Monday, March 3, 2008
Homework Survey
I'm doing a little research into my own teaching. Help me (and hopefully yourself!) out by taking this short survey on homework. Click here to start. Thanks for your feedback!
Week of March 3rd
Monday, March 3rd (H)
• Due: Copying assignment.
• Class: Introduction to multiple choice; planning the SAT essay.
Tuesday, March 4th (F)
• Due: Read and annotate the essay “Shaping Argument” (handed out in class) and “The Ways We Lie” in 40 Model Essays (Classification).
• Class: Analysis of our analysis (meta!) and class discussion of “The Ways We Lie”
Wednesday, March 5th (S)
• Due: Style imitation assignments; I will also collect your book notes. Also please read remaining essays in Classification (Baker, Tannen).
• Class: Share style imitations assignments. Class discussion (focus on “But What Do You Mean?”).
Thursday, March 6th (U)
• Due: Read and annotate all essays in Process Analysis (Eighner, Lamott, Mitford).
• Class: Class discussion of essays (focus on “Embalming Mr. Jones”).
Friday, March 7th (M)
• Class does not meet today.
Monday, March. 10th (T)
• Due: Read and (lightly is fine!) annotate all essays in Comparison and Contrast and write “one-pager” (remember those?) on choice of topics to be announced.
• Class: Class discussion of essays (focus on “Disability” and “Dumpster Diving”) and peer review of one-pagers.
Note: During the next few days as we wrap up 40 Model Essays, I would like to turn the task of leading discussion over to the class. To that end, I will assign you in groups of three to upcoming essays. Your task is to prepare – in written form that I can collect – a set of three to four meaningful questions for class discussion. Bring these to class the day that your essay is assigned for discussion and be prepared to do a little moderating. Discussions will take approximately half of the class period. Obviously, no late days allowed since this is the substance of our lesson! Assignments follow:
• “The Ways We Lie” – Jeremy, Galen, Dan F.
• “But What Do You Mean?” – Eliza, Zoe, Stephanie
• “Embalming Mr. Jones” – Henrietta, Daniel N., Jule
• “Disability” (pair with “Dumpster Diving”) – Ben, Susannah, Emily
• Definition (TBA) – Mary, Michelle, Tim
• Cause & Effect (TBA) – Aaron, Alisha, Alice
If you will be out of class on your assigned day please make arrangements to trade with someone else and let me know.
• Due: Copying assignment.
• Class: Introduction to multiple choice; planning the SAT essay.
Tuesday, March 4th (F)
• Due: Read and annotate the essay “Shaping Argument” (handed out in class) and “The Ways We Lie” in 40 Model Essays (Classification).
• Class: Analysis of our analysis (meta!) and class discussion of “The Ways We Lie”
Wednesday, March 5th (S)
• Due: Style imitation assignments; I will also collect your book notes. Also please read remaining essays in Classification (Baker, Tannen).
• Class: Share style imitations assignments. Class discussion (focus on “But What Do You Mean?”).
Thursday, March 6th (U)
• Due: Read and annotate all essays in Process Analysis (Eighner, Lamott, Mitford).
• Class: Class discussion of essays (focus on “Embalming Mr. Jones”).
Friday, March 7th (M)
• Class does not meet today.
Monday, March. 10th (T)
• Due: Read and (lightly is fine!) annotate all essays in Comparison and Contrast and write “one-pager” (remember those?) on choice of topics to be announced.
• Class: Class discussion of essays (focus on “Disability” and “Dumpster Diving”) and peer review of one-pagers.
Note: During the next few days as we wrap up 40 Model Essays, I would like to turn the task of leading discussion over to the class. To that end, I will assign you in groups of three to upcoming essays. Your task is to prepare – in written form that I can collect – a set of three to four meaningful questions for class discussion. Bring these to class the day that your essay is assigned for discussion and be prepared to do a little moderating. Discussions will take approximately half of the class period. Obviously, no late days allowed since this is the substance of our lesson! Assignments follow:
• “The Ways We Lie” – Jeremy, Galen, Dan F.
• “But What Do You Mean?” – Eliza, Zoe, Stephanie
• “Embalming Mr. Jones” – Henrietta, Daniel N., Jule
• “Disability” (pair with “Dumpster Diving”) – Ben, Susannah, Emily
• Definition (TBA) – Mary, Michelle, Tim
• Cause & Effect (TBA) – Aaron, Alisha, Alice
If you will be out of class on your assigned day please make arrangements to trade with someone else and let me know.
Monday, February 25, 2008
Week of February 25th
Monday, Feb. 25th (S)
• Due: First half of literature circle book with ten stickies or dialectic notes.
• Class: Discuss literature circle books; assign revision exercise.
Tuesday, Feb. 26th (U)
• Due: Start work on revision exercise; keep reading.
• Class: Sentence types; the loose-periodic continuum.
Wednesday, Feb. 27th (M)
• Class does not meet today.
Thursday, Feb. 28th (T)
• Due: Revision exercise due: revision (glossed), original, reflection; read Section II (“Elementary Principles of Composition”) in Elements of Style.
• Class: Taking a style inventory (comparative).
Friday, Feb. 29th (W)
• Due: Second half of literature circle book with ten stickies or dialectic notes.
• Class: Discuss literature circle books; collaborative style inventory.
Monday, March. 3rd (H)
• Due: Copying exercise and TBA.
• Class: TBA.
Note: The style imitation assignment for your literature circle books will be due on Wednesday of next week!
Sources: Want to read more about sentence types or the loose-periodic continuum? My sources for the class presentation included:
• Everyday Use by Hephzibah Roskelly and David A. Jolliffe
• http://www.infoplease.com
• http://www.arts.uottawa.ca
• http://www.azed.us
• Due: First half of literature circle book with ten stickies or dialectic notes.
• Class: Discuss literature circle books; assign revision exercise.
Tuesday, Feb. 26th (U)
• Due: Start work on revision exercise; keep reading.
• Class: Sentence types; the loose-periodic continuum.
Wednesday, Feb. 27th (M)
• Class does not meet today.
Thursday, Feb. 28th (T)
• Due: Revision exercise due: revision (glossed), original, reflection; read Section II (“Elementary Principles of Composition”) in Elements of Style.
• Class: Taking a style inventory (comparative).
Friday, Feb. 29th (W)
• Due: Second half of literature circle book with ten stickies or dialectic notes.
• Class: Discuss literature circle books; collaborative style inventory.
Monday, March. 3rd (H)
• Due: Copying exercise and TBA.
• Class: TBA.
Note: The style imitation assignment for your literature circle books will be due on Wednesday of next week!
Sources: Want to read more about sentence types or the loose-periodic continuum? My sources for the class presentation included:
• Everyday Use by Hephzibah Roskelly and David A. Jolliffe
• http://www.infoplease.com
• http://www.arts.uottawa.ca
• http://www.azed.us
Thursday, February 14, 2008
Chesterfield: Work in Progress
Our draft is progress is pasted below. Feel free to make edits. If you can email me your completed drafts (totally rough is totally fine), we'll workshop a couple tomorrow ... then celebrate the vacation with some Abe Lincoln and satire.
Here goes:
In the letter written by Lord Chesterfield, many rhetorical devices can be found. Chesterfield uses such devices as antithesis, irony, and repetition. These devices allow Chesterfield to subtly convey his values to his son.
One of the main rhetorical devices employed by Chesterfield is antithesis. With the use of antithesis, Chesterfield is able to contrast what his son may believe with what he believes. Chesterfield defines his purpose in the letter through negative comparisons: he does not mean to “dictate as a parent,” but to “advise as a friend”; he does not wish to “censor” his son’s pleasures, but to “guide” them (17-21). And yet, the enigmatic Lord Chesterfield seems to follow these kind words with thinly veiled threats …
Here goes:
In the letter written by Lord Chesterfield, many rhetorical devices can be found. Chesterfield uses such devices as antithesis, irony, and repetition. These devices allow Chesterfield to subtly convey his values to his son.
One of the main rhetorical devices employed by Chesterfield is antithesis. With the use of antithesis, Chesterfield is able to contrast what his son may believe with what he believes. Chesterfield defines his purpose in the letter through negative comparisons: he does not mean to “dictate as a parent,” but to “advise as a friend”; he does not wish to “censor” his son’s pleasures, but to “guide” them (17-21). And yet, the enigmatic Lord Chesterfield seems to follow these kind words with thinly veiled threats …
Friday, February 8, 2008
Week of February 11th
Note: Click here to access Diana Hacker exercises!
Friday, Feb. 8th (U)
• Due: Final draft of speech project.
• Class: Diction: Latinate vs. Anglo-Saxon word origins.
Monday, Feb. 11th (M)
• No class today.
Tuesday, Feb. 12th (T)
• Math exam today. If you are in class, bring work and/or conferencing questions.
Wednesday, Feb. 13th (W)
• Due: Read “Style” handout from Everyday Use; complete online exercises W4-1, W2-1, W2-2, W2-3 from Diana Hacker and print or email your results.
• Class: Diction: Euphemism and wordiness.
Thursday, Feb. 14th (H)
• Due: Read Part V (“Words and Expressions Commonly Misused”) in Elements of Style; complete online exercises W4-2, W5-1, W5-2, W5-3 (“Grammar Exercises”) and C4-2 (under “Writing Exercises”).
• Class: Diction: Misused words and expressions. Collaborative writing exercise.
Friday, Feb. 15th (F)
• Due: Write full draft of AP exam prompt begun in class; complete online exercises S1-1, S1-3, S5-1, S5-2.
• Class: Collaborative revision exercise. Then, a surprise.
Special Directions:
To access the online grammar exercises:
• Go to bcs.bedfordstmartins.com/writersref6e.
• Click on “Grammar Exercises.”
• When prompted to login, click “Cancel.”
• Select assigned exercises.
To print two pages (or more) per page:
• In Internet Explorer, select “Print” from the “File” menu to pull up the print options.
• Choose the tab marked “Finishing.”
• Look for the option that says “Pages per Sheet and Posters” and select “Two Pages per Sheet.”
Literature Circle Deadlines:
• Monday, Feb. 25th: First half of your novel with 10 “meaty” sticky notes or dialectical journal entries due.
• Friday, Feb. 29th: Second half of your novel with 10 “meaty” sticky notes or dialectical journal entries due.
Note: I am looking for meaningful inquiry and analysis in your notes! Don't bother with plot summary. Do consider style, characterization, theme, symbolism, etc, etc.
Friday, Feb. 8th (U)
• Due: Final draft of speech project.
• Class: Diction: Latinate vs. Anglo-Saxon word origins.
Monday, Feb. 11th (M)
• No class today.
Tuesday, Feb. 12th (T)
• Math exam today. If you are in class, bring work and/or conferencing questions.
Wednesday, Feb. 13th (W)
• Due: Read “Style” handout from Everyday Use; complete online exercises W4-1, W2-1, W2-2, W2-3 from Diana Hacker and print or email your results.
• Class: Diction: Euphemism and wordiness.
Thursday, Feb. 14th (H)
• Due: Read Part V (“Words and Expressions Commonly Misused”) in Elements of Style; complete online exercises W4-2, W5-1, W5-2, W5-3 (“Grammar Exercises”) and C4-2 (under “Writing Exercises”).
• Class: Diction: Misused words and expressions. Collaborative writing exercise.
Friday, Feb. 15th (F)
• Due: Write full draft of AP exam prompt begun in class; complete online exercises S1-1, S1-3, S5-1, S5-2.
• Class: Collaborative revision exercise. Then, a surprise.
Special Directions:
To access the online grammar exercises:
• Go to bcs.bedfordstmartins.com/writersref6e.
• Click on “Grammar Exercises.”
• When prompted to login, click “Cancel.”
• Select assigned exercises.
To print two pages (or more) per page:
• In Internet Explorer, select “Print” from the “File” menu to pull up the print options.
• Choose the tab marked “Finishing.”
• Look for the option that says “Pages per Sheet and Posters” and select “Two Pages per Sheet.”
Literature Circle Deadlines:
• Monday, Feb. 25th: First half of your novel with 10 “meaty” sticky notes or dialectical journal entries due.
• Friday, Feb. 29th: Second half of your novel with 10 “meaty” sticky notes or dialectical journal entries due.
Note: I am looking for meaningful inquiry and analysis in your notes! Don't bother with plot summary. Do consider style, characterization, theme, symbolism, etc, etc.
Sunday, February 3, 2008
Speech Project
Remember, the following items will be included with your final project:
• The preface or introduction, containing historical background (citations in MLA format; no more than a page)
• The prompt itself with accompanying excerpt (formatted a la AP exam)
• Your response to the prompt (no more than two pages)
• A works cited page (in MLA format, including your source for the text of the speech)
All work should be double spaced with the exception of the prompt itself. I’ve scanned two sample introductions from last year so you can get a sense of the tone you might take (note that they’re both on the long side; an effective intro could easily be shorter).
• Sample Introduction #1
• Sample Introduction #2
You will need Adobe Reader (downloadable for free!) to view these files.
• The preface or introduction, containing historical background (citations in MLA format; no more than a page)
• The prompt itself with accompanying excerpt (formatted a la AP exam)
• Your response to the prompt (no more than two pages)
• A works cited page (in MLA format, including your source for the text of the speech)
All work should be double spaced with the exception of the prompt itself. I’ve scanned two sample introductions from last year so you can get a sense of the tone you might take (note that they’re both on the long side; an effective intro could easily be shorter).
• Sample Introduction #1
• Sample Introduction #2
You will need Adobe Reader (downloadable for free!) to view these files.
On the Trail
While most of the class was over at the Ottoson on Friday, the rest of us checked out the campaign trail. A few things that might interest you:
- The New York Time's multimedia presentation of the most recent Democratic debate was stunning, with links to each topic and a fascinating word analysis feature.
- A cartoon analysis of campaign logos from the Times had us wondering, "How much time do these political pundits have, anyway?"
- For comparison, another analysis of presidential campaign fonts published in the Boston Globe: Is a serif ever really just a serif?
- I found a link to the "Tour of Hope" logo that I told the class about. If you weren't in class on Friday, take a look at the logo on the right before you read the analysis; see if you can guess what the ruckus was about.
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