Plan for Monday, Sept.19 -- 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.  Your comment should be a minimum of one well-developed paragraph in length.
• Read comments section of article on New York Times website
• Copy and paste one New York Times reader comment (or a portion of that comment) onto the same forum thread that you used above.  Then respond to what that reader has said in a well-developed paragraph.

Assignment for  Wednesday, Sept. 21:
--Complete any of the above that you were not able to complete in class.

Plan for Monday, Sept.19 -- 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.

Response Writing -- The Process According to English 101

Portfolio 1 Skills & Process:

Plan for Wednesday, Sept. 14 -- English 101

During class:
--peer review of summaries (time permitting)
--complete Double-entry journal on Facebook article.
-----discuss article (main points, supporting details)
--intro. to "Meal Plan."  MEAL Plan 1; MEAL Plan 2 (including sample paragraphs)
-- begin planning a response to the article
.

Assignment for Monday, Sept. 19:
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.

Plan for Monday, Sept. 12 -- English 101

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 [do this on Wednesday]

Homework due Wednesday, September 14:

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.

 Other New York Times Opinion Pieces are here. 

3.  In-class on Wednesday:  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.

Plan for Friday, Sept. 9 -- English 101

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 Monday, Sept. 12:
--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 Monday.  We will talk more about response writing in class.

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.
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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 Friday, Sept. 2

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

2. Group response & discussion of reading.

3. Writing Skills Questionnaire

4. Writers on writing (video clips)

5. 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.

6. 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 to Dual Enrollment / 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

The Future

The handout for article reviews is here. 

Future Environment:
Climate Change: Vital Signs (scroll down to "Future Effects")
Top 25 Environmental Concerns of the future
Global Warming:  News Causes Facts & Effects
Global Warming Solutions
A Student's Guide to Global Climate Change & Solutions
Ted Talks on the Global Environment and the Future


Solar Freakin' Roadways

World Economic Forum, Future of Government

10 Mindblowingly Futuristic Technologies . . . 

What Will Human Cultures Look Like in 100 Years

The Surprising Jobs You'll be doing by 2030

Inspired Minds -- Careers of 2030

Homes of the Future

Information on future climate & more from Big Facts.  (The Big Facts project is led by the CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). CCAFS is a strategic partnership of CGIAR and Future Earth, led by the International Center for Tropical Agriculture (CIAT). CCAFS brings together the world’s best researchers in agricultural science, development research, climate science and Earth System science, to identify and address the most important interactions, synergies and tradeoffs between climate change, agriculture and food security.)

Society and Culture in the Future -- What's Next / Top Trends

What's Next -- Society & Culture

newsoffuture.com Future News for Year 2020 and Beyond

Recommended: futureforall.org/ A Layperson's View of Future Technology and Society

globalfuturist.com Harnessing the Power of Innovation

thefutureofourworld.ytmnd.com The Future of Our World

wfs.org World Future Society

Fw:Thinking Videos on The Future of Money, Future Fuels, Future Time, and more

10 TED Talks on Predicting the Future

TED talks about the Future

New:  Sources focusing on our energy future:

http://wgbhnews.org/post/power-people

http://www.npr.org/2013/08/14/212020224/the-grid-of-the-future-could-be-brought-to-you-by-you

http://www.npr.org/templates/story/story.php?storyId=90042092

An article about the future 100 years from now is here.

A second article on immortality and the "singularity" is here

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Guidelines and a rubric for your future project are here.

A slideshow that illustrates how to organize your project is here.

Ideally, the format you choose for your future project will tell something about your interests and your overall future view.  Think imagination will be important?  Make sure your format is imaginative.  Think the future will be hi-tech?  Make sure your format isn't "old-school."  Here are some ideas and formats to consider:

• Use Inklewriter to write an interactive (choose your own adventure) story online
• Storybird is a place to write an illustrated children's story online. In the olds days . . .  Now we . . .  MyStoryEditor allows you to write your own story and add photographs.
• CartoonCamera allows you to take photos and then make cartoons out of them.  These could then be used as the basis for a slideshow.
• Prezi is a website that helps create dynamic and professional-looking presentations / slideshows. 
• MindMeister is similar to Prezi -- some people may like it even more.
• The Haikudeck website allows you to quickly create a visually stunning slideshow that will make your old LibreOffice slideshow look so retro.   Plus it has a built in image search feature that provides you with copyright free images.
• Want to get even more creative and keep things moving?  Powtoon helps your create animated slideshows and presentations.
• Use Flashissue or Lucidpress to create an online newsletter / newspaper of the future.
• Storyworth is a app that helps you create an oral history project involving responses from family members or others.

Biography Project Handouts & Resources

 Biography Project Handouts:

A Google Drive folder of handouts and information sheets for the biography project is at:
Biography Project Handouts

You read these documents online, print them out, or make copies that you save within your own Google Drive folders.  
 

Biography Project Resources:

The goal is get started on researching topics related to the biography you are reading.  Don't worry about what the research will be used for.*  Follow your interests.  Find some sources.  Save the source information so you can easily go back later.

1. Identify topics for research using your own brain, instaGrok (optional), and this handout

2. Set up a place to save and organize all your bookmarks.  This could be a folder with Safari or Firefox Bookmarks.  Or you may choose to install the Chome Extension, Diigo.

3. Start identifying sites that are potential resources.  Don't just rely on Google.   See the Biography section of  Wirthportal (also on the right sidebar link of this site) and check out Marvel, Internet Public Library, Biography.com, and Google Search tools such as "Advanced Search" and Time Defined Searches, Google News, and Google Blogs.  New and Recommended:  For deeper search (and an introduction to college level research) see NoodleTools.

4. Save your sites you find within your bookmarks folder (or on Diigo).

*Some of your research may be later incorporated into a review of your biography. Some of your research may help you write genre pieces and may become part of your presentation. Even if your research is not directly used, it may help you have a better understanding of your biography and -- importantly -- you will get credit for each source you include as part of your annotated bibliography.

Plan for Friday, Jan. 8 -- English 101

--Workshop -- Complete rough draft of essay for Portfolio #3
--Guided Revision of Rough Draft using Portfolio #3 Assignment Sheet and Portfolio #3 Grading Criteria Sheet.
--Conferences

Assignment for Tuesday, Jan. 13:
--"Turn in" a draft of your essay on Google Classroom by 2:30 pm on Tuesday.  This draft should include a cover page and works cited and should have the following elements highlighted:  thesis, arguments, opposition argument and response, restatement of thesis.  Note:  due to the short turnover time, I my feedback will be largely limited to the overall structure of your essay.  If you would like more detailed feedback, please see me for an in-person conference.

Assignment for Thursday, Jan. 15:
--Complete any final revisions and edits on your draft based on my feedback and on your own comparison of your draft with the Portfolio #3 Assignment Sheet and Portfolio #3 Grading Criteria Sheet.

Plan for Thursday, Jan. 7 -- English 101

During Class:

• Discuss logical fallacies; construct 2-4 logical fallacies related to your own topic
• Look at sample essay  [Annotated Copy of Sample Essay 1]
• Color code your own draft on Google Classroom
• Work on paper in class. 

Assignment for Friday, Jan. 8:
--Finish a rough draft of your final essay. We will work with guided revision

Plan for Tuesday, Jan. 5 -- English 101

During class:

• Review of Appeals, Effective Ways to Reach Your Audience
• Review "Developing Your Argument" worksheet
• Workshop -- Create cover page; revise outline as needed; continue work on rough draft 
• Upload your rough draft to the recently created document on Google Classroom.

Assignment for Thursday, Jan. 7:
--Continue to develop your rough draft to a length of 4 or more pages.
--Read Sample Essay #4 and annotate it with 7 or more questions/comments

On Thursday during class:
--Discuss logical fallacies; construct 2-4 logical fallacies related to your own topic