Plan for Tuesday, Sept. 29 -- English 101

During class:

• Discuss Portfolio #1 assignment sheet
• reverse outline of response
• additional discussion about parts of an essay as needed
• look at samples of effective essays
• talk about deciding which summary/response essay you want to revise & polish for Portfolio I.  Portfolio 1 is due Thursday, October 8.

 Homework due Thursday, Oct. 1:
1. Choose one summary/response essay to revise and polish for Portfolio I.  Copy & paste this essay to the template on Google Classroom. Then revise this summary/response essay to the best of your ability. This revised draft will then go through a self/peer/teacher critique process. 
2. We will be working with your summary/response essays in class. 
3. (Read “Concluding Paragraphs” pages 77-78 in the handbook.)  

Plan for Friday, Sept. 25 -- English 101

During class:

• Check your summary using the Summary Checklist.  Then have a classmate do the same.
• Use your annotated copy of the article and your summary to create a double-entry journal on the article.  The 2 - 5 points that you wish to respond to will be in the left column.  Your responses (comments, questions, or connections) will be in the right column.
• Use your double-entry journal to write a draft of your response essay.  Your 2.5 page response to the article is due next Tuesday.

Portfolio 1 Skills & Process

Plan for Thursday, Sept. 24

During class:

 --Revise 1 thesis statement
 --Revise 1 paragraph to more closely follow the MEAL structure.
 --Complete a third forum response to "College's Priceless Value"

Assignment for Friday:
Write a summary of the article, "College's Priceless value."
Prior to writing your summary, annotate the article. 

Plan for Tuesday, Sept. 22 -- English 101

During Class:

• Quick review of MEAL Plan method of paragraph development
• Side-Shadow Facebook response essay.  Submit essay & summary.
• Read & annotate 3rd article, "College's Priceless Value" 
• Share and discuss annotations.   
• Write initial responses on forum.
• Read comments section of article on New York Times website

Assignment for  Thursday, Sept. 24:
Complete any of the above not completed in class.

Plan for Thursday, Sept 17 -- English 101

During class: Revisit “Facebook” article; MEAL Plan 1; MEAL Plan 2 (including sample paragraphs); exercises to begin planning a response to the article; additional work with evidence as needed; peer review of summaries time permitting.

Assignment for Tuesday, September 22:1. Make necessary revisions to your summary of “Facebook” article.  It will be helpful to re-read the article.
2.  Follow your summary with a response to the article.  Your response should include a thesis statement saying whether you agree/disagree, or both, with the main idea(s) of the article.  State specifically with what points you are agreeing/disagreeing.  Be sure your paragraphs begin with clear and specific topic sentences.  Back up your points with specific evidence.  Your summary/Response essay should be roughly 3 pages in length.  Bring this to class.

English 101 -- Plan for Tuesday, Sept. 15

Class time:

• Discuss response writing
• discuss editing versus revising
• discuss thesis statements
• side shadow the responses you brought with you, looking specifically at evidence
• in-class revision of "Losing" Response Essay
• discuss double entry journals.

Homework due Thursday, September 17:

1.  Read Chapter 3 in the handbook “Using a Thesis to Shape Your Material” pages 29-36 AND read Chapter 5 “Writing Paragraphs” pages 64-73 in the handbook. 

2.  Read “Facebook Threatens to Zuck Up the Human Race.”   Complete exercise 3.3 (“outlining,” see page 36) in the handbook, using the Facebook article.  In other words, you will first create an outline of the article.  Then you will write a summary of the article.  Bring both to class.

3.  Create a double entry journal with at least 3 reasons why you agree or disagree with the article.  Refer to specific points made in the article and then provide your reaction noting whether you agree or disagree and why.  Bring this to class.

English 101 -- Plan for Thursday, Sept. 10

During Class:

• Strategies for Critical and Analytical Reading
• Additional annotations on "Losing is Good for You"
• guidelines for writing a summary 
• summary checklist; sample summary 
• intro to portfolio 1
• free write

Assignment for Friday, Sept. 11:
--Revise your summary of the "Losing is Good for You" article.  Be sure to re-read the article and look at the sample summary provided.  Bring your original and your revision (stapled together, new version on top) to class.  I will collect both the summary draft and revision.

Assignment to work on during class on Friday:
--Write a personal response to "Losing is Good for You."  You should be agreeing or disagreeing (or both) with the main idea(s) in the article.  This is a rough draft and should be 1 ½ to 2 pages.  Bring this to class on Tuesday.  We will talk more about response writing in class.

English 101 -- Plan for Tuesday, September 8

During Class:

• discuss Lamott Article
• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A couple of resources for annotation are here and here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.

Homework due Thursday, Sept. 10:
--Write a summary of the "Losing is Good for You" article that was passed out in class. Be sure to annotate the article as discussed in the handbook before you write your summary. Also be sure to look up any terms you do not understand. Your summary should be about one paragraph or ½ page long. Bring your annotated copy of the article and your typed summary to the next class.

English 101 -- Plan for Sept. 3

1. Read “Ten Habits of Successful Students” in the Wadsworth Handbook pp. 1-8.

2. Group response & discussion of reading.

3. In class prompt / timed writing: Write (at least) one page about something you have done or experienced that has had a great effect on you as a person. Examples might include: meeting/knowing a certain person, living somewhere, moving, a challenge or competition, an illness or injury, a trip or a job. This will count as your first "homework" assignment.

4. In-class brainstorm about writing process (see assignment below).

Assignment: 
--Read the article “Bird by Bird” by Ann Lamott (handout).
--Annotate the article with 5 or more  agreements, disagreements, comments, & questions.
--Write a one-page typed (or apx. 300-word if hand-written) description of your own writing process.  Your description can be longer than the minimum, but it should not be shorter.  Include any struggles you may experience and any strategies you do/could employ to help you with your writing. Bring the typed description of your writing process to the next class.  I will collect this.