1302 Class Announcement Page -- 1302 Home

Essay #4s are due today or first thing during class on Thursday.

Be sure to give me a PRINT copy and then also turn in an ELECTRONIC copy inside our Blackboard Class
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LOOK at our Collaborative Short Story Projects--Check them out!
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Final Exam Times:
9:25 Class: Thurs. May 12 9:25-11:55
12:15 Class: Thurs. May 12 12:15-2:45

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Homework for next class (and Final Exam preparation):
1) Read the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. Write a 1-2 page Response Piece on the story. pp. 543

Details and preparation for the final next class.

Today we will have class time to do some peer response on Essay #4.

First, I want to do a bit of reviewing of a critical essay and some concepts. To do this, let's look at a draft E4-1 (it's a draft, with no MLA Documentation done yet).
Concepts:
Characteristics of a Critical Essay
Guide on Using Quotes and guide on Verbs of Attibution as you seek to "sandwich" your quotes.
MLA Documentation--brief on principles of in-text citation and Works Cited page
Review on Avoiding Plagiarism
Example of handling sources

Purdue OWL on MLA

Homework:
Essay #4s are due next class.
***Option 1: bring to class "done" and take class time to do final editing, formatting, and documentation. Turn in at end of class.
***Option 2: continue to work on essay in-class next time, get help from peers and teacher, turn in 5/5. BUT you would double-up your homework and still need to read the short story and write the response due on 5/5

Short Description of the Final Exam:
The homework between next Tuesday and Thursday (5/3 and 5/5) will be to read a short story (you will find out the story next Tuesday). For the final, you will write an in-class critical essay on the story similar to what we did for Essay #3, except this time you will have 2 1/2 hours to write the final exam. On Thursday 5/5 we will discuss the story and options for writing on it. You will be able to prepare a note sheet from which to write your essay during the final exam.

Short Story Websites need to be completed TODAY!

--ideally websites are finished "in-class" but if necessary groups have until the end of the day to complete the website.

Essay #4 will be a critical essay on the short story you have worked on for this collaborative project. Only this time, you will be required to support your thesis not only with support from the text but with quotes from research articles (from the Literature Resource Center). See Essay #4 Topic Sheet

Homework for next time:
1) Write a Proposal which outlines:
a) the question/issue you want to write about
b) a clarification of the question
c) why you are interested in this question and think it is important
d) your tentative thesis at this point
e) possible Primary Supports or reasons you might support this thesis with

2) One additional "Critical Summary" of an article from Literature Resource Center
--be sure it has the full citation with it as well
--needs to be in electronic format for posting into your group's discussion forum in BB. Titled Critical Summary #3 (or 4 if you did an extra-credit one)

3) Please post your evaluation of your team members participation (and your participation) in the Collaborative Short Story project in the forum for this evaluation found within our BlackBoard class site.

Task #1--TOGETHER create an Annotated Bibliography of the sources you posted in your critical summaries. Look at this guide on How to Prepare an Annotated Bibliography. Here are the essential steps involved (from the guide):

First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic. [We've already done this.]

Cite the book, article, or document using the appropriate style. [We will use MLA Documentation Style]

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic. [You have drafts of these, but they are likely to be long]

You will need to condense your first drafts from the Critical Summaries down to 100 words each (plus or minus 25 words).

But WHY? Why is an Annotated Bibliography used and important?
--For scholars (that's what you are) investigating a subject, an annotated bibliography provides two things:
1) a list of important books, articles, or documents (sources) on a topic of interest (fully cited in MLA Documentation format so it is easy to find if necessary)
2) short summaries of these sources so that easy decisions can be made about the applicability of that source for your investigation.
--you will be writing a critical essay from research on your short story for essay #4, so this annotated bibliography will be an important resource for you.

Example 1
Example 2

As a team, you should be able to put this Annotated Bibliography together into a single document. Post this document as an attachment into your groups discussion board inside BB. Also, print me a copy.

TASK #2: Set a game plan for how you will create your Google Site for your short story.

How will you create finished, polished versions of ALL your pieces for the project
--Breaking it Down: analysis of short story following the elements of fiction
--Entering the Story: imaginative autobiographies, in-character chat
--Remaking the Story: retelling of part of the story
--Annotated Bibliography
(You will not need to post your critical summaries in the site--just your annotated bibliography)

How will you structure your website with this content? How will you present this content? Graphics, whatever? Turn you imaginative autobiographies into podcasts? videos?

OUR GOAL IS TO COMPLETE THE WEBSITES BY THE END OF CLASS ON THURSDAY.

If you happen to be absent, it is your responsibility to get connected with your group and contribute to this project. Remember, this collaborative website is worth 20% of your grade!!!!

Although the group will receive a single grade, individual grades will be adjusted as necessary either up or down based upon participation. So chip in and work together.

Today in class, we will do our in-character chats. You have TEN MINUTES to work these things out:

Begin by gathering your group figuring these things out:
--each person should be a character from the story (whether main or peripheral)
--pick a "scene" or moment for your gathering. This scene could be one that is in the story or it could be one that you think could have happened in the story.
--pick one person from your group to write a short description of this scene

Like in the imaginative autobiographies, you are speaking in character as that person and what you discuss should be if not exactly what you think is true in the story at least within the realm of the possible or plausible.

I will walk us all through together getting into our space and beginning to chat.
TTU MOO

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Next, we will get signed up with our Google Site.

Go to Learn More About Google Sites

IMPORTANT:

1. Everyone should create or have a "google account"--usually it is an email address, could be gmail or not.
2. SHARE these google accounts with your group--email addresses
3. ONE person in your group should CREATE your site
4. NAME your site following this naming convention
   9:25class: storyauthorlastname1-SAC
   eg. faulkner1-SAC
   12:15class: storyauthorlastname2-SAC
5. START setting up your site (picking template, excetera)
6. ADD everyone in your group as members to this Site
   --be sure to give permissions to everyone as OWNERS (then everyone can create pages and organize the site)
7. Please ADD me also to your group (as an owner as well): llirvin@gmail.com

IF YOU ARE ABSENT--CONTACT ME TO GET YOU INTEGRATED INTO YOUR GROUP'S GOOGLE SITE.
--You'll first need to create your google account (go back to Learn More About Google Sites)

Homework:
1) Write your "Remaking the Story"--either rewrite the ending or pick a scene that is depicted in the story or is a gap and not depicted in the story and rewrite your version of it. Write as best you can in the voice and style of the author. Whatever you write should be within the realm of the possible and plausible in the story. Perhaps your new version of this part of the story will reveal something important about some characters or events! It should be in the range of 1-2 pages (250-500 words).

2) Extra-credit Critical Summaries are due by next Tuesday (that means, ALL critical summaries will be done by next Tuesday)
--if you have not provided sufficient bibliographic information on your source, preferrably in MLA format, then post that information as a reply to you initial post

3) Work on revising your Breaking it Down and Imaginative Autobiographies. The better shape these documents are in, the faster you will be able to pull your Site together next week. Remember, this will end up as a collaborative grade, so I urge you all to review each other's work and even suggest or make changes.

Welcome back to English 1302!

Special Note for 9:25 Class Plans
Today your class will be taking the NCCSSE. This should take 55-60 minutes. We will have to delay the in-class in-character chat until next time. The homework, however, will be the same for both classes.

Class Plan

If you have not already, please post your Imaginative Autobiographies as well as your first Critical Summaries. We will talk briefly about each.

Please post a link to your group's collaborative PiratePad for the "Breaking it Down" as a separate message. EVERYONE should regularly return to this "pad" to update and revise its contents as you all develop more insight into the story and its characters. This should be an evolving document.

Preparations for in-class, in-character chat:
Discuss together as a group, pick your characters. Ideally, the character you will play will be the one you wrote your Imaginative Autobiography about, but it does not have to be that way. If need be, two people could play a character (so in dialogue he or she might be speaking twice--that ought to be interesting). With some groups, I may split them in two.

Also, pick a scene to enter these characters into dialogue. It could be a moment in the story or it could be some moment you imagine for them outside of the world of the story (but still within the realm of what is plausible)

Be ready to start the chat by 12:45
TTU MOO

Homework for next class:
1) 2nd Critical summary of a research article on your story. Find an article, read it CRITICALLY, and write your summary. Have this draft ready to post electronically in class next time.
2) Catch up in any way you need--either with your first critical summary or completing your analysis of the story or writing your autobiography

TUES. 4/5 Class Plan:
Today we start the Collaborative Short Story Project. I did not intend to be absent Tuesday, so it will be very important that you read this class announcement and follow it carefully. Please do the following In-Class Tasks:

Task1: Form into your short story groups and share your Response Pieces--talk about the story.
Task 2: Take a look at the handout explaining the Collaborative Short Story Project.
--Talk about it together and get an overview of what we will be doing.

Task 3: Create a Group "Breaking It Down" draft
--draft plot summary
--draft analysis of the elements of fiction following our "How to Analyze Fiction" handout.
ONE member of your group create a collaborative space in PiratePad (http://piratepad.net/) or TypeWithMe if PiratePad is not working. Share this pad's web address with the group and then everyone work on this analysis.

BY 10 MINUTES BEFORE THE END OF CLASS, POST YOUR DRAFT "BREAKING IT DOWN" INTO YOUR GROUP'S FORUM INSIDE BLACKBOARD. (This is just a draft--be sure to copy in the URL of the PiratePad so others can come back to it and add to it or change it--particularly if someone was absent.)

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We will NOT have class on Thursday, so the remaining activities are homework and due on Tuesday at the beginning of class. Some groups may want to meet on Thursday during our regular class time in the Library, the Writing Center or in the Loftin 2nd floor lab.
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Homework for Tuesday 4/12
1) Read your short story again--read it "critically" using the reading strategies we have been working on all semester.

2) Read through the entire handout on the Collaborative Short Story Project given to you on Tuesday.

3) Pick a character from the short story and write an Imaginative Autobiography. (Please pick characters that have some role in the story and that are not too peripheral). Follow the directions on page 2 of the short story project sheet.
--POST your Imaginative Autobiography draft into your group's forum inside Blackboard

4) Follow the directions on the bottom of page two in the project sheet for "Finding Literary Criticism on Your Short Story." Find an article written about your story from the Literature Resource Center and copy it onto your flashdrive. Be sure to change both search lines to search for "keywords." You should find LOTS of articles on your story. Skim through and find something that looks interesting to you.

Also, for the Flannary O'Connor group, her last name has an OR and not an ER (O'Connor and not O'Conner as our book says).

5) Read this article critically and carfully. Be sure to read with a pen or pencil and annotate.
Write a "Critical Summary" of this article following the directions in the Collaborative Short Story Project sheet.
--POST your Critical Summary draft into your group's forum inside Blackboard

In-class Essay today!

Homework:
1) We will be starting the Short Story Project. You will be working with a group on a common short story. I will be going around today setting the groups and giving your group options for what short story you want to focus on. Your homework is to (critally) read the short story of your group and write a Response Piece on it.

Rewrites are due today.

Today we will be working in groups to put together a class study guide on "Young Goodman Brown." As you work today, do not go websearching. It is you and your group thinking on this story.

Groups need to report with their part of the guide by 35 minutes after the hour. We will compose these separate parts in BB, and then we will collect all of these parts together into a collaborative text via Pirate Pad. The whole study guide will be posted into the forum in BB.

As we discuss the story, we will throw out different potential writing topics. We will view the E3 In-class Essay Topic sheet. Come back here to find the final version of this Topic Sheet. (Posted by 11:30 for the 9:25 class and 3:00 for the 12:15 class.) Directly after class, we will also put the topics into the Young Goodman Brown BB forum.

Homework:
1) Pick what topic you are going to write on.
2) Re-read the story. Build your notesheet that you will write on. Again, do not go websearching. You need to be an independent interpreter. You can stand on your own two feet. Remember, we write the essay in class (ALL of it), so being prepared is key.

See item #3 in the 3/24 class announcement again about the details for this in-class essay.

Topic Sheet for 9:25 Class --copy found also in the BB forum analyzing "Young Goodman Brown."

Topic Sheet for 12:15 Class

Today we will

1) Share our Think Pieces #8 (just as we did last Tuesday)
--please post your Think Piece into the "Think Piece #8" Forum
--copy and paste the response questions from a message in this forum into each of your THREE responses
35 minutes only for this activity

2) I want to spend just a bit more time processing E2 , especially to talk about handling quotes. We will review MLA-3 in our handbook.

3) We will review our Essay #3 Topic and Task

For Essay #3, we will write a Critical Essay on the short story "Young Goodman Brown" by Nathanial Hawthorne pp. 435-441.You will write the essay entirely in-class during our class on Thursday 3/31. If you know you will miss that day, you must set up an alternative time to write this essay. No make-up essays will be offered without prior contact with the teacher--that means, you need to tell me BEFORE we have the class that you will miss.

On Tuesday, you will receive a number of topic choices. You will be able to prepare a "note sheet" outlining your thesis, reasons, and support--but this note sheet should not be anything draft like. Preparation is KEY. I will be evaluating your understanding of the concepts and skills of writing a critical essay (as expressed in the characteristics of a critical essay and defined in the criteria within the rubric for evaluating a critical essay). I will look for you to make the essay as grammatically correct as you can, given the short timeframe for the essay. This is like an essay test and will resemble our final exam (which will similarly be a critical essay written in-class).

Homework:
1) ALL Rewrites (mandatory or voluntary) for E2 are due next class (unless you just received your essay back today). Be sure to turn in your previous draft with the rubric sheet with the new draft.
2) Read "Young Goodman Brown" critically. Follow the critical reading strategies on page 15. We will actually review them in class today. Pre-read, Read, and Process the text following the guidelines and strategies we have worked on already in class. Particularly identify words you need to define (and look them up). Annotate.
3) Write an "outline" of the story breaking it up into "Narrative Segments" exactly like on page 46. Format your outline exactly as it is done on pag 46--using a table. "Response Piece" that is 350 words minimum (1 1/2 pages). Follow the guidelines for a response piece. Each of these two "Processing" activities can be handwritten.

We will together do various Processing the text activities next time.

Welcome back to English 1302! I hope you had a restful Spring Break

We are doing TWO things today:

1) Sharing our Think Pieces #7
--please post your Think Piece into the "Think Piece #7" Forum
--copy and paste the response questions from a message in this forum into each of your THREE responses
30 minutes only for this activity

2) Returning Essay #2s and talking about aspects of writing a Critical Essay
--processing E2

Homework:
1) Read and respond to ONE more short story. Write another Think Piece (#8). You should be getting better at each aspect of a Think Piece. Remember, that it takes steps of critical reading to get to a point where you are ready to write a Think Piece--close reading, annotation, re-reading, response piece.
This Think Piece should be in electronic format and you should have a print copy to turn in. You can pick ANY short story from the book (but nothing from chapters 1 or 2).
***Remember to frame your question or issue of interpretations within terms from How to Analyze Fiction***
2) Review the learning materials that had been crucial for Essay #2.
Essay #2 Assignment Sheet
Characteristics of a Critical Essay--follow all the links
Using Quotations Guide
example critical essay
Coherence
3) ALL E2 required rewrites are due in one week (or they will be considered as late)

Today you will share your Think Piece with a partner and turn it in--both in print and electronically into BB.

Next we will try a class experiment revolving around the short story "Wrong Channel" on p. 7.

How to Write an Analysis

How to Analyze Fiction

It will involve using Pirate Pad in groups of six to eight and analyzing the short story following these elements of fiction

Homework:
1) Write a "Think Piece" on another short story that you choose. My one requirement is that this story is at least four pages minimum in length. Have this Think Piece in electronic and print format for turning it in both ways. Be sure and READ CRITICALLY. I'm not walking you through this process anymore--you should apply it with all your reading. Review what a "Think Piece is if necessary.

We have two things to do today:

Task #1: Form into groups of FOUR
--Take turns sharing each other's Response Pieces on the short story that you chose
--Before starting to share your Response Piece, summarize the story briefly
--In your discussion, key into areas of uncertainty and question regarding your story that you could write a Think Piece about

Task #2: Reviewing Plagiarism and Academic Dishonesty
--Look in A Writer's Reference MLA-2, AWOW pp. 88-90 or view this website on Avoiding Plagiarism.
--Review my own guide and examples on Avoiding Plagiarism.
--Discuss in your group what you think "plagiarism" is and how you avoid it in your own writing
BE READY to discuss this subject with the class.

Homework:
1) Write a "Think Piece" on the short story that you wrote your Response Piece on for today. Have this Think Piece in electronic and print format for turning it in both ways. Also, bring the Response Piece (that can be handwritten) to turn in with the Think Piece. Review what a "Think Piece is if necessary.
**IF you are absent, these Think Pieces are still due electronically on 3/10.
2) Read "What is Fiction?" in AWOW pp 131-138. Read it critically for understanding and recall.

Today we will turn in our Final Drafts of Essay #2!!!!

But we will edit them first....

Get out a print copy of your draft (if you are scrambling to finish your draft, just spend this time finishing your essay).

We will review Sentence Structure and Punctuation briefly. Once we have finished this review about punctuation, I want you to do "sentence level" editing on your PRINT draft (not your screen copy). Look in particular for:

• any problems with punctuation
• in particular, any problems with punctuating quotations
• check each sentence for any kind of error
• while you are at it, check to see that you have good Topic/transition/linking sentences
• if a sentence seems tangled or problematic somehow, see if you can rephrase it or break it up to be clearer

Once you are done, incorporate these changes into your final draft.

YOUR GOAL by the end of class is to turn your essay in two ways
--turn in the print copy to me
--turn in the electronic copy in our BB class within ACES

Homework:
1) Pick a short story of your choice from Literature: A World of Writing (LAWOW). I only ask that you pick one that is longer than two pages. Other than that, it is your choice.
2) Read this story following the "Strategies for Reading Critically" on page 15. Re-skim this first chapter on reading critically.
3) Write a Response Piece on this short story (be sure to follow the directions on what a Response Piece is and does)

Today we will be doing peer response on your second drafts of Essay #2.
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NOTE: I am absent for my morning class. I still expect you to engage in peer response. Only drafts posted into the E2-2 forum inside BB will be counted as on time. Only people that engage in peer response will be counted as in attendance.

I have posted an example E2-2 draft in BB that we were going to respond to together. Before you engage in your own peer response, please read this draft and my response to it as a model for your own peer responses. (Do not peer respond yourself to this draft.)
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Start by reviewing the guide on Coherence and working the exercise that accompanies it.

Then we will do a peer response together. Afterwhich, you will begin peer response on your own. The goal is to get TWO peer responses done (a third counts as extra-credit). If you do not complete your peer response in class, you need to complete it before the end of today. Post your drafts into the E2-2 draft forum inside BB.

Crucial learning objectives and resources for E2
Essay #2 Assignment Sheet
Characteristics of a Critical Essay
Using Quotations Guide
example critical essay
Coherence

Homework:
1) Complete your peer response if you haven't already
2) Essay #2 Final Draft is due next class. You should bring BOTH an electronic copy as well as a print copy of your essay.
ALSO, you will need to bring the scratch sheets for each of the parts of your paper you have been working on. You will turn these in with your essay.
3) Review how to do MLA Documentation in our handbook (MLA section).
The final draft should be in MLA Documentation Format. In-text citations can be by author and page number (except for Shakespeare--for any reference to the passage from Troilus and Cressida, simply attribute the author and play in the set up of the quote and then put only the line numbers in the paranthetical citation).

HINT ON HOW TO DO A WORKS CITED Reference for Antigone: This play by Sophocles that we have read is considered a "Work in an Anthology." That is, it is a work by someone else that has been anthologized within a collection of work edited by other people. Don't worry with citing the translators.

Today we will

START by working with a partner (get going right away)
--get out all your scratch pieces of paper related to your Essay Question, Thesis/Claim, and Primary Supports (reasons)
--share these and troubleshoot them
--in particular make sure the thesis/claim-reason connection makes sense
--discuss how this thesis-reason connection relates to the author's definition of justice and morality
--review the support you have from the text for your reasons and see if you can't help each other find more support from the text

WHAT CONSTITUTES SUPPORT?
--the concrete, specific "basis" or "grounds" in the text that you can point to that indicates that your inference or interpretation at the heart of each REASON is true or plausible or reasonable
--you should have a clear sense of what EACH reason is calling on your to show or prove

Next we will review the Essay #2 Assignment Sheet in more detail

Last, I will discuss using and handling quotes with our Using Quotations Guide (and the Sandwich Principle of Using Quotes). We will see how these quotes are used in our example critical essay, and we will practice using quotes with one of your supporting paragraphs.

Homework for next class:
1) Read in AWR the section MLA-1 through MLA-3, especially the section on Integrating Sources. Review our guides on using quotes too. Reading quiz?
2) Second draft of Essay #2 due (E2-2). This should be a fully formed and developed "critical essay." Review the characteristics of a critical essay as well. Review the assignment sheet again. Make sure you are on track with the task. This draft is still a draft, so don't worry about having it polished and perfect--don't stress about grammar yet. Focus on content. This draft should be in electronic format so we can post for peer review.
Remember: Late drafts cost you -10 points on your grade, so get a draft in!

Good morning!

Please review this class announcement, and then get started as soon as you can.

Activity 1: Making a Mini-Outline (complete in 45 minutes)

1. Get out your freewriting first draft, our topic sheet, and your copy of Antigone.
2. Next go to our BB class and read the message inside the E2 Mini-outline forum. You will read the message in their and then follow its guidance to create a mini-outline for your paper. What we are after identifying is the core "skeleton" for your argument in this paper:
   --Your ESSAY QUESTION
   --You ANSWER to this question (i.e. your "thesis" or claim)
   --The main REASONS you support this answer/thesis
3. Once you post your mini-outline, read as many outlines of your peers as you can and reply to three and offer any kinds of suggestions that you can to sharpen their outlines.

Activity 2: Review the Characteristics of a Critical Essay (last 30 minutes of class)

Homework:
1) Re-read the Characteristics of a Critical Essay online and this time follow all the links. Read about essay writing.
2) Collecting evidence for a second draft of Essay #2 that seeks to fulfill the characteristics of a critical essay. Please follow this sequence:

• a) Review your mini-outline and decide on your best version of your essay question, thesis, and Primary Supports (reasons)
• b) Get a separate page for EACH reason
  --write at the top your thesis plus the reason (I encourage you to use those "because" clauses to express your reasons)
  [Example: Ismene should be condemned because she does not stand up for what is morally right.]
  --you should have at least THREE Primary Supports (or main REASONS) in support of your answer/thesis.
• c) COLLECT from the text as much evidence that serves as support for this reason (i.e. that serves as a basis for this inference or as grounds for making this conclusion). You may not have to re-copy entire passages from the play, but excerpt and summarize this evidence enough for you to remember what it is when you look again at this page. Be sure to include page and line numbers where this evidence comes from. Just list it in any order. Find as much as you can, weak and strong.
• d) Bring these pages to class.

3) Keep re-reading the play. (You'll have to do this as you collect evidence.)

Welcome back to English 1302!

We will start today by working in groups of three on an "invention" exercise for our new Essay #2. Please start right away
--form your group of three (or two)
--pick a group recorder and login to ACES and our BB class and read the E2 Invention Exercise Forum and its message
--hit reply to start doing your exercise
--follow the prompts of the exercise

We will start to discuss the different exercises completed by the groups at 35 to 40 minutes after the start of class.
(If you miss class, please do this invention exercise on your own.)

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Essay #2 Topic Sheet
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Homework:
1) Read in AWOW pp. 49-56 about reading and critical thinking strategies.
2) Begin re-reading the play. It is going to take at least one full re-read.
3) Read these two excerpts to EXPAND your thinking about what defines "just" and "moral":
The Troilus and Cressida quote comes from Act I, scene III in Shakespeare's play (or is available online at http://www.bartleby.com/70/3513.html). Lns. 78-141
Marting Luther King-- “Letter from a Birmingham Jail” can be read at http://mlk-kpp01.stanford.edu/index.php/resources/article/annotated_letter_from_birmingham/
(focus on section beginning with “ You express a great deal of anxiety over our willingness to break laws.…”
4) Re-do the E2 Invention, but this time as an invidual and this time on the character that you think you will write Essay #2 on. This should be done and posted as a reply to the same message before the start of class next time.
5) Write a first draft of Essay #2.
Re-read the E2 topic sheet carefully. Look again at the invention exercise that you did. Then freewrite a first draft on this essay topic. By "freewrite" I mean to write quickly, without stopping as much as you can. Don't worry about essay form or grammatical correctness at this stage. We are simply getting on the page your thoughts on the topic. Your draft should be 20-40 minutes of freewriting and amount to 1-2 pages at least.
--This first draft does not need to be in electronic format, but you should come in to class with the handwritten or printed copy of the draft.

Bonus: Notes on Tragedy

Please get out a piece of paper and your textbooks for our book-attendance check and reading quiz.

Next we will form into groups centering about the different sections of the play. Each group member is supposed to discuss this section of the play based from their Response Sheet and compose a Think Piece. Groups ideally are three in number, but no more than four. Only people who have a Summary/Commentary and Response sheet done can join a group--if you don't have your homework, sit and read the play.

Collaborative Think Pieces are due by 45 minutes into the class (10:10 and 1:00) so work quickly--no time to dally. Each group will present their Think Piece to the class.

Homework:
1) Read the rest of the play pp. 473-482.
2) Like you did for today, create a Summary/Commentary sheet where you write a short summary for each section of the play along with a brief commentary. Can be handwritten. The example on page 46 is actually better.
3) Like before, pick one section of the play to write a 1-2 page "Response Piece." Really dig into your reactions and questions to the play's characters and their actions. Each of these two pieces can be handwritten.

Ate, goddess of folly -- Who is Tieresias?

Please get out your textbooks for our attendance check again. (This will continue through next week, so be sure to bring your texts all next week.)

Today we will be turning in our Revised Think Pieces and hearing a few presented!

You will turn in--

1. The Revised Think Piece
   --a print copy to me
   --a electronic copy inside our BB class
2. The original draft of the Think Piece
   (If you did not turn in Think Piece #3 along with its Response Piece (#5), turn those in too).

This Revised Think Piece counts as the first "essay." If it is late, it is -10 points and you have a week to complete this work or it is a zero. Consult me if you are having any difficulty doing this work.

Next, we will begin working with Antigone! Story of Cadmus | Story of Oedipus

Homework:
1) Read in LAWOW pp. 38-48 about argument. It continues to demonstrate critical reading strategies and then how to turn that into an argument. Be prepared for a short quiz on this reading.
2) Read the first part of Antigone pp. 465-473 to scene III. Annotate as you read. Define terms. Read critically! I should be able to check your text to see that you have annotated it.
--Write a Summary/Commentary (like on page 42 of LAWOW) sheet where you write a short (50 word max) summary of each section of the play in our reading accompanied by a brief commentary. Can be handwritten.

--Pick one of the sections of the play you have read to write a full Response Piece about, following our Guide for Response Piece. You pick the section. This response piece can be handwritten.

CLARIFICATION:
If you are absent, you are responsible for checking to see what we did in class, what the homework is, and arriving with that work when you return. I will accept this work when you return. Late daily work, following our class policy, receives no credit.

Please get out your textbooks and a piece of paper.

We will start with a short quiz on our reading.

Next, we will look at some example Think Pieces and then work in groups of three sharing out Think Piece #3s. As you take turns, show your annotations and Response Pieces. Look at the poem together. Discuss the question/issue/"felt difficulty" each peer focuses on. Consider the various interpretations the peer talks about in his or her Think Piece. Talk about how this think piece might be sharper or explore these interpretations better (especially in terms of grounding interpretations in the text).

Homework:
1) Revised Think Piece of your choice. We have done three--pick ONE to revise. (Be sure to turn in previous draft with this final draft.) This will count as our "Essay #1" grade. This revised version should strive to improve the Think Piece in terms of the requirements of the assignment and what the think piece should do in each of its six parts. It must be typed and in MLA Document Format (see our AWR text in the MLA section or the Purdue OWL). Come to class with a print copy and an electronic copy for posting.
--Be prepared to present your Think Piece in class.
2) Read chpt. 3 in Dewey (reading for this entire week). Particularly pay attention to his section on "suggestion."
3) Bring both textbooks to class. Attendance will be taken based upon having both texts for the next three class periods.

Let's hope for SNOW today!!!!!!

Please start the class by turning in your Think Piece #2 in two ways:

1. Turn in the print copy of your Response Piece (including annotations and notes) and the Think Piece.
2. Turn in the electronic copy of your Think Piece #2

These homework assignments are due at the beginning of class (within the first ten minutes of class). If you do not have your homework to turn in (for whatever reason), this assignment is late. Late daily work gets no credit.

Next, we will do Peer Response. Please do not start the Peer Response until I prompt us to begin.
I am asking that you do three peer responses, and you can do a fourth for extra-credit.

(IF you finish early, you can begin working on the homework for next time.)

Homework:
1) Pick another poem of your choice in our textbook. Short poems can be great, but I urge you not to shy away from a longer poem.
--copy the poem and make annotations, define terms and make notes and write a Response Piece (following the example in our text and my guide for writing a response piece)
--write a Think Piece on this poem. Be sure to focus on a single felt difficulty/question/problem that is genuinely something you are uncertain about. This piece needs to be typed. Come to class with the print copy of this already.
2) Write a Response Piece focusing on Dewey's pages 22-26 in chpt. 2. Discuss what you think of his listing of the sources of error in thinking and identify 2-4 instances that you can think of that illustrate examples of any one of these kinds of erroneous thinking (whether from your personal experience or from your general knowledge of our society). 1-2 pages, can be handwritten.
3) Reading in chpt 2 of Dewey and chpt. A in A Writer's Reference.
4) For the next two weeks, I need you to bring BOTH of our required textbooks to class. If you do not have both of these texts, you will be counted as absent.

We will start today by posting your "Think Pieces #1" and turning in the paper copies of the assignment. Go to our course within ACES to post.
--due by 10 minutes after the start of class

Next a number of you will present your Think Pieces.

Next we will review about the Writing Guide on Making Inferences

The rest of the period will be time to collaborate with your group (of three) on taking your current Response Piece to our next Think Piece #2

Homework:
1) Complete Think Piece #2 and have it and your Response Piece that goes with it ready to turn in next class (Think Piece in electronic format with a print copy and Response Piece can be handwritten)
2) Read chapter 2 in How We Think, "The Need for Training Thought" pp 14-29. (Link found from course home page.)
3) Read Chapter A for Academic Writing in our handbook A Writer's Reference. (Copy available in the Writing Center.)
--each reading to be done this week
--warning: I may quiz you on this reading. So take notes as you read.

"Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought." John Dewey, How We Think (6).

Start by forming into groups of three and sharing the TWO annotations and notes and responses to the two poems each of you read. START RIGHT AWAY!

Next we will talk about Think Pieces and look at an example .

Then, you will pick ONE of the poems you read and wrote on to begin writing a Think Piece on in-class.

Homework:
1) Complete your Think Piece #1 (that you started in class). You should have the Think Piece ready to post electronically and have a print copy.
BE READY TO TURN IN ALL THE WORK THAT WAS DUE FOR TODAY WITH YOUR THINK PIECE#1. ALSO BE READY TO PRESENT YOUR THINK PIECE TO THE CLASS!
2) Pick from our textbook either TWO more poems of 15 lines or less or one poem of more than 15 poems to do the same assignment as last time.
--write out the poem on a separte page (for both poems if you did two)
--annotate it, mark it up (for both poems if you did two)
--look up everything you don't know, like on page17 (for both poems if you did two)
--Write a Response Piece on the single poem of your choice (just one of the two if you did two poems). Be ready to turn in this initial annotation and response in class.

3) Read chapter 1 (pp. 1-14) in How We Think.
4) Finish reading pp 1-38 in LWW if you haven't already.

We will start today by turning in our homework and discussing it.

***At this point in the class, you MUST have your textbooks. If you don't, it is your responsibility to access the text so that you can do your homework. A copy is available in the SAC Writing Center, GH Rm 203, where you can do your homework if you do not have the book yet.***

We will then move into discussing the reading process and what "Response Pieces" are.
Examples of Annotation and Response are found on pages 16-19.

We will have our third lesson on the principles of critical reading and interpretation in-class over Theodore Roethke's poem "My Papa's Waltz."

Homework:
1) For TWO poems YOU CHOOSE from our text, do the initial reading stages of annotation, notes, and response. Copy each poem on a separate sheet of paper, and annotate it. On separate sheets or below the poem define terms and write notes on particular lines (just like on page 16-17). Then on a second sheet write a response like on page 19 but also following our guidelines for response sheets.
2) Keep reading in LWW pp 1-38 if you have not finished.
3) Read chapter 1 in Dewey's How We Think pp. 1-14. Link to text found from our class home page.

Today we will start by discussing the poem "Sonrisas" to make some further points about reading and thinking and dealing with difficulty in reading.

We will continue this theme by a look at a common source of confusion in literary texts: metaphors. We will play a bit with metaphors.

Homework for next time:
1) Get your textbooks ASAP. By Tues 1/25 read chapter 1 in Literature a World of Writing pp 1-38.
2) Re-read "Absence" by Carol Shields on pp. 12-13 (for those not with your text yet, here is a scanned copy). Read it following the strategies for reading critically on page 15.
3) Write a 350-500 (1 1/2- 2 pg.) informal response answering the questions for reflection and discussion on the bottom of page 13. As question #3 hints at, the relationship between the actual story and the author is metaphoric. The author is the tenor and the story is the vehicle. Bring this written response as an electronic document saved on your USB drive so that we can post it electronically. Bring a print copy as well to turn in to me.

Welcome to English 1302

READ<-->THINK<-->WRITE

Today's activities:

Welcome and course introduction
Class activity --A

Homework for next time:

1) Go to our course home page and read the syllabus carefully.
2) Get your textbooks ASAP. By Tues 1/25 read chapter 1 in Literature a World of Writing pp 1-38.
3) For next time, do a reading response on the poem "Sonrisas" below (can be handwritten)

A) Write impressions, questions, and insights after your first reading
B) Write again impressions, questions, insights after second reading
C) --do the same again after a THIRD reading
D) Write about your reading experience and how your thinking and interpretations of the poem changed and evolved with reading and re-reading. What were the particular confusions or problems of interpretation that you experienced