English 101 -- Plan for Wednesday, Jan. 31

Writing & the Writing Process -- Open Discussion, integrating ideas from

1. Your 300-word writing process piece
2. Your experience in writing the 20-minute in-class prompt
3. Your annotations of Lamont, "Bird by Bird" 
4. The Writing Skills Questionnaire
5. The Stephen King, Jerry Seinfeld, Animation video clips
6. Other

"Ten Habits of Successful Students" -- Brief Discussion of assigned reading.

Course Syllabus -- Questions & Answers

Other/TBA

Turn in/Get Checked off for Completing:

1. 300-word Piece on your writing process (HW # 3 & 4)

2. 20-minute in-class prompt from Tuesday (HW # 2)

3. Writing Skills Questionnaire

4. Lamont, "Bird by Bird" Annotations (HW # 1)

5. Dual Enrollment Application

During Class on Thursday

• Read Chapter 9 in the handbook “Reading to Write” pp. 119-122.
• Annotating an article.  A good resource for annotation is here.
• Summarizing an article.  Read the handout “Writing a Summary.”
• grammar issues related to writing a summary.

Assignment for Friday, Feb. 2:
--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 copy of the article (with annotations) and your typed summary on Friday.
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“E.L. Doctorow said once said that 'Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way.' You don't have to see where you're going, you don't have to see your destination or everything you will pass along the way. You just have to see two or three feet ahead of you. This is right up there with the best advice on writing, or life, I have ever heard.”
― Anne Lamott, Bird by Bird: Some Instructions on Writing and Life

--see this link for more quotes from Bird by Bird. 

English 101 -- Plan for Monday, Jan. 29

1. Writing Skills Questionnaire

2. Writers on writing (video clips)

3. In-class brainstorm about prompt. (see "A" below).

Upcoming -- Assignments for in class on Tuesday: 
--Read the article “Bird by Bird” by Ann Lamott (handout).
--Annotate the article with 5 or more  agreements, disagreements, comments, & questions.
--In class prompt / timed writing: Write (at least) one page about something you have done or experienced that has had a significant 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. (The two assignments above will count as your first two "homework" grades.)

Assignment for Wednesday:
A. Write a 1.2 page typed, double-spaced (apx. 300-word) biography of yourself as a writer that includes a description of your own writing process.  Your response 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.  (Include any prewriting.) (This will count as homework grades #3 and #4).
B. Read pp. 1 - 8 in text (Concise Wadsworth Handbook) and be ready to discuss.
C. Read syllabus and be ready to ask questions, in particular about KVCC policies that may not be suitable in our high school setting.

The Writing Process -- Insights from Working Writers

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During class, you will be asked to complete a Writing Process Questionnaire.

Welcome to Dual Enrollment KVCC English / English 101

This blog is a home base for English 101.  Visiting this page often can help you be successful.

Please bookmark this page on your laptop browser.

Reasons to visit this blog include:

• to complete class assignments
• for links for research and reading
• to get caught up in case you are behind or absent
• if you are confused and need more information
• if you want to challenge yourself and complete an honors assignment
• if you missed a class and want to make sure you are on the right track
• if you are interested in something we discussed in class and want to learn more

A Study Guide for the AP English Literature Exam

An extensive study guide is available here.

Remember, every hour spent prepping for the exam is a well-spent hour, especially if you pass the exam, receive college credit, and save yourself time and $$$$$$$$.

AP English Lit. Terms -- Definitions & Practice

Sign in to Quizlet using your Google account and choose "Learn," "Flashcards," or "Write."

Quizlet Set 1 (100 terms) 

Quizlet Set 2 (235 terms) 

Hamlet Practice AP-style Multiple Choice Questions

"To be or not to be . . ." Soliloquy (11 Questions)

An easily searchable (use "Control F") full text version of Hamlet is provided by MIT.edu

Wednesday, Jan. 3 -- Day 74 of 90

Jane Eyre & Bean Trees Socio-Historical Essay
     --Essay Rubric
     --Essay timetable:
          -Tuesday, Jan. 2:  draft of 4 body paragraphs
          -Thursday, Jan. 4:  draft 6 - 8 body paragraphs
          -Friday, Jan. 5:  completed draft including introduction and closing
          -Tuesday, Jan. 9: revised draft
          -Thursday, Jan. 11: final draft
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Reminder:  body paragraphs should be developed as follows:
1. topic sentence  
2. lead-in to textual evidence 1 
3. textual evidence 1 
4. commentary 
5. transition and lead-in to textual evidence 2 
6. textual evidence 2 
7. commentary 
8. concluding or clincher sentence 

In order to provide convincing evidence of a theme, multiple examples must be provided!
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Resources:
--The Importance of Historical Context (skip down to section, "Historical Context in Literature"
The role and status of women:
--"Jane Eyre and 19th Century Women" (text & video)
--"The Bean Trees:  Feminism and Solidarity Among Women" 
Poverty, mobility, & Social class:
--"Class Attitudes in The Westminster Review and Jane Eyre"
--The Bean Trees Quotes
--New York Times Book Review:  The Bean Trees