Pants on the Ground

Additional Resources: Put This on a Billboard: Droopy Pants Can Kill

April Assignment Schedule

Some students may still be completing revisions to their last essay. Please be sure they are submitted by our next class meeting. Other than that, no assignments are due for Tuesday, April 13.

April 13

Practice Placement Exam

April 15
Journal: Discuss a time when you lost or thought you lost something or someone forever.

New Essay-- Many communities are considering a ban on sagging pants-- take a position on this issue in a 5-paragraph essay.
Brainstorming

Lab: Drafting time
Homework: Draft 1 of Essay 3, due April 20
Assemble all work for conferences

April 20

Essay 3 Draft 1 Due

Discussion of PPT 2
Student Conferences- Please have all work assembled for our meeting

April 22

Group Essay Critique

Lab: Revisions

Homework: Revisions to essay; drafts 1 & 2 of essay 3 due April 27

April 27

Practice Placement Exam

Essay D2 Due

April 29
Test Prep and Strategy Review

Lab- Revisions

May 4

Final Exam* Tentative

May 6

Essay 3 Draft 3 Due  

Portfolio Review

May 11/16 

Final classes & registration for Fall 10

DNA Tells Students They Aren't Who They Thought

Please respond to each of the following questions in separate posts of 4-6 sentences each.  Then respond to two of your peers' comments, for a total of five comments overall.

I'd like you to consider the following:

1. What do you think it means when Ms. Best says, "Maybe we haven't progressed as much as we thought we had." Do you agree or disagree? Explain.
   
2. Pick one quote from the article and analyze it. Explain what the is author saying and what their statement says about their attitude toward race. 
3. Do you think this type of study encourages us to becomes more unified or does it encourage us to look for differences? Explain.

NY Times Article:  DNA Tells Students They Aren't Who They Thought

Introduction Styles

Please take your introduction to your 2nd essay and rewrite it twice, using 2 different introduction styles from our handout. Please post below.

Power Point Presentations: The Five Paragraph Essay and Writing a Thesis Statement

• Power Point Presentation 1: The Five Paragraph Essay
• Power Point Presentation 2: The Thesis Statement

Additional Resources for Reading Elie Weisel's Memoir, Night

Here are some resources to add to your background knowledge of the Holocaust and Night. 

Please be aware that some of the imagery is graphic and disturbing.

• Vocabulary List to Print
• Visual Resources
• National Holocaust Museum 
• National Holocaust Museum Encyclopedia 
• Elie Weisel interviewed by Oprah  & Slide Show/Text "Inside Auschwitz"

Assignment Schedule: March/April

March 2:  Class 11

Journal: Did your family expect that you would attend college? Was this goal encouraged within your schools?  What would people who knew you in your earlier life say if they knew you were in college?

Novel Prep: Discussion of the Holocaust and the novel Night by Elie Weisel

Essay Workshop: Peer critique  & Modes of Description

Homework: Read Novel to page 40 + TSR Journal Entries and 2 Discussion Questions

Revise your essay-- 3rd draft due March 4

March 4: Class 12

Journal: Discuss a time when you were wrong for something you did, said, or thought. How did this situation come about and what was the end result for you?

*Essay 1 drafts 1-2-3 due

The 5-paragraph essay format

Lab: Draft 1 of Essay 2

Homework: Homework: Read Novel to page 40 + TSR Journal Entries and 2 Discussion Questions

Draft 1 of Essay 2 due March 11

March 9th: Class 13

Journal: Discuss a time when you stood by and did nothing.

Novel Discussion pages 1-40

Writing Workshop: Intros & Conclusions

Homework: Homework: Read Novel to page 65 + TSR Journal Entries and 2 Discussion Questions

March 11th: Class 14

Journal: Discuss an event in your life that has caused a change in you. 

*Essay 2 draft 1 due

Lec: Intros & Conclusions Cont'd/Thesis Statements

Lab: Writing intros & conclusions with thesis statements

Homework: Homework: Read Novel to page 65 + TSR Journal Entries and 2 Discussion Questions

March 16th: Class 15

Journal: If you could do whatever you wanted to right now, what would you do? 

Novel Discussion to page 65

Writing Workshop: Essay 2 Critique

Homework: Homework: Read Novel to page 97 + TSR Journal Entries and 2 Discussion Questions

Essay 2, draft 2 due next class (March 23^rd)


March 18: No Class

March 23rd: Class 16

Journal: No Journal

*Essay 2, draft 2 due

Practice Placement Exam

March 25th: Class 17

Journal: You're at the gates of heaven and you have to talk your way past the velvet ropes. Go.

Lec: NYT Article

Lab: Blog

Homework: Read Novel to page 112 + TSR Journal Entries and 2 Discussion Questions

March 30: Class 18

Journal:
Essay 2 Discussion & model texts

Homework: Read Novel to page 112 + TSR Journal Entries and 2 Discussion Questions

Essay 2, draft 3 revisions due next class (March 30)

April 1: Class 19

Journal: A time you thought you had lost something/someone forever...

Novel Discussion to page 112

Movie viewing: God on Trial

*Essay 2, drafts 1-2-3 + Rubric due today

April 2-11

Spring Break- No Class

Reading Schedule: Night by Elie Weisel

 All readings need to be completed on schedule to ensure that you are prepared for the discussion that the class and assignments are based on.  There may be sporadic, content- related quizzes on the reading.  These will not be particularly in-depth but will be simple and easy to answer provided you have done the reading, therefore, it is not advisable to fall behind. 

In addition, all readings require a TSR journal with 2 entries for each section of the novel read and 2 substantive questions you have about the content of the novel. (Please see info below)

• ·      Pages 1-40  March 13th (Class 13)
• ·      Pages 41-65  March 20th (Class 15)
• ·      Pages 66-97  March 27th (Class 17)
• ·      Pages 97-112  April 1st (Class 19)

All readings need to be completed on schedule to ensure that you are prepared for the discussion that the class and assignments are based on. There will be sporadic, content- related quizzes on the reading. These will not be particularly in-depth but will be simple and easy to answer provided you have done the reading, therefore, it is not advisable to fall behind.

In addition to reading the novel and your TSR Journal, you will be forming 2 substantive questions about each week's readings to be asked in class during discussion of that reading. These should be legitimate questions about something you did not understand while reading or be a question you think would produce some insight for our class discussion.

Questions should be prepared ahead of time and be typed and suitable for submission as a for-credit assignment.

Here is an example of a substantive/insightful question about the novel Night:

• "Why did people not believe that they were in danger and act, when there was a pattern of violence forming again the Jewish people and the other the Nazis marked as "'undesirables?'"

Here is another legitimate question that one might ask: 

• "How did Elie's father view the Kabbalh and why was he against Elie studying it?"

Questions that are not appropriate are ones that are posed merely for the sake of completing the assignment. These are examples of questions that are not appropriate for the assignment.

• "What is the main character's name?

• "What was happened when the German soldiers came to Sighet?"

If you have legitimately simple questions such as these, I encourage you to ask them. Please make a note of them and ask them during our discussion, but form more substantive ones as your assignment. 

Ugly Children May Get Parental Short Shrift

You may discuss any--or a combination--of the following as long as it results in a 5-7 sentence paragraph in response to the text Ugly Children May Get Parental Short Shrift.

1. A taboo is something that is not acceptable in social circumstances; for example, calling an infant “ugly.” But exactly why is this so? Why is it more socially acceptable to call an adult “ugly,” but not an infant?
2. In the study Bakalar was describing, it clearly states that some parents left their “ugly” babies unattended in the cart, or would let “ugly” children wander off. If the reporter isn’t calling these parents “bad,” then what is Bakalar saying about this particular situation?
3. Do you agree with Dr. Harnell when he states that, “…There are a lot of things that make a person more valuable, and physical attractiveness may be one of them”? Explain.
4. Respond to two of your peers' comments in no less than 4-5 sentences.

When Parents are Too Toxic to Tolerate

Please write 3 TSR Journal entries in response to the NY Times article, When Parents are Too Toxic to Tolerate.

Post one of them online below so that I can evaluate your understanding of the TSR Journal and your use of MLA format and submit 2 of them on paper at our next class, remembering your submission guidlines.

She Works, They're Happy

Re-read the artcile, She Works, They're Happy, underlining key points and annotating the text. Then answer the following questions. Responses should be a minimum of 5-7 sentences.

1. Pick one quote (or any text from the article) that you found important. Explain why you think it is significant.
2. Keeping in mind our class discussion of the article, what is it that makes being a female breadwinner unattractive for many males?
3. Respond to 2 of your peers' comments about the article.

Found Text Assignment

Write a one page reflection on a textual artifact from your life-- a text message, a letter, a newsclipping or story-- using the standard submission format discussed in class/on the Power Point Presentation.

Reflections may wish to discuss the why the artifact is meaningful or interesting to you and how you came by the artifact.

You may use Found Magazine's website for ideas or to locate an artifact that you find interesting. Due Tuesday.

Assignment & Class Schedule- January/Feb

Class 1

Review of Syllabus

Introductions

Writing Sample

Homework: Purchase Textbook

Class 2

Discussion: Reading, Writing & Literacy-- Thinking about texts & communication

Journaling & Freewriting

Handout- Freewriting by Peter Elbow

Journal: 10 Minutes of freewriting

Lab: Introduction/User registration of Blog & Work Submissions

Homework:

• Bring in a textual artifact from your life OR one printed from the website Foundmagazine.com 
• Submit a one-page reflection paper about the artifact that follows the submission format rules outlined for you in the Power Point Presentation. Due Tuesday.

Class 3

Journal: 10 Minutes of freewriting

Introduction to exit texts & exit test criteria

Homework: Chapter 1 (pages 1-18) in textbook to be discussed next class.
Print Article 1 for discussion

Class 4
Journal: 10 Minutes of freewriting

Close reading: Article 1 NYT: "She Works, They're Happy"

Lab: Online discussion

Homework: Read Ch 3 in textbook to be discussed next class
Print and read On Paragraphing and The Paragraph


Class 5
Journal: 10 Minutes of freewriting or Focused Freewriting: Discuss the best/worst decision you've made so far.
Review: Close reading using NYT Article "Student Expectations Seen as Causing Grade Disputes"
The paragraph
Brainstorming
Homework: Be prepared to discuss paragraphing for next class


Class 6 
Cancelled: Snow


Class 7
Journal: Freewriting or Focused freewrite: Write a brief autobiography.
Paragraph Basics: What is it? What's in it? How do I write it? Class discussion/presentation based on the following links: UNC Writing Center
Homework: Writing effective paragraphs-- Pick a topic of your choice and write a paragraph about it keeping in mind our class discussion. The paragraph should include a topic sentence, supporting details and a conclusion sentence as well as 3 transitional words.
Read Ch 2


Class 8

Journal: Freewriting or Focused freewrite: Record a favorite memory.

The TSR Journal: Responding to Text

Lab: Blog session

Article NYT Article 3:  "When Parents are too Toxic to Tolerate"

Homework: TSR Journal on 2 selections of text

Read Ch 2

Class 9

Journal: Freewriting or Focused freewrite: Vent about somethings that really bothers you. 

Essay Structure

Good Writing vs. School Writing: Building Awareness

Essay 1: The narrative- Draft 1
Homework: Essay 1, Draft 2
Read Ch 5

Class 10 

Journal: Freewriting or Focused freewrite: Write a letter to yourself or someone else giving advice about a particular matter.
In Class: Discussion of NYT Article: "Ugly Kids Get Parental Short Shrift"
Lab: Blog
Homework: Essay 1, Draft 3 due class 12
Read Ch 4
Finish blogging

March 2:  Class 11

Journal: Did your family expect that you would attend college? Was this goal encouraged within your schools?  What would people who knew you in your earlier life say if they knew you were in college?

Novel Prep: Discussion of the Holocaust and the novel Night by Elie Weisel

Essay Workshop: Peer critique  & Modes of Description

Homework: Read Novel to page 40 + TSR Journal Entries and 2 Discussion Questions

Revise your essay-- 3rd draft due March 4

Welcome

Welcome

Dear students:

Welcome to Spring 2010. We will be using our blog as a forum for written communication and as resource for course-related information. You will find information such as a general outline of what is taking place in class/what will be due in the upcoming weeks, PDFs and links of select handouts and extra materials of interest to you, as well as the course syllabus should you lose it. Please check this site frequently, as it is updated regularly. 

I recommend the following:

• A Gmail account to make it easier for you to interact with and sign on to our blog, which is powered by Google.
• That you save your log in and password somewhere accessible so you are not delayed when assignments are given if you forget your information.
• That you "follow" the blog. It will make it easier for you to find the link.That you write the web address accurately in your notebook for use at home. (Note: http:// without the "www")
• That you copy, cut and paste information from Word into the comment field of our blog just in case there is a problem. (Students have sometimes run into glitches and lost their carefully thought out responses. Don't let this happen to you!)
• That you read your comments for coherence, spelling and logic, making sure it applies to the questions asked.

In addition, you may wish to sign up for a Twitter account and add me to your followers. You will be able to get Tweets from me that may give you more frequent updates and send me tweets to stay in contact with me to ask for help or give feedback. My Twitter SN is AferranteHCCC. You can see Twitter updates on the left hand side of the blog and the link will bring you directly to my page.

Wishing all you a successful semester,

Angela Ferrante

Read These Directions First! Online Discourse & Blogging

So here is how this will work: I will get the online discussion started by positing a consideration, offering an opinion, or posing a set of questions based on an article.

Each of you will not only respond to me first, but to at least three students after your first comment. We'll keep the language professional and academic, as is the case for your homework and in-class assignments. As for a minimum response, let's begin with an "oversized" paragraph of 5-7 sentences per response per individual.
Be sure you are answering the question fully and completely.

Remember to:
Proofread your work before you hit that "Publish" button.Create at the appropriate number comments (each between 5-7 sentences)—to me and to your peers.Keep the language professional, academic, and on-point.Sign your full name at the bottom of each response you make.Comment within the appropriate post.

*Tip- you may find it helpful to work in Word so that you can spell check your response and as a precautionary measure against losing your response should something "happen" during the publishing process.

Reminders:

• Do not use IM language (e.g., ";-)," "u r kewl," "lol," "brb," etc.)--this is a college-level discussion, not a private conversation.
• Do not use slang--again, this is a college environment where people use professional and academic language.
• Do not state an opinion without stating why you think/feel the way you do.
• Do not re-phrase someone's comment or just agree with him in order to have something to say--"Think before you type" means exactly that.

This is what a typical student comment should look like:

Response to Alba: So in other words you're saying that people who are not beautiful have no opportunity in life to succeed because of the way we judge them. I think that is wrong. Children are very sensitive and they can sense when adults make fun of them or treat them differently because of their look. Those children are the same people, that when the grow up, they also become ugly from inside, as a result of the way they were treated when they were child. That is still one of the biggest taboo that we have, judge someone for their look, before we even give them a chance to talk.-- Yuleina Mac Donald

Lastly, the ideas presented in your responses should be your own, or you should be adding something new to the discussion. Hopefully, this weblog will grow as your skills grow and this will also serve to put a new spin on an old "tried and true" method of collegiate discussion.

Participation on this blog counts as an assignment. Inappropriate, rude, or offensive language is unacceptable and will be removed from our blog. Three such offenses during the semester will result in questionable comments being submitted on paper to me, a NC for each offense, and could also result in failure for the course.

Comments that do not meet the minimum requirements will be deleted.