for 100 Great Essays:
Wollstonecraft,
Mary. “A Vindication of the Rights of Woman.” 100 Great Essays, 3rd Edition. Ed. Robert DiYanni. New York:
Pearson Longman, 2008. 741-44. Print.
Model for Short Takes: Model Essays for Composition.
Ed. Elizabeth Penfield. New York: Pearson Longman 2007
Holland,
Jason. “The Bridge.” Short Takes: Model
Essays for Composition. Ed. Elizabeth Penfield. New York: Pearson Longman,
2007. 25-28. Print.
Format for a Book:
Last name, First Name. Title
in Italics. City of Publication: Publisher, Year. Print.
1.The Grapes of
Wrath
Format for a Web Page
(Dates on the web should be formatted as Day Mon. Year. ex.: 7 Nov. 2014.):
Last
Name, First Name. “Webpage Title.” Website
Title. Publisher/Sponsor (N.p. if none given), Date of Publication (n.d. if
none given). Web. Date of Access. .
General Format for a
song:
Artist (Last name first). “Song
Title.” CD/Album Title. Record Label,
Year. Format.
Texts from 50 Essays, 2nd Edition 2. "I Just Wanna Be Average" (Pgs 350-363) Texts from 50 Essays, 3rd Edition
3.Learning to Read (Malcolm X is alphabetized with the
M’s) (Pgs 257-266)
4.Learning to Read and Write (Pgs 129-135)
5.Why Don’t We Complain? (Pgs 76-82) (Here’s how
Buckley’s name should look: Buckley, William F., Jr.)
Texts from The Language of Composition
6.Superman and Me
7.Education
8.Me Talk Pretty One Day
9.The Spirit of Education (consult Purdue OWL for how to
cite a painting).
Do Tonight: Review your definitions of rhetorical strategies. Look up the definition of "persona" (hint: check the index of The Language of Composition)
Due Now: The Grapes of Wrath, Chapters 1-8. Take notes to the best of your ability. Please don't write in the school's books.
Due Monday, 10/26: The Grapes of Wrath, Chapters 9-16 (138 pages). We'll be focusing on Chapters 9 and 10.
Coming Friday: Laptops for research / word processing
(Or:
What it Means to Write a “College Level Paper”)
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.
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.
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.
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.
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).
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 institute), and a government website.
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.
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; it took almost two hours.
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.
On
Monday, I made the easy revisions. I attempted to revise the conclusion,
but it still needed more time to “cook.”
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.
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.
Education Synthesis
Essay
Due October 27
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 following questions: 1) What is the value of
education? 2) What is the best way
for people to learn? 3) What is the state of contemporary education in America (or the
world)?
Typed. Double Spaced. Twelve point. No blank lines between
paragraphs, except to indicate a major shift in tone or setting. Three – six
pages. Don’t forget a title. Don’t forget your header (both on the front page and on the top of each page. Don't confuse the two different kinds of headers.).
Required:
·Include at least one sentence that employs
parallelism, used to create a specific effect. Underline your parallel
structures.
·Support from a minimum of three classroom
sources.
·Support from a minimum of one additional source
from a college level website.
·At least two “synthesis” paragraphs.
·Properly formatted Works Cited Page.
Suggested: End with a plan of action for the future. Employ
anaphora in your conclusion.
Audience: 1) The editor of a nationally published magazine.
2) The well-educated readers of that magazine. 3) Yourself.
Purpose: 1) To explore contemporary issues regarding the way
people learn and the way we teach 2) To evaluate the current state of education
in America or the world at large. 3) To suggest a plan of action for the
future.
How to approach this paper:
·Develop an opinion on this subject.
·Gather evidence (from our texts and from
research) to support your opinion. This is an argument; therefore, personal experience is valid evidence and
first person is an acceptable POV.
·Create clear, defensible topic sentences.
·Draft paragraphs with two quotations to support
your topic sentences.
·Draft paragraphs with an eye towards ethos,
pathos, and logos.
·Proofread to ensure your quotations are properly
formatted and cited. For this essay, “you will need to include the author’s
name in your parenthetical citation” (Kline 1).
... about the following prompt: 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 following questions: 1) What is the value of
education? 2) What is the best way
for people to learn? 3) What is the state of contemporary education in America (or the
world)?
You don't need to start researching or writing yet, but you might want to to start cooking on your ideas.
Due Now: Review all the education texts we've read this term.
Due Monday: Bring a hard copy of an image you've found about education. This could be a drawing, a photograph, an editorial cartoon, or a graph or chart.
Agenda
Two Famous Authors Have a Conversation About Education
Due Now: "None of This is Fair," by Richard Rodriguez (handout).
Due Now: Bring your Language of Composition Text
Due Now: Education Narrative about a time when you struggled to learn something.
Due Now: Common Place #2 based on an editorial that addresses an issue from our education discussion on the first day of class. For Common Place #2 only, you may use an editorial that is up to one year old.
For Wednesday: Review all the education texts we've read this term.
Due Now: "None of This is Fair," by Richard Rodriguez (handout). Before you read, you should skimthis online article
to familiarize yourself with the concept of affirmative action. (A note
about the article: I didn't particularly like the website and I'd
certainly avoid clicking on any of the ads, but the content was solid.)
Due Monday: Bring your Language of Composition Text
Due Monday: Education Narrative about a time when you struggled to learn something.
Due Monday: Common
Place #2 based on an editorial that addresses an issue from our
education discussion on the first day of class. For Common Place #2
only, you may use an editorial that is up to one year old.
Due Now: "None of This is Fair," by Richard Rodriguez (handout). Before you read, you should skimthis online article
to familiarize yourself with the concept of affirmative action. (A note
about the article: I didn't particularly like the website and I'd
certainly avoid clicking on any of the ads, but the content was solid.)
Due Monday: Bring your Language of Composition Text
Due Monday: Education Narrative about a time when you struggled to learn something.
Due Monday: Common
Place #2 based on an editorial that addresses an issue from our
education discussion on the first day of class. For Common Place #2
only, you may use an editorial that is up to one year old.
