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"

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