More on Revision

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Self-conference:

• A Guide to Revision
• Guide to Revising Body Paragraphs and Conclusions
• What is the last word of your essay?

During Class Friday:

• Create checklist using 
• Portfolio 1 Guidelines
• Portfolio 1 Grading Rubric
  

Removing Clutter

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

Goal for today:
1. Read through your draft and Revise to absolutely eliminate wordiness. and extra words that you don't need.

Priorities for Revision

Tuesday, March 5 -- 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. Resources:

• Intro. to Response Writing
• Examples of Major Revision
• A Guide to Revision
• Guide to Revising Body Paragraphs and Conclusions
• A complete set of resources for Portfolio #1 is here.

Homework due Wednesday, March 6:
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 5 - 8 sentences in length.  More on the how's and why's of a reverse outline are here and here.

Due Dates:

Peer-Review Draft Due:  Wednesday, March 6 (at the start of class)

Mandatory Teacher Conference:  Monday, March 11 (by the end of the day)

Portfolio I Due:  Wednesday, March 13 (at the start of class)

Week of Feb. 25 -- English 101

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Note: the schedule below is for what we will be doing during each class period this week.



Monday, Feb. 25:
--Re-read your article.  Add to your previous annotations.
--Complete at least one of the following:
 (a) create an outline of your article
 (b) create a double-entry journal in response to 3 or more main ideas in your article.
--Write a summary of your article

Tuesday, Feb. 26:
--Draft at least the first half (1.25 pages) of your response essay.

Wednesday, Feb. 27:
--Finish drafting your response essay.  (The essay total should reach 2.5 pages)


Thursday, Feb. 28:
--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

Friday, Feb. 29:
--Complete revisions and edits on Response Essay #3.
--Summary & Response Essay #3 (3 pp. plus, summary & response) due by 2pm (mid-way through the class).

Assignment for Monday, Feb. 11

Assignment for Monday:
(1) Read and annotate the "Abolish Billionaires" article.  (2) Identify the main points as part of your annotation.
(3) Read the text, pp. 34- 35 about writing an informal outline.
(4) Create an informal outline for the article.  (This can be handwritten or typed).  Your outline should have 7 - 13 main ideas plus supporting details for each.

Bring your annotated copy of the article and informal outline to class.  The two of these together will count as one homework assignment.

On Monday, you will use the above to create a double-entry journal and then to write a summary of the article.  That will be followed up — you guessed it — by writing your second response essay.

Tuesday, Feb. 5 -- English 101

During class:

• More on response writing.  See Sample Response Essay #1
• Thesis statements.  See Thesis, Opinion, or Fact handout.
• Topic sentences
• Transitional words & phrases
• Parallel structure\Repeating key words and phrases
• Strategies for paragraph development (types of arguments, MEAL)

Assignment for Wednesday, Feb. 6:

1.  Continue writing your Response Essay draft.  (2 pages minimum by the start of class).

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. 

Parking Lot:

• side shadow the responses you brought with you, looking specifically at evidence

Monday, Feb. 4 -- English 101

During Class:

• Freewrite on awards, recognitions, winning, & losing
• Intro. to portfolio 1.  See also chart below.
• Strategies for a response essay
• Sample Response essay
• Begin drafting response essay

Assignment to work on during class on Monday:
--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. 
Due at start of class Tuesday:  1.5 pages minimum (draft plus freewrite).
Due at start of class Wednesday:  2 pages minimum just for draft.
(This response will later be expanded to 3+ pages). 
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Parking Lot:

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

The Response Essay Process -- According to English 101

Portfolio 1 Skills & Process:

English 101 -- Friday, Feb. 1

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

1. Review the "Losing is Good for You" article together for main points.  Revise as needed.

2. 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.

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

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

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

5. 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 -- Jan. 30 & 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

Writing a Summary -- "Not so easy, not so difficult."

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.
• begin writing your summary (if time allows)

Assignment for Friday, Feb. 1:
--Write a summary of the ["Losing is Good for You" or OTHER TBA] 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 -- Monday & Tuesday, January 28 & 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 report out on a "Personal Top 3 Tips for Success."
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 English 101 / Dual Enrollment English

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

AP Exam -- Free Study Guide

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 $$$$$$$$.

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A Resource for Learning AP Lit. Terms:
Sign in to Quizlet using your Google account and choose "Learn," "Flashcards," or "Write."

Quizlet Set 1 (100 terms) 

Quizlet Set 2 (235 terms)