Tuesday, April 24, 2012
Tuesday, April 17, 2012
Free Day!
If you're here, you must be picking up work, dropping work off, or needing to chat. If you'd like to speak with me, please write your name on the board. I'll call you in order. If you're waiting for me to look at something you've written, please write your name on the board, and I'll call you in order...
Big things.
4 essays + one project all together = one portfolio.
Big things.
4 essays + one project all together = one portfolio.
Thursday, April 12, 2012
Journal: Tonight’s group, Knowledge of Conventions, has two parts. Here they are:
Learn common formats for different kinds of texts
Control such surface features as syntax, grammar, punctuation, and spelling.
Please define these in your own words. If you need to, ask a neighbor.
Model and Chat:
Meetings?
We’re done….
Learn common formats for different kinds of texts
Control such surface features as syntax, grammar, punctuation, and spelling.
Please define these in your own words. If you need to, ask a neighbor.
Model and Chat:
Meetings?
We’re done….
last meeting :(
Knowledge of Conventions
1. Learn common formats for different kinds of texts.
Define:
This means I know how to set up an essay, a journal, a paragraph, an e-mail, a letter, or whatever. It means I know what one expects when she asks for an essay from me.
Example:
An example from one type of text, my journal, shows that I wrote without using any proper format since I wrote to myself. I started out with, “The letters I wrote to myself in jail.” This isn’t a complete sentence, but that’s okay. In an essay, I wrote, “In America, most of the foods we eat are distorted versions of foods from other cultures.” Since my journal is just for me, and that is expected in that type of text, I’m allowed to make mistakes and not worry about it, whereas, in my essay, my language sounds professional and like it should since I’m writing for someone else.
Conclusion
Since I’m aware that different texts have different looks and styles, I know that each type is set up in a different way.
Control such surface features as syntax, grammar, punctuation, and spelling.
Define:
This means that when another reads it, it is grammatically correct and it makes sense.
Example:
Here is a sentence that has no errors, thanks to my hard work, and it reads, “akldjfaeioparu. Aofopiuweufrl. A;doifjero;ajtfa;lkdjf.”
Conclusion:
Since that sentence has no errors, I can control surface features and others understand what I write.
540-- Class Meetings...
April 19:
Alejandro: 540
Demetra 550
Laura: 600
Alexander:610
620
Ruby: 630
Marisela 640
Jesus: 650
April 24
Esmeralda: 530
Taryn 540
Lorenzo 550
Matt: 600
Spencer: 620
Cyrus: 640
Anna 630
Erica 610
Bryanna 650
April 26
Phaola: 620
Addie: 540
Tanya: 550
Debra: 600
Dee: 630
Lorenzo 610
Francis: 640
Jesus : 650
1. Learn common formats for different kinds of texts.
Define:
This means I know how to set up an essay, a journal, a paragraph, an e-mail, a letter, or whatever. It means I know what one expects when she asks for an essay from me.
Example:
An example from one type of text, my journal, shows that I wrote without using any proper format since I wrote to myself. I started out with, “The letters I wrote to myself in jail.” This isn’t a complete sentence, but that’s okay. In an essay, I wrote, “In America, most of the foods we eat are distorted versions of foods from other cultures.” Since my journal is just for me, and that is expected in that type of text, I’m allowed to make mistakes and not worry about it, whereas, in my essay, my language sounds professional and like it should since I’m writing for someone else.
Conclusion
Since I’m aware that different texts have different looks and styles, I know that each type is set up in a different way.
Control such surface features as syntax, grammar, punctuation, and spelling.
Define:
This means that when another reads it, it is grammatically correct and it makes sense.
Example:
Here is a sentence that has no errors, thanks to my hard work, and it reads, “akldjfaeioparu. Aofopiuweufrl. A;doifjero;ajtfa;lkdjf.”
Conclusion:
Since that sentence has no errors, I can control surface features and others understand what I write.
540-- Class Meetings...
April 19:
Alejandro: 540
Demetra 550
Laura: 600
Alexander:610
620
Ruby: 630
Marisela 640
Jesus: 650
April 24
Esmeralda: 530
Taryn 540
Lorenzo 550
Matt: 600
Spencer: 620
Cyrus: 640
Anna 630
Erica 610
Bryanna 650
April 26
Phaola: 620
Addie: 540
Tanya: 550
Debra: 600
Dee: 630
Lorenzo 610
Francis: 640
Jesus : 650
Tuesday, April 10, 2012
Final Project Continued.
1. Journal: What should you write underneath each bullet point in our final project?
2. Final Project, Continued... Sample Entry... Next Group....
3. Practice Time in class...
4. Show me your practice to leave. Remember, you can leave out the quotes.
5. Wrap-up... What's next?
Processes
• Be aware that it usually takes multiple drafts to create and complete a successful text
Define: I know that it takes lots of essays to complete a final essay.
Example:
In my narrative essay about the horrors of carnival life, I wrote that “each and every day was hard because I was all ways fetching food for the camels.” You can see that my draft essay has a mistake. When I re-wrote it, after help from my peers, I fixed it to say, “each and every day was hard because I was always fetching food for the camels.” I corrected my error to create a successful text.
Conclude:
Since I wrote multiple drafts and fixed my mistakes to create a successful text, obviously I understand that it takes multiple drafts to complete a text.
•Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
•Learn to critique their own and others' works
•Develop flexible strategies for generating, revising, editing, and proof-reading
2. Final Project, Continued... Sample Entry... Next Group....
3. Practice Time in class...
4. Show me your practice to leave. Remember, you can leave out the quotes.
5. Wrap-up... What's next?
Processes
• Be aware that it usually takes multiple drafts to create and complete a successful text
Define: I know that it takes lots of essays to complete a final essay.
Example:
In my narrative essay about the horrors of carnival life, I wrote that “each and every day was hard because I was all ways fetching food for the camels.” You can see that my draft essay has a mistake. When I re-wrote it, after help from my peers, I fixed it to say, “each and every day was hard because I was always fetching food for the camels.” I corrected my error to create a successful text.
Conclude:
Since I wrote multiple drafts and fixed my mistakes to create a successful text, obviously I understand that it takes multiple drafts to complete a text.
•Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
•Learn to critique their own and others' works
•Develop flexible strategies for generating, revising, editing, and proof-reading
Thursday, April 5, 2012
1.Journal:
What is our final project and what do you do?
2. Dicussion
Entry two...
3. Practice...
Critical Thinking, Reading, and Writing
Use writing and reading for inquiry, learning, thinking, and communicating
(Define)
I use writing to understand new things, figure out things I don’t understand, and to communicate with others.
(Example)
For example, in my journal, the instructor asked me to explain the final project. I wrote that I had some questions when I said, “I don’t know what it looks like, but I’ll figure it out.” in my journal. I also wrote that I understood what the outline of the project was, so I was able to learn what my instructor wanted and try to do it correctly. I wrote, “I know that I’m supposed use the WPA guidelines and follow the order and outline that was provided in class.” This shows that I learned something.
(Conclude)
Since I was able to use writing for learning and for questioning, I am able to use writing for thinking, learning, inquiry and communication, if only with myself in this instance.
• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
(Define)
This means that I need to understand that some writing assignments need for me to research. I might have to locate, judge, and think about ideas before I include them in my paper. In fact, I better.
(Example)
In my argumentative essay, I argued for reparations. My first task was to research the income gap between minority and white households as, according to Reuters, “a bigger percentage now, after the downfall, as opposed to the sixties.” My second task was to evaluate where this quote came from. To complete my essay, this quote had to be located, judged, thought about, and then put into my essay.
(Conclusion
Since I located, judged, analyzed and put into my essay a thought of another, I am able to understand that writing includes this series of tasks.
What is our final project and what do you do?
2. Dicussion
Entry two...
3. Practice...
Critical Thinking, Reading, and Writing
Use writing and reading for inquiry, learning, thinking, and communicating
(Define)
I use writing to understand new things, figure out things I don’t understand, and to communicate with others.
(Example)
For example, in my journal, the instructor asked me to explain the final project. I wrote that I had some questions when I said, “I don’t know what it looks like, but I’ll figure it out.” in my journal. I also wrote that I understood what the outline of the project was, so I was able to learn what my instructor wanted and try to do it correctly. I wrote, “I know that I’m supposed use the WPA guidelines and follow the order and outline that was provided in class.” This shows that I learned something.
(Conclude)
Since I was able to use writing for learning and for questioning, I am able to use writing for thinking, learning, inquiry and communication, if only with myself in this instance.
• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
(Define)
This means that I need to understand that some writing assignments need for me to research. I might have to locate, judge, and think about ideas before I include them in my paper. In fact, I better.
(Example)
In my argumentative essay, I argued for reparations. My first task was to research the income gap between minority and white households as, according to Reuters, “a bigger percentage now, after the downfall, as opposed to the sixties.” My second task was to evaluate where this quote came from. To complete my essay, this quote had to be located, judged, thought about, and then put into my essay.
(Conclusion
Since I located, judged, analyzed and put into my essay a thought of another, I am able to understand that writing includes this series of tasks.
Tuesday, April 3, 2012
Final Project- Intro and Entry One.
1. Journal:
Summarize the final project as you understand it and be sure to include the purpose behind it.
2. Discussion... .
3. Entry One. Introduction and model of first Entry.
4. Drafting time. See me to leave with your first.
Model:
1. Rhetorical Knowledge
a. Focus on a purpose
(Define)
Focusing on a purpose means staying on topic and proving the point I want to make. It means having a reason to write and making sure that the reason I am writing is emphasized throughout the text.
(Example)
In my Narrative Essay, my purpose is to entertain and to show that I learn an important lesson: not to make poor choices. Here is an entertaining quote to demonstrate that I meet my goal. I write, "When I stumbled over the tree trunk, I realized that when God was handing out agility, he saw me trip over my own feet and decided it was too difficult a task." I make a joke here to make the reader laugh and to entertain him or her. Later on, I focus on my purpose when I write, "I have learned not to react to a stupid dare. It took me jumping off a roof, a shed, and over a cactus to realize that I shouldn't let a friend's challenge overtake my rational thought.
(Conclusion)
Since I am able to focus on my purpose to entertain and show I learn a lesson in my narrative by being funny and explaining the lesson I learn, I am able to focus on a purpose.
Summarize the final project as you understand it and be sure to include the purpose behind it.
2. Discussion... .
3. Entry One. Introduction and model of first Entry.
4. Drafting time. See me to leave with your first.
Model:
1. Rhetorical Knowledge
a. Focus on a purpose
(Define)
Focusing on a purpose means staying on topic and proving the point I want to make. It means having a reason to write and making sure that the reason I am writing is emphasized throughout the text.
(Example)
In my Narrative Essay, my purpose is to entertain and to show that I learn an important lesson: not to make poor choices. Here is an entertaining quote to demonstrate that I meet my goal. I write, "When I stumbled over the tree trunk, I realized that when God was handing out agility, he saw me trip over my own feet and decided it was too difficult a task." I make a joke here to make the reader laugh and to entertain him or her. Later on, I focus on my purpose when I write, "I have learned not to react to a stupid dare. It took me jumping off a roof, a shed, and over a cactus to realize that I shouldn't let a friend's challenge overtake my rational thought.
(Conclusion)
Since I am able to focus on my purpose to entertain and show I learn a lesson in my narrative by being funny and explaining the lesson I learn, I am able to focus on a purpose.
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