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.

The Writing Process -- Insights from Working Writers

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

Welcome Dual Enrollment 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

Portfolio #3 Due Date & Contents

The deadline for Portfolio #3 is Thursday, May 28.

Required contents of Portfolio #3 include:
1. Final draft with cover page [sample] and works cited.
2. Teacher conference draft with my comments*
3. Peer review draft with completed Peer Review Sheet
4. Guided revision draft (or other draft) with you own comments
5. Outline or graphic organizer
6. Developing Your Argument worksheet
7. Audience Analysis worksheet*

*A teacher conference is required prior to your paper being accepted for grading.  Materials required for your teacher conference include:
--draft with cover page, intro, closing, 3 or more arguments and an opposition argument
--outline or graphic organizer
--Developing Your Argument worksheet
--Audience Analysis worksheet

Plan for Wednesday, May 13 -- English 101

During Class:

• Look at sample essay
• Guided Revision
• More work with paraphrasing and integrating sources 
• Work on paper in class. 

Assignment for Friday, May 15:
--Rough draft of your final essay due for peer review.

Plan for Monday, May 11 -- English 101

During Class:

• Look at sample essays  [Annotated Copy of Sample Essay 1]
• Do more work with paraphrasing and integrating sources
• Work on paper in class. 

Assignment for Wednesday, May 13:
--Finish a rough draft of your final essay. We will work with guided revision

Plan for Thursday, May 7 -- English 101

During class:

• Review of Appeals, Effective Ways to Reach Your Audience
• Review "Developing Your Argument" worksheet
• Discuss logical fallacies; construct 4 logical fallacies related to your own topic
• Workshop -- Create cover page; revise outline as needed; begin work on rough draft

Assignment for Monday, May 11:
--Write a rough draft of the first two pages of your essay
--Read Sample Essay #1 and annotate it with 7 or more questions/comments

Plan for Tuesday, May 5 -- English 101

During Class:
1. Quick review of reading.
2. Portfolio #3 Guidelines & Rubric
3. Sample Essays
4. Return outlines / From outline to draft 5. Shaping your introduction

Assignment for Thursday, May 5
--Write the introduction to your essay. The first rough draft will be due Wednesday, May 13 Be sure to introduce your topic and include your thesis/claim statement and the main points that will support your argument. See the final essay assignment sheet for full details.
--Continue to collect additional research for your argument, take notes, and organize information.

Plan for Friday, May 1 -- English 101

During Class today:

• Read Chapter 6 “Thinking Critically” in the handbook, pp. 82-93.  Pay close

                      attention to the section “Recognizing Logical Fallacies.” Then complete the review worksheet (handout) on Chapters 6 & 7.  You can work with a partner if you like.  When complete, submit this worksheet to the basket on the front desk.

• Complete an outline or graphic organizer that includes the following features:
  --thesis
  --three or more arguments that support your thesis
  --two or more examples of evidence to support each argument
  --one or two opposition arguments
  --a rebuttal (response) to each opposition argument
  --restatement of the thesis

• Continue to collect additional research for your argument, take notes, and 
  organize information.

Plan for Friday, May 1 -- English 101

During Class today:

• Read Chapter 6 “Thinking Critically” in the handbook, pp. 82-93.  Pay close

                      attention to the section “Recognizing Logical Fallacies.” Then complete the review 
 worksheet (handout) on Chapters 6 & 7.  You can work with a partner if you like.  When complete, submit this worksheet to the basket on the front desk.
 

• Complete an outline or graphic organizer that includes the following features:
  --thesis
  --three or more arguments that support your thesis
  --two or more examples of evidence to support each argument
  --one or two opposition arguments
  --a rebuttal (response) to each opposition argument
  --restatement of the thesis

• Continue to collect additional research for your argument, take notes, and 
  organize information.

                       

Plan for Wednesday, April 29 -- English 101

Class time: Check homework; review questions about developing argument;  how to make appeals; exercises with appeals; --Look through the Sentence Style Slideshow and do the following exercises:  Wordiness 1, Wordiness 2.  

Homework due Tuesday, May 5:

• Read Chapter 6 “Thinking Critically” in the handbook, pp. 82-93.  Pay close

      attention to the section “Recognizing Logical Fallacies”

• Complete an outline or  graphic organizer (link to be added), listing your main reasons

      and sub reasons.

• Continue to collect additional research for your argument, take notes, and

       organize information.

Plan for Monday, April 27 -- English 101

During class:

• Writing Survey, Take II
• In-class writing: Reflection about Portfolio #2
• Paper 3 pre-writing: 1. Write down your stance on your research question. Brainstorm 3-4 reasons why you believe your view is correct; 2. Brainstorm 2-3 publications where you could envision sending your argumentative paper (i.e. journal, newspaper, magazine, professional website, newsletter, etc.). Underline the one that you think most fits the audience you would like to reach.
• review & submit developing your argument responses
• Note:  for 2015-2016 need to also have students complete Audience Analysis Worksheet during this phase of portfolio #3.

Assignment for Wednesday, April 29
--Read Chapter 7, pp. 94-106
--Find additional research for your argument, take notes, and organize information.
--Complete Portfolio #2 Reflection

During class on Wednesday:
--Look through the Sentence Style Slideshow and do the following exercises:  Wordiness 1, Wordiness 2.

Plan for Thursday, April 16 -- English 101

During Class:

• Collect Portfolio 2
• Begin writing your responses to Developing your Argument prompts (see handout.

Assignment for Monday, April 27
--Finish the “Developing Your Argument” worksheet if you didn’t finish it in class.