Identifying and Grouping Stakeholders

 --World's Shortest Political Quiz

--Situate your own position on the issue you are researching
--A few thoughts on identifying other perspectives (stakeholders) related to you issue
--Begin Stakeholder Analysis Chart (see Classroom)

--indicate "perspective" as part of annotation.

Finding Truth in an Era of Fake News

Random Career Generator

 The Random Career Generator is here.

Options for Response Essay #3

On Monday, you will choose an article for Response Essay #3.  

You may want to choose an article being read by at least one other person in the class, but this is not required.  If you choose an article that is not one of the five options listed below, please have me approve the article before putting time into it.

 Option 1:  "America's Real Digital Divide"

 Option 2:  "Facebook Threatens to Zuck Up the Human Race"

Option 3:  "Let Prisoners take College Courses"

Option 4:  "Shame is Not a Four-Letter Word"

Option 5: "Make Gun Companies Pay Blood Money"

Other New York Times Opinion Pieces are here. 

The Response Essay Process

Portfolio 1 Skills & Process:

Week 2 -- College Composition

Writing & the Writing Process -- integrate ideas from

1. Your experience in writing the 20-minute in-class prompt
2. Your annotations of Lamont, "Bird by Bird" 
3. The Writing Skills Questionnaire
4. The Stephen King, Jerry Seinfeld, Animation video clips
5. Other

"Ten Habits of Successful Students" -- Brief Discussion of assigned reading.

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

During Class:

• 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 & usage issues related to writing a summary.
• begin writing your summary (if time allows)

Assignment for Monday:
--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 Monday.  A sample summary of a different article is here.
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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. 

Plan for Tues/Wed:

1. Is writing important?  Discussion

2.  Writing Skills Questionnaire

3. Writers on writing (video clips)

4. In-class brainstorm about prompt. (see "A" below).

Upcoming -- Assignments for Fri/Mon: 
--Read the article “Bird by Bird” by Ann Lamott (click link).
--Annotate the article with 5 or more agreements, disagreements, comments, or questions.
--Timed writing: Give yourself 20 to 30 minutes and 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 Thurs/Fri.
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 class.  I will collect this.  (Include any prewriting.) (This will count as two homework grades).
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 need to be modified for a 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 College Compositon aka Dual Enrollment KVCC English / English 101

 This blog is a home base for College Composition.  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

Poetry Terms & Resources

Figurative Language:

Extended Metaphor --

Synecdoche & Metonymy --

• video
• video 2
• explanation

Bean Trees -- Resources for Understanding

--"Timeline: Guatemala's Brutal Civil War" (from PBS.org)
--"Guatemalan Army Stole Children . . ."
--"Children Were Routinely Kidnapped . . ."
--Kingsolver's Bean Trees as a Political Critique . . ."

Poetry Explication Resources

Poetry Explications -- UNC at Chapel Hill

    How to Explicate a Poem from Univ. of Wisconsin
    Explicating Poetry from NKU

    How to Get a 9 on Poetry Explication

    Sample Explication

    A list of poems and prompts is here in pdf format.

Poetry Sound Devices and Modern Music

Use of Alliteration, Consonance, and Assonance in Popular Music

"How Does Hamilton . . ."

"Consonance, Assonance, and Alliteration in Hip-Hop"

"Assonance, and the Art of Writing Lyrics"

Bob Dylan, "Subterranean Homestyle Blues"

Lord of the Flies

Full text online:
Lord of the Flies is available as an online audiobook here.

Lord of the Flies is available as a word document here.


Songs Inspired by Lord of the Flies:

Iron Maiden, "Lord of the Flies" (lyrics)

U2, "Shadows and Tall Trees" (lyrics)

The Offspring "You're Gonna Go Far, Kid" (lyrics)

Elton John, "Lord of the Flies" (video w/ lyrics)

Rage:  Official Music Video:  "Lord of the Flies" | Rage Lyrics

Death of a Salesman

Death of a Salesman,
--Write a "found poem" of 6 - 12 lines, using lines from up to page 37 in the reading.  (The purpose is to look back over this section of the play, to find lines that have symbolic relevance, and to explore what may be potential themes of the play.)  An example is below:

Goin' Off the Road  (a found poem based on lines from Death of a Salesman)
The peonies would come out, and the daffodils
And then all of a sudden I'm goin' off the road

Bricks and windows, windows and bricks
You can't raise a carrot in the back yard

Life is a casting off
The mind is what counts
I see everything
I can't seem to -- keep my mind to it

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Death of a Salesman Resources  

Death of a Salesman online (pdf format)

Death of a Salesman Notes & Terms

Death of a Salesman video w/ Dustin Hoffman & John Malkovich

Death of a Salesman:  analysis of the play
     --for more analysis, see also Arthur Miller commentary in Bedford text, pp. 1986 -1989.

Storyboard That (includes themes, motifs, and sample storyboards)

Towards the Examined Life --- Notes for Reading

Tragedy & the Common Man -- Arthur Miller

Oedipus & Willy Comparison Chart