Final Meetings- English 101, 9:10-11:00.

Wednesday:
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9:10- Jessica
 :20-  Paulo
:30-  Marjuan
:40-  Raymond
:50-  Yaritza
10:00-  Courtenay
:10-  Dalia
:20-  Adriana
:30-  Jazmin
:40- 
:50- Miguel
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Thursday:
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9:10-  Brandon
:20-   
:30-    Cynthia
:40-    Karen
:50-    
10:00- Estephania    
:10-  Jennifer
:20-  Tyra
:30-  Noor
:40-  Donovan
:50-  Joseph
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Final Meetings: June 25 and June 26, 7-9 AM English 101

Wednesday-
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7-     Open
:10-  Open
:20-  Rebeccah B
:30-  Stephanie A
:40-  Anton
:50-  Teresa
8-     James
:10-  Briana
:20-  Max
:30-  Rolando
:40-  Jaime
:50-  Shelly
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Thursday-
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7-
:10-  Lynicia
:20-  Cameron
:30-  Yasmin
:40-  Brenda
:50-  Jesus
8-     Edgar
:10-  Becky
:20-  Rachel
:30-  Juan
:40-  Anna
:50-  Rebecka
9-    Chris

Monday HW-

Of course you are editing and fixing essays, plus writing your argument essay, plus beginning your final project, but add to that:

HOMEWORK-

Read “Little Adult Criminals” and “Should Juvenile Offenders Be Tried as Adults” from your book and answer the first set of questions for both…

Final Projects.

WPA GUIDELINES FINAL PROJECT

Explain you know the following by providing examples from your own work to show you’ve mastered the bullet point.

Rhetorical Knowledge

• Focus on a purpose

Define:

Focusing on a purpose in writing means to stay on topic and on task.

Explain:

In my narrative essay, my job was to discuss a natural event and show that even the smallest things can have importance and value.  When I was describing the natural event, I wrote, “…………………………………………..”  Later on, in the next paragraph I continued describing the event and I wrote, “…………………………………………”  Since both of these examples are describing the event, and that was part of my purpose, it is clear I am able to focus on that goal.  Lastly, in my concluding paragraph I wrote, “………………………………………………..” and that shows how the smallest things can have serious sentimental value, which was also part of my purpose.  From all of these examples, it is clear I can focus on a purpose in my essays.

• Respond appropriately to different kinds of rhetorical situations

Define:

This means I know what to write, when.

Explain:

I know how to respond the right way to different types of assignments.  For example, when I was assigned a narrative, I used first person POV and I wrote, “……………………”  Later on, when I was asked to compare and contrast, I wrote, “…………………………..”  In this example I am comparing two things.  Also, I got to write journals, and those were informal.  In a journal I wrote, “………………………………..” As you can see, I know what to write based on the situation I’m given.

• Use conventions of format and structure appropriate to the rhetorical situation

Define:

This means that I can follow different rules for the way things are set up when I write different things.

Explain:

• Adopt appropriate voice, tone, and level of formality

Define:

I can sound the way I’m supposed to sound, based upon the assignment.

Explain:

• Write in several genres

Define:

I can complete many different types of writing.

Explain:

Critical Thinking, Reading, and Writing

• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources

Define:

I can locate sources, decide if they are worthwhile, and incorporate them in my writing.

Explain:

Processes

• Be aware that it usually takes multiple drafts to create and complete a successful text

Define:

 It takes lots of tries to create a finished essay.

Explain:

• Develop flexible strategies for generating, revising, editing, and proof-reading

Define:

Have lots of ways to make up ideas and correct written work.

Explain:

Knowledge of Conventions

• Practice appropriate means of documenting their work

Define:
I'm able to cite sources correctly.

Explain:

• Control such surface features as syntax, grammar, punctuation, and spelling.

Define:
I can write without mistakes.

Explain:

Arg format...

Arg Essay Format (possible)

1.   History/introduction/thesis.

 

2.   Body paragraph providing evidence, logic, persuasion.

 

3.   Same

 

4.   Same.

 

5.   Rebuttal (what the other side says, and why they might be mistaken.)

 

6.   Conclusion.

Works cited...

1.  What's a works cited?  What's it for?  What's the format?  Why do readers need one?

2.  Works cited practice...

3.  Prezi's?

4.  Research time...

Arg, cont and C/C edit....

1.   Journal Quiz-

a.     What’s citation?- 

b.   What are the two types of citation in our essays

c.    What’s the CRAP test?-  

d.   What’s the CRAP test for?- 

e.    What is one TIP we discussed yesterday?

f.      Provide an example of what proper in-text citation looks like.

g.    Provide an example of what proper in-sentence citation looks like.

h.   What’s an integrated or embedded quote?

i.      How should we not present our quotes in our essays?

2.   Topic Brainstorm…  topics are controversial, current, and viable:  narrow and specific to us.

3.   What’s next after I have my topic?-

Survey information and find what both sides say….

We find facts valuable to our point…gathering info…

Draft….create a thesis… go!

4.   Presentations.

5.   C/C editing groups.

MLA format…

Are they using a pattern?

Do they a thesis?

Circle grammar errors….

Do you understand the comparison/ contrast?

What’s the purpose?

Oh my gosh...

1.    Journal- 

What’s the hardest part of finishing an essay for you?

2.   Papers and comments….  ?’s ?

3.   MLA format—Continued.    In text citation, in sentence citation, summarizing, paraphrasing,   CRAP test.

In text citation….  (Danhoff 5).  It provides credit to a quoted source.                  ------------------------- “-----------” (Freidn 6).

In sentence citation ?  According to Danhoff on page 15 of his book, “dogs are nice.”--  Provides credit in another way.

What we want to do…

Integrated quotes… 

Here’s our fact:  “75 percent of soccer players are brain damaged from heading the soccer ball repeatedly” (Smith 9).

Here it’s integrated:  According to Smith, most soccer players have some form of brain damage “from heading the soccer ball” over and over (9).

What not to do…

Soccer players have messed up brains.  “75 percent of soccer players are brain damaged from heading the soccer ball repeatedly” (Smith 9).  This is bad and why soccer is a dangerous sport.

TIPS-

If it’s not common knowledge, it needs to be cited.

Only 5% of our essay should be direct quotes…the rest should be paraphrased or summarized, still providing credit to the source.

Summarizing:  Providing a shorter version in other words. 

Strategy:  RAP.        Read the passage

                                Ask what the main idea is

                                Put it into my own words.

CRAP test

Paraphrasing:  Saying the same thing in different words. 

Strategy:  Flip the sentence—put the end at the front and the front at the end.  Break the sentence into pieces with periods. 

Change all words that can be changed, with the exception of some that are generic or impossible to switch.

Quote: “75 percent of soccer players are brain damaged from heading the soccer ball repeatedly” (Smith 9). 

Due to excessive heading, 3 out of 4 soccer players suffer from brain damage (Smith 9).

Continuously heading the ball in soccer causes brain injury in 75 percent of players (Smith 9).

               

CRAP test….  How do I find out if a source is valuable?

Current-  Is it the latest information? 

Relevance-  Does it pertain to your topic? 

Authority-  Is this person qualified to have an opinion?

Purpose/POV-  Bias.  Is the source fair?   .edu  .gov 

Library-  Website.  Search academic journals/databases.

Wiki?  It’s a good place to start, not to cite.

4.   Groups and C/C editing.  Oops!

5.   HW-  Read your paper aloud, make changes.  Read “Sloppy versus Neat” people or “The New Trophy Wife”  and answer the first set of questions…