Monday, August 31, 2015
Wednesday, August 26, 2015
Rough Draft Check List
Rough Draft Checklist
Each student will hand in this checklist at the end of the class. Make sure to write your name and the title of your essay at the top of the page. Make sure that everyone in your group signs off on your rough draft.
The purpose of this exercise is to ensure that each student uses the strength and insight of his or her group to complete the rough draft of Assignment #1, which is due today (and is worth a maximum of 10 points).
Students will share their draft with the rest of their group. The group will check each student’s essay for title, thesis statement, organization, clarity, style, grammar, spelling, and overall impact. Each student in the group must read and sign the handout of everyone in his or her group beneath the checklist (I’ve left room for signatures). That means that if you have a five-person group, your handout will be signed by the four other members of your group.
-Title
-Thesis statement
-Organization
-Clarity
-Style
-Grammar
-Spelling
-Overall Impact
-Title
-Thesis statement
-Organization
-Clarity
-Style
-Grammar
-Spelling
-Overall Impact
Monday, August 24, 2015
The Thesis Statement
English 52
Mr. Tompkins
THE THESIS STATEMENT
The thesis is the ONE sentence that contains
the foundation, the premise, the argument
you are presenting to your readers.
It is the core of the essay.
Strive to make it strong and clear.
ELEMENTS OF THESIS:
- It must be ARGUABLE.
This means it presents an opinion, an argument, or an illustration of a view or experience. It is not a mere statement of fact.
- It must ADDRESS the TOPIC.
While this element seems obvious too, writers often get going and one thought leads to another and another and the topic gets left behind. Re-read the prompt several times to make sure you haven’t gone off topic beyond the parameters of the assignment.
- It must be SPECIFIC enough to be covered in the paper.
What is the length of the assignment: two pages? ten pages? The length determines how broad or narrow the scope of your thesis will be. Adjust accordingly.
- It must MAKE SENSE.
This is the catch-all element that asks you to re-consider your wording, syntax, diction, and grammar. Make changes as you see fit.
Essay 1: Observation and Description
Essay 1: Observation and Description
Essay Assignment #1 – Description
To complete this assignment, you must observe a public place for at least 20 minutes. You can observe a store, a restaurant, a park, a mall, a government office, a specific area of the college campus or any other area open to and frequented by the public. You will write a descriptive essay of the place you observe. (Do not attempt to use a memory of a past experience. To succeed on this essay, you need to write about an observation you do specifically for this assignment.)
Observation of a Public Place
When you conduct your observation, notice the people who inhabit the place you have chosen. Who are they? Why are they there? What do they look like? What are they doing? How do they behave? Do they seem happy, nervous, hopeful, frustrated, cheerful, bored? As you observe your public place, pay attention to the physical environment. What does it look like? What does it sound like? How does it affect the people in it?
Be sure to take notes as you conduct your observation. In addition to recording your overall impressions, write down as many specifics and sensory details as you can. Try to connect details that you observe to the impressions they create.
Outline
Once you have completed your observation, define the dominant impression of the place you observed that you want to convey to your reader. Write a working thesis statement that expresses your dominant impression. Identify three to four main points that you will use to support your thesis. Make sure you have enough specifics and details to discuss for each supporting point.
You will receive 10 points if you bring your reasonably complete outline to class and participate in the outline workshop on the due date. No points for late outlines!
Rough Draft
Write a draft of your descriptive essay. Your draft should include (1) a clear introduction that specifies the location of your observation and contains your thesis statement; (2) three or four body paragraphs, consisting of specific, detailed description; (3) and a concluding paragraph. You may type or neatly handwrite your draft. Please double-space (skip every other line).
You will receive 10 points if you bring your reasonably complete draft to class and participate in the draft workshop on the due date. No points for late drafts!
Final Draft
Revise your draft, taking into consideration feedback you received in the draft workshop.
Essay guidelines
- Your final draft should be at least two full pages long (approx. 500-750 words) and have at least five paragraphs. You will receive up to 80 points for your final draft.
- Your essay should contain an explicit thesis statement that expresses the dominant impression of your observation that you are trying to convey in your essay.
- Support your thesis statement with evidence in the form of specific, concrete details from your observation. If your body paragraphs do not support your thesis, make an adjustment.
- Begin each body paragraph with a topic sentence that expresses the main point of the paragraph.
- You may use the first-person voice (but you don’t have to).
- Please title your essay!
- Format your final draft in MLA style (see Formatting handout).
Complete this form to create your outline for Essay 1…
Tentative title for your essay: ________________________________
I. Introduction
Thesis statement:
-Your thesis statement should be a complete sentence that (1) identifies the location of your observation and (2) expresses your point of view on the location. Note: The thesis statement need not be the first sentence of your essay. A good place for the thesis is usually the last sentence of your introductory paragraph.
II. Supporting point 1:
-Present evidence to support your thesis statement. This paragraph should have a topic sentence that sets up the point you’ll make within that paragraph.
-List specifics and details that you plan to use to develop your point.
II. Supporting point 2
-Continue to build evidence to support the claim in your thesis statement.
-List specifics and details that you plan to use to develop your point.
III. Conclusion
Wednesday, August 19, 2015
Sixteen, by Charlie Spence
Sixteen
by Charlie Spence
They seemed larger than me that day, the rain drops, as they fell from an endless gray sky. They illuminated the headlights of oncoming traffic in an iridescent and blurred shine. The display of colors seemed only to intensify the fear and magnify the pain I felt inside about yet another tragedy taking place in my life. I sat there dressed in an orange jumpsuit, feet shackled together and a waist chain tightly secured around my midsection to restrict my arms firmly to my sides. The sheriff’s van traveled at what felt like the speed of light, never allowing me to collect my thoughts before arriving at my next destination: life in an adult institution at the age of sixteen. The words compassionately spoken by the sheriff that day have never left the confines of my soul, “I didn’t even start to get it together until I was twenty-five,” he said. The sheriff will never understand the extent to which his words thrashed about my heart. Had I been tried and convicted as a juvenile, I would have been given a better chance at rehabilitation and a second chance in society at the age of 25. I feel even more strongly now than I did back then, that trying juvenile offenders as adults and sentencing them to life in prison is immoral.
In the year 2000, the people of California voted and passed Proposition 21. This allowed for juveniles as young as fourteen who are accused of a serious crime to be tried as adults at the discretion of the District Attorney trying the case. Prior to Proposition 21, juveniles accused of such crimes were given what is called a “707(b) hearing” in front of a
judge, to determine if they met the criteria to be tried as an adult. Before the 707(b) hearing was introduced, only in rare and extreme cases of violence were juveniles tried as adults.
It is easy for me to understand the feelings of one who is opposed to my position. Juveniles do commit crimes that are serious and are considered to be “adult crimes.” The juveniles that receive life sentences are certainly not receiving them for petty crimes; it is not as if the fourteen year old shoplifter is locked up and the key is then thrown away. I would agree too, that most juveniles have a sense of right and wrong from an early age. Surely children know that they are not supposed to take cookies out of the cookie jar unless given permission by their parents. On a greater scale most adolescents know it is wrong to smoke, use drugs, cheat or steal, and, therefore, know it is wrong to commit crime, period. But it seems only fair that if we are going to take into account the social development of morality within these children, then by that same token we should also consider their mental development and take into account the neuroscience and the high likelihood of rehabilitating these same children.
According to a newspaper article published in the L.A. Times, and a study conducted by the University of San Francisco’s Center for Law and Global Justice, there are 2,387 juvenile offenders that have been given life sentences here in the United States. To understand this prodigious number, and contemplate the depraved nature of this practice, consider that Israel, the only other country in the world to hand out such sentences, is a far and distant second with seven. According to the study, Israel has not handed out such sentences since 2004. While the populations in these two countries widely differ, these statistics seem to suggest that Israel uses such sentences in extreme cases only. It should be noted that of the juveniles sentenced to life without parole here in the United States, 51% of those sentences were issued to first-time offenders. It is alarming that we are willing to sentence, at a staggering number, our youth offenders to life with or without parole considering that juveniles have the highest capacity for rehabilitation.
Senator Leland Yee of San Francisco-San Mateo, whose background is in child psychology, states, “Children have the highest capacity for rehabilitation. The neuroscience is clear; brain maturation continues well through adolescence and thus impulse control, planning and critical thinking skills are not fully developed” (Los Angeles Times, article by Henry Weinstein). Other studies support this same finding: The San Francisco Center for Law and Global Justice study asserts,
“Psychologically and neurologically, children cannot be expected to have achieved the same level of mental development as an adult, even when they become teenagers” (Sentencing Our Children to Die in Prison:Global Law and Practice). A perfect example of an immature brain is a fourteen-year-old child, with whom I became acquainted in Juvenile Hall, who had been asked by a peer to beat up a homeless man for twenty-five cents. This child, having never been accepted by a peer group before, proceeded to beat up the homeless man. The subsequent and tragic outcome of the situation was the homeless man died from his injuries and the child was given life in prison, all because he acted on an impulse to be accepted by friends and lacked the critical thinking skills of a fully developed mind. Had this been a mature adult who had been asked to beat up a homeless man for twenty-five cents, I find it hard to believe that he would have done it.
Juvenile offenders should be punished for serious crimes they commit, but as juveniles in juvenile facilities. The oldest that children can be tried as minors is seventeen, an age that allows for eight years of time in which they can serve their punishment and in which we have an opportunity to rehabilitate them*. Age sixteen allows for nine years and so on. By placing our youth in adult facilities with life sentences, we are giving up on them. According to www.centeronjuvenilejustice.com, fifteen to twenty-one year olds make up 13% of our prison population and together they make up 22% of all suicide deaths in our institutions. Juveniles are 7.7 times more likely to commit suicide in adult facilities than in juvenile facilities. Whereas only 1% of juveniles reported rape in the juvenile system, that actual number is nine times higher in the adult system. It is not just about these numbers, though. At what point do we brand a person for the rest of his or her life for the worst thing they did as a child?
The lack of mental maturity and development within the minds of juveniles is what set the stage for a 2005 U.S. Supreme Court ruling in which the court determined that it is unconstitutional to execute a person under the age of eighteen. In their majority opinion, the court cited research saying that the mental capacity of juveniles was not the same as that of adults (Roper v. Simmons). Here, the highest court in the United States is acknowledging that juveniles lack careful and exact evaluation and judgment, as well as the ability to control sudden spontaneous inclinations or urges because of their undeveloped minds. Perhaps this is the reason why juveniles are not allowed to choose for themselves whether or not they can go watch an R rated movie until the age of seventeen. They cannot vote until age eighteen, buy a pack of cigarettes until age eighteen, or buy alcohol until the age of twenty-one. The contrast here is drastic; by one means we are suggesting that a seventeen year old teenager is only entering a mature enough mental state to choose whether he or she wishes to watch an R rated movie, yet by another we are suggesting that he or she is mature enough to understand the full consequences of a crime they may commit.
Obviously, we as a society recognize the difference between the mental capacity of juveniles and adults too, or we would not have constructed laws based on the age of an individual as a determining factor for conduct. It seems unfair that we only want to recognize the difference in mental development between adult and child up to the point when the child exercises bad judgment. I hate to think that we are so cruel as a society and a country that we would rather place our children in prison because of poor decision making with an immature brain, for a crime they are convicted of, than try to rehabilitate them while their mental capacity for reform is at its pinnacle.
*Editors’ note: A juvenile “life” sentence ends at age 25.
Tuesday, August 18, 2015
Ferguson, Mo., and L.A.: Two police shootings, one common thread
Two police shootings -- one in Ferguson, Mo., one in L.A. -- have some sad common threads
August 14, 2014
There may be a world of difference between the shooting Saturday of an unarmed man by police in Ferguson, Mo., and the LAPD shooting Monday of an unarmed and apparently mentally ill man in South Los Angeles — or there may not be — but the incidents are bound by a common thread that runs through American history and that demands continuing attention and corrective action.
Certainly public safety requires police forces of well-trained officers ready to put their lives on the line for the people they serve. It also requires that the people who pay for and rightfully expect to be protected by the police have well-founded confidence in them, and that confidence requires in turn that the public has an opportunity to discover and challenge bad or outmoded police policies, practices and attitudes.
Less than a week has passed since the killing of 18-year-old Michael Brown in Ferguson, and even less time since the killing of 26-year-old Ezell Ford here, so it is simply not yet possible to say with certainty whether police in each case followed their training and policy. But a basic fact of life in Ferguson is undeniable: An overwhelmingly white police force disproportionately stops and arrests African Americans. It is a situation that resonates in other cities across the nation, where occupation-style policing in nonwhite neighborhoods once prevailed and may prevail still. People must have reason to believe that police will hear and heed their legitimate complaints, and if there appears to be no safe and rational forum for that conversation, they will seek another one, as the violent encounters in Ferguson over the last five nights show.
Los Angeles is high on the list of cities with long histories of police abuses, especially in African American neighborhoods. Those include a number of deadly encounters between officers and mentally disturbed people that could have been avoided, so the Ford shooting is necessarily seen and felt in that context. But Los Angeles also has a history, albeit a much shorter one, of police reform and community engagement, so there may exist sufficient residual confidence that Ford's tragic death will be properly investigated and any necessary corrective action taken.
That's still not enough, though. Even if it turns out that policy and procedure were scrupulously followed in the Ford shooting, it is hard to believe that police cannot refine their encounters with unarmed citizens to avoid the use of deadly force — and to avoid reopening wounds that have barely begun to heal here and remain raw elsewhere.
Follow the Opinion section on Twitter @latimesopinion
Copyright © 2015, Los Angeles TimesSunday, August 16, 2015
Syllabus English 52
English 52
Introduction to College
Composition
Instructor: Tom
Amano-Tompkins Fall 2015
Section#25212: MW
5:00-6:50 pm Location:
SS-314
Office hours: TBA
Email: tomp99@earthlink.net (best
way to communicate with me outside of class!). Also I can be reached at
tamanotompkins@cerritos.edu.
Prerequisite: Satisfactory completion of the English
Placement Exam or English 20 with a grade of CREDIT, “C,” or higher.
Course Description:
English 52 is a
course designed to prepare your reading and writing skills for English
100. In this course, you will be
required to read professional essays and respond to them in journals, think
critically, synthesize material, write coherent expository essays with strong
thesis statements, give and receive feedback, edit and revise writing, and
expand on ideas. You will also engage in
all stages of the writing process including prewriting, drafting, and revising.
Objectives:
Upon completion of
the course, you will be able to:
·
Employ
the writing process in order to understand and complete the writing task
·
Write an
essay that has a specific purpose, in response to specific writing prompts and
course assignments
·
Write a
multi-paragraph essay with specific details, examples, and illustrations to
fulfill a purpose
·
Demonstrate
critical engagement with outside sources
·
Write in
prose style characterized by clarity, complexity, and variety
·
Adhere
to the conventions of standard written English
Required texts: (available at the campus bookstore)
The
Compact Reader: Short Essays by Method and Theme by Jane E. Aaron
– ISBN
#: 0-312-60960-3
Rules
for Writers (seventh
edition) by Diana Hacker – ISBN #: 0-312-64736-0
Devil in a Blue Dress by Walter Mosley – ISBN #: 978-0743451796
You will need all of the
above books to pass this class!
Bring your books, a
notebook (or notebook paper), and a pen to every class meeting. You will also
need to purchase two blue books for the two in-class essays.
Students who
succeed in English 52 usually choose to **Read
carefully!**
- Make a serious commitment to succeeding in this class.
- Come to class on time and prepared. Each class begins with a short
quiz.
- Get the required texts as soon as possible.
- Do all the assignments, including readings, and keep up with the
class schedule.
- Participate in class discussions and activities.
- Refrain from using their cell phones during class.
- Let me know immediately if they experience a problem with the
class or if other areas of their lives seriously interfere with their
ability to do their class work.
- Seek out all legitimate help with their course work, if you need
it, including campus resources, campus librarians, your textbook, and me.
· Maintain academic integrity by doing their own work. They
do not plagiarize; they do not cheat. (See box on plagiarism below.)
- Treat classmates and instructor with respect and consideration.
- Recognize that real learning is difficult – it involves making
mistakes and taking risks.
If you are not willing to make these choices, you are not likely to
pass this class!
Plagiarism can mean copying, word for word, all or part of
something someone else has written and turning it in with your name on it.
Plagiarism also includes using your own words to express someone else’s ideas
without crediting the source of those ideas and reusing your own papers written
for another class.
Plagiarism is a very serious form of academic misconduct. It’s both
lying and stealing, and it’s a waste of time for students and teachers. College
and departmental policy on plagiarism will be strictly enforced: Any student
caught plagiarizing will automatically receive a zero for that assignment, with
no possibility of making it up, and may be subject to up to a formal reprimand
and/or suspension.
Cite your sources! Please retain all notes and drafts of your papers
until grading for the course is completed.
Attendance/Tardiness
Attendance in class
is mandatory. This is the college policy. If a student is absent during the add
period OR for more than 10% of the total class hours (three classes), the
instructor has sufficient cause to drop that student from the class. Arriving
late or leaving early will count as one half of an absence.
Grading: Your final grade in this
class will be computed as follows.
Essays (3) 36%
Research Paper 15%
Midterm Exam 15%
A = 90%
900-1000 points
Final Exam 10%
B = 80%
800-899
Homework &
in-class work 13%
C = 70%
700-799
Quizzes 4%
D = 60%
600-699
Reading Analysis Presentation 3% F = 50%
0-599
Participation 4%
Total 100% 1
All assignments are required. In-class essays, quizzes, and in-class
work cannot be made up. Missing assignments can significantly impact your grade
and prevent you from passing the course.
Late
Assignments: Late papers will get a full letter-grade markdown, and will be
accepted no later than one week after the due date. Failure to turn in an
assignment will result in a “0” for that assignment.
Schedule of Topics and Assignments (subject to change)
Schedule of Topics and Assignments (subject to change)
Date
|
Lesson Topic(s)
|
Homework
& class preparation to complete before
class
CR = The Compact Reader – R4W = Rules for Writers
***IMPORTANT: For
exercises from Rules for Writers,
turn in answers to numbered
questions only. Answers to lettered questions can be found in the back of the
book. ***
|
Quizzes,
exams, and major assignments
|
Week
1
|
|||
Mon. 8/17
|
Introduction
|
Diagnostic writing
|
|
Wed. 8/19
|
Reading
Critically
|
Recommended reading CR –
Chapter 1: Reading, pp. 3-17
Required reading: Los Angeles Times editorial “Ferguson, Mo., and L.A.: Two
Shootings, One Common Thread” by the Times Editorial Board (search
latimes.com)
Written homework: One paragraph summary + thesis
of the Los Angeles Times editorial
listed above
|
Diagnostic grammar test
|
Week 2
|
|||
Mon. 8/24
|
Writing
Process and Essay Structure
|
Quiz
Read CR – Chapter 2: Developing
an Essay, pp. 19-32
“Sixteen” by Charlie
Spence, pp. 338-42
Written homework: CR - Meaning questions 1-3, pp. 342
R4W: Parts of speech, pp. 368-80
Written
homework: R4W - Exercises 46-1, pp.
368-9; Ex. 46-2, p. 371; & Ex. 46-3, pp. 373-4
***IMPORTANT: For
exercises from Rules for Writers,
turn in answers to numbered questions only. Answers to lettered questions can
be found in the back of the book. ***
|
|
Wed. 8/26
|
Quiz
Read
CR – Chapter 3: Revising, pp. 33-46
“The C
Word in the Hallways” by Anna Quindlen, pp. 327-30 (POST)
Written homework: CR - Meaning
questions 1-4, pp. 330
R4W: Sentence fragments, pp.
180-8
Written
homework: R4W - Exercises 19-1, p.
187 & Ex. 19-2, pp. 187-8
***
Last day to drop class and get a full refund is Aug. 28
|
||
Week 3
|
|||
Mon. 8/31
|
Description
|
Quiz
Read CR – Chapter 6:
Description, pp. 91-7
“Desert Dance” by Marta K. Taylor, pp. 98-100 (POST)
Workshop
Outline
R4W:
Run-on sentences, pp. 188-93
Written
homework: R4W - Ex. 20-1, pp. 193-4
& Ex. 20-2, pp. 194-5
|
Outline of Essay 1
|
Wed. 9/2
|
Example
|
Quiz
Read
“Darkness at Noon” by Harold Krents (handout) (POST)
Written
homework: Reading questions
R4W: Subordinate word groups,
pp. 389-98
Written homework: Ex. 48-1, p.
391; Ex. 48-2, p. 394; & Ex. 48-3, pp. 397-8
*** Last
day to drop class with no “W” is Sept. 4
|
Quiz 1
|
Week
4
|
|||
Mon. 9/7
|
LABOR DAY HOLIDAY – NO CLASS
|
||
Wed. 9/9
|
Quiz
Read CR – Chapter 7: Example, pp.
115-121
R4W: Subject-verb agreement, pp. 196-205 & Sentence
Types, pp. 398-400
Workshop Draft
Handout: Read “Girl,” by Jamaica Kincaid (POST)
Written homework: Ex. 21-1, p. 206; Ex. 21-2,
pp. 206-7; & Ex. 49-1, p. 400
|
Draft of Essay 1
|
|
Week 5
|
|||
Mon. 9/14
|
Division
or Analysis
|
Quiz
Read CR – Chapter
8: Division or Analysis, pp. 141-8
R4W: Pronoun-antecedent agreement, pp. 207-16
Written homework: Ex. 22-1, pp. 211-2 & 23-1, p. 216
|
Essay 1 due
|
Wed. 9/16
|
Comparison
& Contrast
|
Quiz
Read CR – Chapter 11: Comparison & Contrast, pp. 220-9
R4W: Comma, sections 32a-d, pp. 292-7
Handout: Read “The Lottery, by Shirley Jackson (POST)
Written homework: Ex. 32-1, p. 294, Ex. 32-2, pp. 294-5;
& Ex. 32-3, p. 297
|
Prewrite essay 2
|
Week 6
|
|||
Mon. 9/21
|
Comparison
& Contrast
|
Quiz
R4W: Comma, sections 32-e-j, pp. 302-7
Unnecessary commas, pp.
308-13
Workshop Outline
Written homework: Ex. 32-5, pp. 302; Ex. 32-6, p.
307; & Ex. 33-1, p. 313
|
Outline of
Essay
2
|
Wed. 9/23
|
Quiz
Read CR – Chapter 13: Cause & Effect Analysis, pp. 276-86
Rules for Writers: Semicolon, pp. 314-7; Colon, pp. 319-20
Written homework: Ex. 34-1, pp. 317-8; Ex. 34-2, p. 318; & Ex.
35-1, pp. 320-1
|
Quiz 2
|
|
Week
7
|
|||
Mon. 9/28
|
Cause
& Effect
|
Quiz
Read CR – “The Fake Trade,”
pp. 292-297
R4W: Apostrophe, pp. 321-4;
Quotation marks, pp. 326-31; End punctuation, pp. 333-5
Workshop Draft
Written
homework: Ex. 36-1, p. 325; Ex. 37-1, pp. 331-2
|
Draft of Essay 2
|
Wed. 9/30
|
Grammar
Review
|
Quiz
R4W: Numbers, pp. 345-7; Italics, pp. 347-9; Capital
letters, pp. 362-6
Written homework: Ex. 41-1, pp.
346-7; Ex 42-1. pp. 349-50; & Ex. 45-1, pp. 365-6
|
Essay 2
|
Week
8
|
|||
Mon. 10/5
|
Midterm
|
Grammar Midterm
|
|
Wed. 10/7
|
Midterm In-class Essay – Bring a blue book!
|
||
Week
9
|
|||
Mon. 10/12
|
Literary
Analysis
|
Quiz
Read Devil in a Blue Dress, Ch. 1-3, pp. 45-68 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
Wed. 10/14
|
Read Devil in a Blue Dress, Ch. 4-7, pp. 69-96 (POST)
Written
homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
|
Week
10
|
|||
Mon. 10/19
|
Quiz
Read Devil in a Blue Dress, Ch. 8-11, pp. 97-128 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
|
Wed. 10/21
|
Literary Analysis
|
Quiz
Read Devil in a Blue
Dress, Ch. 12-16, pp. 129-154 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
Week 11
|
|||
Mon. 10/26
|
Literary Analysis
|
Quiz
Read Devil in a Blue
Dress, Ch. 17-19, pp. 155-182 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
Wed. 10/28
|
Quiz
Read Devil in a Blue
Dress, Ch. 20-22, pp. 183-209 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
|
Week 12
|
|||
Mon. 11/2
|
Literary Analysis
|
Quiz
Read Devil in a Blue
Dress, Ch. 23-26, pp. 210-235 (POST)
Written homework: Reading questions
|
(Reading Analysis Presentation – if you’re signed up)
Outline for Essay 3
|
Wed. 11/4
|
Quiz
Read Devil in a Blue
Dress, Ch. 27-31, pp. 236-263 (POST)
Written homework: Reading questions
|
(Reading Analysis
Presentation – if you’re signed up)
|
|
Week 13
|
|||
Mon. 11/9
|
Quiz
Workshop Draft
|
Draft of Essay
3
|
|
Wed. 11/11
|
Quiz
Read “The Boston Bombing: Should Cameras Now Be
Everywhere?” by Adam Cohen (POST)
Written homework: Reading questions
VETERANS DAY HOLIDAY – NO CLASS
|
||
Week 14
|
|||
Mon. 11/16
|
Introduction
to the Research Paper
|
Quiz
Read CR –Working
with Sources, pp. 362-369
Discuss prompt for Research Paper
|
Essay 3 due
|
Wed. 11/18
|
Skim CR - Documenting Sources (MLA Style), pp. 369-385
More Prompt
Video: Footage of Watts Riot
R4W: Other punctuation marks,
pp. 335-9; Parallelism, pp. 116-8; Needed words, pp. 119-23
Written
homework: Ex. 39-1; pp. 339-40; Ex. 9-1, p. 119 & Ex. 10-1, p. 123
***
Last day to drop classes with a “W” is Nov. 20
|
||
Week 15
|
|||
Mon. 11/23
|
R4W: Misplaced & dangling
modifiers, pp. 127-34
Written homework: Ex. 12-1, pp. 130-1 & 12-2, p. 134Read "The Santa Ana" by Joan Didion, pp 72-75 (post)
In-class workshop on
research and citations for Research Paper
What is a good source? How do you find one? Using the library databases |
Prompt for Research paper posted. Read carefully.
|
|
Wed. 11/25
|
R4W:
Active verbs, pp. 112-5 & Mixed constructions, pp. 123-6
Written homework: Ex. 8-1, p. 115; Ex. 11-1, pp. 126-7
Read "Show Me The Money," by Walter Mosley. Compact Reader pp. 186-189 (post)
|
||
Week 16
|
|||
Mon. 11/30
|
Quiz
Paper progress check-in
|
Turn in 3 good sources
|
|
Wed. 12/2
|
Quiz
R4W: Shifts, pp. 135-9
Written homework: Ex. 13-3, pp. 139-40 & Ex. 13-4, pp. 140-1 Research workshop: good sources etc.Workshop (peer review) Outline
|
5 good sources due outline due | |
Week 17
|
|||
Mon. 12/7
|
Quiz
Workshop
Draft
Review for Final Exam |
Draft of research paper due
|
|
Wed. 12/9
|
Review for Final Exam
|
Draft of research paper due
|
|
Finals Week
|
|||
Mon. 12/14
|
Final Exam 6:00 pm - 8:00 pm
|
Research Paper due
|
Subscribe to:
Comments (Atom)