Wednesday, Feb. 28 -- English 101

Revision
--"Tips to Cut Clutter in Writing"
--"Removing Word Clutter"
--"Avoiding Wordiness"

Goals for today:
1. Read through your draft and Revise to absolutely eliminate wordiness. and extra words that you don't need.
2. Create a reverse outline of your draft.
3. Complete other revisions as needed.

Tuesday, Feb. 27 -- English 101

1. Review Portfolio #1 assignment sheet and rubric.
talk about deciding which summary/response essay you want to revise & polish for Portfolio I. 

2. Review Resources:

• Intro. to Response Writing
• Examples of Major Revision
• A Guide to Revision
• Guide to Revising Body Paragraphs and Conclusions

Homework due Wednesday, Sept 28:
1. Choose one summary/response essay to revise and polish for Portfolio I. Copy & paste this essay to the template on Google Classroom. Complete preliminary revisions on this summary/response essay. This revised draft will then go through a self/peer/teacher critique process.
2. Complete a reverse outline of your essay. The idea of a "reverse outline" is to construct an outline of an essay you have already written. The purpose is to identify the main parts and make sure the essay holds together. Your reverse outline should be 4 - 8 sentences in length.

Due Dates:

Peer-Review Draft Due:  Thursday, March 1

Mandatory Teacher Conference:  Monday, March 5

Portfolio I Due:  Wednesday, March 7

Feb. 14 - Feb. 27: English 101

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Wednesday, Feb. 14:
--Print and submit Summary & Response Essay #2 (include D-E journal)
--Choose article for Response Essay #3.  A candidate for article #3 is here.  Another is here.  Other New York Times Opinion Pieces are here. 
--Divide into teams and debate thesis of article.  (Annotate article, create mind map)


Thursday, Feb. 15:
--Continue debate, if needed
--Additional annotations
--Complete double-entry journal (optional) and summary (required.)
--Begin writing response



Friday, Feb. 16:
--Continue drafting summary & response to article #3
--Assignment:  Write first 1.5+ pages of response.

Monday, Feb. 26:
--Read pp. 80 - 82 ("Writing a Conclusion") in handbook
--Discuss strategies for introductions & conclusions
--Look at sample introductions & conclusions
--Writing Workshop:  Develop & Revise Response Essay #3

Tuesday, Feb. 27:
--Summary & Response Essay #3 (3 pp. plus, summary & response) Due at start of class.

Tuesday, Feb. 13 -- English 101

For Wednesday:
2. Write a summary of article #2, using your previous summary and the guidelines as a model.
3. Write a response to the article.  Your response should include a thesis statement saying whether you agree, disagree, or both agree and disagree with the main ideas of the article.  Be sure to explain the reasons for your agreement and disagreement.  Be sure your paragraphs begin with clear and specific topic sentences.  Back up your points with specific evidence.  Your summary/ response essay should be 3 pages in length.  Complete this on Google Classroom.

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 For future reference -- (response essay #3) Other New York Times Opinion Pieces are here. 
A candidate for article #3 is here.  Another is here.

Monday, Feb. 12 -- English 101

More on the MEAL Plan as a way to organize & develop paragraphs:

--MEAL Plan 1;

--MEAL Plan 2 (including sample paragraphs)

Discuss "Let Prisoners Take College Classes" 

--trouble-shoot how to write a personal response to an article that may seem foreign to your own experience

--bringing additional perspective to an article vs. just reacting to what is said

Begin drafting Response Essay #2 on Classroom.
(Double-entry journals will be checked on Tuesday since I didn't have time for it today).

Assignment for Monday, Feb. 12

For Monday

--Complete both left and right columns of double-entry journal.  (Left side is main ideas from the "Let Prisoners Take College Courses" article; right side are your initial brief responses to those ideas).

--Write a draft summary of the article.  You will have a few minutes to revise / upgrade this summary in class.  Please write your draft summary using the template on Google Classroom.

The Response Essay Writing Process -- According to English 101

Portfolio 1 Skills & Process:

Friday, Feb. 9 -- English 101

Friday

--Read and annotate  article #2 "Let Prisoners Take College Classes."(handout).  Also available here.   Complete exercise 3.3 (“outlining,” see page 36) in the handbook, using article #2.  In other words, you will first create an outline of the article.  Then you will write a summary of the article.  


--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.  

Be sure to keep your outline and double-entry journal along with your draft summary and response.

Thursday, Feb. 8 -- English 101

Thursday

Overall goal:  Revise response essay #1, based on class discussion, the side-shadowing, the reading, and "the MEAL Plan."









--Take Your Writing to the Next Level 

• cartoons
• thesis (see especially "exemplification"  (Thesis, Opinion, or Fact? -- activity)
• outlining
• topic sentences (state opinion, repeat key words from thesis)
• transitional words and phrases
• MEAL Plan (without the "AL," you just have the "ME")

Assignment for Friday:  Revise your summary/response essay and be ready to "turn in" when you arrive in class.  Minimum length of summary and response is 2.5 pages (Times New Roman, size 12).

Wednesday, Feb. 7 -- English 101

During class:

• more on response writing.  See sample response essay #2
• clarify: editing versus revising
• define: thesis statements
• define:  topic sentences
• brief discussion:  personal anecdotes & observations 
• side shadow the responses you brought with you, looking specifically at evidence

Homework for Thursday, Feb. 8:

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

Tuesday, February 6 -- English 101

During Class:

• A few grammar issues from summaries
• intro to portfolio 1
• Sample Response essay

Assignment to work on during class on Tuesday
--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 1.5 to 2 pages minimum.  (This response will later be expanded to 3+ pages).   Bring this to class on Wednesday.
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Parking Lot:

• Strategies for Critical and Analytical Reading
• Discussion & additional annotations on "Losing is Good for You"
• free write on awards and losing.
• Read "Stop Fighting Your Inner Critic" (handout) and annotate for discussion

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English 101 -- Plan for Monday, Feb. 5

1. Collect and sign remaining KVCC Enrollment Applications

2. Copy and paste a 2nd version of your summary below the first one.  All revisions and edits should be done on this 2nd version.

2. Review the "Losing is Good for You" article together for main points.  Revise as needed.
3. Strategies for upgrading your summary.  "Just because it is a summary, that doesn't mean it has to sound like it was written by a machine."  Revise as needed.

4. Grammar issues related to writing a summary (Edit as needed).

• article titles
• publications
• comma use
• verb tenses
• other

5. Check summary against Summary checklist and sample.  Revise as needed.  Peer conference.  Revise as needed.

6. Write a brief note beneath your revised summary, explaining what revisions and edits you made and why.  If you made no changes, explain why you did not.

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Additional Annotations (annotating to respond) -- "Losing is Good for You"

Class discussion: "Losing is Good for You"