SPRING 2016

 

RHT 095-011  Meets 9-9:50am M/F in Room F211 // W in Room F203

RHT 095-001  Meets 10-10:50am M/F in Room F207 // W in Room F203

HOMEWORK ASSIGNMENTS 

 

 

 HOMEWORK ASSIGNMENTS - due 2/8/16 - 2/26/16 

 

Due Monday, 2/8/16

--Complete the MWL Sentence Structure topic within the Sentence Skills module in the Writing Skills

Learning Path. To receive full credit (15 points each) for a module you must complete the following:

o   Read the Overview or view the Animation

o   Complete the Recall 1 activity

o   Complete the Apply activity with a score of 60% or higher in two tries

o   Complete the Post-test with a score of 70% or higher in 2 tries **

 

 --Watch the following video and write down three differences between the video explanation of the writing process and mine on p. 14 in your book. To explain a difference, you must include BOTH sides of the contrast. You can't just say "On page 14, it says XXXXX about prewriting." That doesn't explain the difference. Instead, you need to say "On page 14, it says XXXXX about prewriting, whereas in the video, it states XXXXXX."      

  http://www.watchknowlearn.org/Video.aspx?VideoID=12512  

--Complete the clustering for your narrowed stress topic (following the directions on p. 36 and example on p. 37). Be sure to narrow the topic down where appropriate (ex. ONE stressful thing in your life like “my boss” or “going to the dentist”). Then brainstorm supporting points and details for that. It’s fine to duplicate ideas from your freewrite, but don’t look at the freewrite while you do the clustering. If you do, you’ll just be copying, not prewriting. Remember that the clustering must contain at least 25 circles (my assignment requirement). It shouldn't be the exact same clustering anyone writing about the stress of family life, for example, would come up with. Rather than vague words, it needs to get to the point where you have specific examples and details particular to YOU in the outer layer of the clustering. Number the circles on the sheet and include the total number for me to easily see.

 

Due Wednesday, 2/10/16

--You will turn in clusterings for all three of your narrowed illustration paragraph topics (including resubmitting the stress clustering). See above for reminders about this assignment.

--Read pp. 153-156 in your book about sentence structure. Complete the exercise on p. 157.

 

We will meet in F203.

 

THE FOLLOWING ASSIGNMENT WILL BE DUE WEDNESDAY BY MIDNIGHT. YOU’LL NEED TO LOOK FOR MY EMAIL REPLY AND PRINT IT OUT TO BRING TO CLASS ON FRIDAY:

--For each of your three illustration topics, type up a topic sentence (can be on the same page) and email them to me preferably by the end of class—definitely no later than midnight tonight. I will review these and send my comments back to you via email. See detailed assignment attached at the end of these homework listings.

 

 

 

 

Due Friday, 2/12/16

--Read over p. 39 in your book about topic sentences. Also watch the following topic sentence video. Feel free to take notes, although that is not required for the assignment. There will be a short quiz on topic sentences on Friday.  Video link: http://www.youtube.com/watch?v=EtPiZ8_CsD8 

--Remember to bring your topic sentences with my comments with you to class (printed out from your email).

 

Due Monday, 2/15/16

--Write a key sentence outline (see p. 47) for your stressful thing illustration paragraph. Look at pp. 47 and 49 for examples. Remember that this will just be four sentences: your topic sentence (rewritten if I made suggestions in my comments) and three supporting point sentences. Your clustering can help you come up with the three supporting points. Remember that these must be distinct points (not repetitive), points of equal value (not “First my boss makes my job stressful” and “Secondly, it’s stressful when my boss yells at me for not wearing my nametag.” In this case, the second one is more specific than the first and is an example that should be in part one rather than its own supporting point.), and expressed as grammatically correct sentences. Email this outline to me by class time Monday and bring a hard paper copy of it to class.

--Complete the practice key sentence outlines on p. 49.

--In MWL, complete the Run-on topic in the Sentence Skills module in the Writing Skills Learning Path.

 

NOTE THAT THE FOLLOWING ASSIGNMENT MUST BE EMAILED TO ME BY NOON TUESDAY:

--Use my comments on your stressful thing outline as well as the instructions above, to compose an outline for each of your other two illustration paragraph topics.  Add these two outlines to the document with the stress outline. Email these outlines to me no later than noon on Tuesday. Again, these should all be typed and saved as one Word document to be attached to your email. You will be able to review my comments in class Wednesday.

 

Due Wednesday, 2/17/16

--Complete the Run-on activity on p. 163. Only ONE is correct. Read the directions carefully. You are to provide two possible corrections for EACH of the nine run-ons, NOT USING A PERIOD OR SEMI-COLON BY ITSELF.

--Be sure to have your flash drive with your outlines on it.

Class meets in F203.

 

 

 

 

Due Friday, 2/19/16

--Key Sentence Outline Rewrite Assignment is due. Instructions are on p. 5 of this packet titled, KEY SENTENCE OUTLINE REWRITE ASSIGNMENT.

--Read p. 11 and complete the questions on p. 12. If you don’t know an answer, don’t skip it. Guess or put “I don’t understand the question” in the blank. You will get points for attempted answers, not correct answers. This is an assessment to see what paragraph writing terms you are already familiar with.

 

Due Monday 2/22/16

--Compose the rough draft for your stress illustration paragraph. Refer to pp. 6 & 7 of this handout, the Illustration Paragraph Assignment, for detailed directions. The rough draft must be emailed to me as an attached Word document by class time Monday.

 

--Complete the MWL Fragment topic within the Sentence Skills module in the Writing Skills

Learning Path. To receive full credit (15 points each) for a module you must complete the following:

o   Read the Overview or view the Animation

o   Complete the Recall 1 activity

o   Complete the Apply activity

o   Complete the Post-test with a score of 70% or higher in 2 tries

 

--Read pp. 43-47 in your book about Illustration Paragraph writing. Watch the video (link below) on the same topic. Write down three numbered sentences explaining what you learned (or reviewed) about drafting this type of paragraph. Also, look for two differences in terminology or drafting advice between the video and the book Writing Guide and write a sentence explaining each.

 https://www.youtube.com/watch?v=hP-CLjZjHBU 

 

Due Wednesday, 2/24/16

--Complete the exercises on p. 31 and p. 169 in your book.

Class meets in F203.

 

Due Friday, 2/26/16

--No homework. The rough draft of your second illustration paragraph should have been emailed to me Wednesday.

 

Illustration Paragraph Topic Sentences Assignment (to be used Wednesday, 2/5/16 in class)

--You are now shifting into the writing (or drafting) step of the larger writing process. For this Illustration Paragraph assignment (p. 33), you will be writing three separate illustration paragraphs on three separate topics. You'll use the ideas you've generated through your freewriting and clustering (prewriting step). The first decision to make is to decide what your main idea will be. Remember it has two parts: a narrow topic and a point about the topic. The first decision will be how narrow to make your topic. The narrower, the better since you are only writing paragraphs. However, don't make it so narrow that it's a fact that can't be argued.

For each of your three topics, type up a topic sentence (can be on the same page) and email them to me preferably by the end of class—definitely no later than midnight tonight. I will review these and send my comments back to you via email. 

Please note: For most of these topic sentences, you only have to come up with the narrow topic. The journal assignment provided the point.

EX. 1) ________________ stresses me out. I've already assigned the "point" of "stresses me out." 

EX. 2) My _________________ heritage plays a major role in my daily life.

EX. 3) ______________________ is a positive influence in my life. In this case, you could narrow the point by making the paragraph about someone who has a positive influence on one area of your life. EX. My sister has had a positive influence on my educational life.

EX. 4) _____________________ was a proud moment in my life. OR ______________________ is a an achievement I'm proud of.

EX. 5) If I were mayor of _______________________, I would make several improvements. It would be more effective to narrow this down to improvements in one aspect of city life. EX. If I were mayor of ____________________, I would improve the public transportation system.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEY SENTENCE OUTLINE REWRITE ASSIGNMENT  (15 points)

Complete the following to rewrite your key sentence outlines. Read over these directions before you begin. That way, if you have questions, you can ask in class today. The completed assignment is due Friday, 2/19/16.

1)      Pull up the email with my comments on your outlines and print it.

2)      Read over all of my emailed comments on the rough version of your outlines. This is often easier to do on the screen because if there are margin comments, you can click on them and more easily see what they refer back to.

3)      Be prepared to ask me any questions if there is time in class. If not, email your questions to me. You are expected to understand and follow my suggestions. If you don’t agree with one of my suggestions, you need to discuss it with me before you ignore it. If you can argue for why you don’t need to make the change, that’s okay, but you can’t just decide on your own.

4)      Pull up either the rough version with my comments OR your original outlines on the computer. Some students like to rewrite the commented-on version. That way, you might be more certain not to miss a correction. However, you have to be sure to delete my comments. The other choice is to work with your original outline document and have the printed copy with my comments on the side. You’ll refer to that printout to see what changes you need to make. As you make an edit or a revision, check it off with a pen to make sure you don’t miss any.

5)      Save your rewritten outlines WITH A DIFFERENT FILE NAME.

6)      Print out the rewritten version.

7)      Highlight ON THE REWRITTEN VERSION any changes you made from the original and label the parts of the key sentences as on p. 47.

8)      Staple the original version with my comments to the rewritten, highlighted, labeled outlines.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Illustration Paragraph Assignment

COMPOSING THE ROUGH DRAFT

You have already completed freewriting/clustering and a key sentence outline for each of your three illustration paragraph topics.

Now you need to compose the rough draft. These drafts will be written and submitted one at a time (see due dates below). You will email these drafts to me as attached Word documents by the due date for each.

To compose the rough draft:

1)     Pull up the document with your REWRITTEN outlines on it. The first rough draft due will be the stressful thing paragraph.

2)     If all of your outlines are in one document, copy the stress outline and paste it into a new Word document. Name this file so that you know it’s the rough draft (ex. stressrd).  Be sure it’s saved to your flash drive.

3)     Add specific detail to prove each of the three supporting points from your outline. You are expected to USE THE OUTLINE SENTENCES IN YOUR ROUGH DRAFT!!

The outline is just the structure, like a skeleton, and now you have to put flesh on the bones. In this case, that means adding specifically detailed examples that ILLUSTRATE the point you are trying to make in that part of the paragraph. Look back at your clustering or even your freewrite for specific evidence that proves your point. If you can’t find any, do more pre-writing. SHOW the reader by providing a snapshot with words that captures a specific moment in time that proves your point.  (Note that in addition to this sheet, you can also refer to the Writing Guide pp. 43-45.)

For example, if it’s a paragraph about your mom being a positive influence, and one supporting point is that she is supportive, think of an example that SHOWS her at a moment when she was being supportive.

SUPPORTING POINT: For one thing, my mom is very supportive.

Specifically detailed (concrete) example(s) that follow this point--

NOT: For example, she always encouraged me in whatever I did. She helped me however she could. THIS IS INEFFECTIVE EVIDENCE. IT IS TOO VAGUE. Avoid words like “whatever, whenever, always, everything, something, anything.” Instead pinpoint a time she actually supported you.

BETTER: For example, she always encouraged my interest in sports. No matter how hard it was raining or how hard the cold wind was blowing, my mom was in the stands cheering me on during my football games. When I played soccer, she made it to every game, even though some were two hours away.  EFFECTIVE EVIDENCE. THE READER CAN SEE HER BEING SUPPORTIVE.

4)     Then include a sentence to tie the examples back to HER INFLUENCE – the main point. This is a TIE-IN sentence for UNITY, to connect back to the main idea.

 

TIE-IN EX. Because of her support, I was able to pursue my passion for sports.

 

So this draft so far would look like this:

ILLUSTRATION PARAGRAPH DRAFT - IN PROGRESS

              My mom is a positive influence in my life. For one thing, my mom is very supportive. For example, she always encouraged my interest in sports. No matter how hard it was raining or how hard the cold wind was blowing, my mom was in the stands cheering me on during my football games. When I played soccer, she made it to every game, even though some were two hours away. Because of her support, I was able to pursue my passion for sports.

In addition, my mom’s work ethic has had an impact on me.

*Most importantly, my mom’s example of generosity has had a positive influence on me.

*Note that emphatic order is used here because the most important point is last.

The sentences in italics are the rewritten outline. The writer has added AT LEAST TWO SENTENCES of concrete examples to part one along with a tie-in sentence (above in bold) for unity. The writer needs to do the same for parts two and three and add a concluding sentence that restates the main idea. You should NOT use italics or bold. I only did that to make the different parts stand out.

5)     Provide specific examples and a tie-in for points 2 and 3.

6)     Add a concluding sentence that restates the main idea.

7)     Once you complete your rough draft (AT LEAST 14 SENTENCES), make sure it’s saved to your flash drive.

8)     Email the draft to me as an attached Word document by the due date.

Remember that there is an illustration paragraph example in your book (p. 11), a Writing Guide (pp. 43-47) to reinforce how to compose the draft, a list of transitions on p. 30, and either the Youtube video or the module in MWL (not assigned) that you can reference for guidance as you write your rough drafts.

REWRITING

Once I receive a rough draft, I will then respond via email with rewriting (both revising and editing) suggestions. Depending on my specific homework instructions, you should check your email for my response with rewriting feedback before the next class.

For rough drafts 1 & 2, you will have comments probably at the end of the draft, in the right margin, and editing marks within the draft. If you do not see comments in the margin, be sure you have downloaded the file and are viewing it in “print layout.”

You DO NOT have to rewrite the rough drafts as soon as you get them back. I will review rewriting comments with you either in class or in conference. It might help you to refer back to pp. 16-19 as a reminder of the editing abbreviations. You also might look at p. 15 for a reminder of common revising problems and how to fix them. We will have one class period in the lab before the final drafts are due where you can focus on rewriting.

 

 

To REWRITE:

9)     Read over all of my emailed comments on your rough draft. Email me questions or be prepared to ask me any questions if there is time in class. You are expected to understand and follow my suggestions. If you don’t agree with one of my suggestions, you need to discuss it with me before you ignore it. If you can argue for why you don’t need to make the change, that’s okay, but you can’t just decide on your own.

10) Look over your drafts and create an Editing Checklist. Make a list of any grammar or spelling errors that occurred more than twice through the three drafts. If I gave you any advice on what to watch for or to use EDIT/FIND for, make a note of that.

 

EX. Editing Checklist

 

o  EDIT/FIND the word “your.” Reread those parts. If I mean to say “you are,” replace “your” with “you’re.”

 

o  EDIT/FIND the word “when.” If it is at the beginning of a sentence, make sure I did not just punctuate that dependent clause as a sentence or I’ll have a fragment. Be sure it’s attached to an IC.

 

11) Print out the copy of the rough draft with my comments on it.

12) Depending on the draft, I will assign you a certain type of revising activity to complete.

13) Either pull up the rough draft with my comments OR your original rough draft on the computer. Some students like to rewrite the commented-on draft. That way, you might be more certain not to miss a correction. However, you have to be sure to delete my comments. The other choice is to work with your original draft and have the printed copy with my comments on the side. You’ll refer to that printout to see what changes you need to make. As you make an edit or revision, check it off with a pen to make sure you don’t miss any.

14) Save your final draft WITH A DIFFERENT FILE NAME.

15) Print out the final draft.

16) Highlight ON THE FINAL DRAFT any changes you made from the rough draft. If you removed a word or section, put an “R” on the final draft in the spot where the removal took place. So, yes, your FINAL DRAFT will be highlighted. It’s supposed to be for this class.

17) When the final draft packet is due, you’ll turn in all the work that led up to the final draft. There is a checklist in your book to make sure you include all the pieces. We’ll review this together in class. All the final draft packets will be turned in on the same day.

 

 

DUE DATES:

Stress rough draft: emailed by class time 2/22

Rough draft #2 (one of the other four p. 34 topics): emailed by end of class 2/24

Rough Draft #3 (one of the other four p. 34 topics): emailed by class time 2/29 – bring a hard copy to class

 

All three FINAL DRAFT PACKETS due: 3/7/16

 

 

 

Homework due 1/22/15 – 2/5/16

Due Friday, 1/22/16

--Two completed worksheets from the packet distributed in class on 1/20: Student Information Sheet and "Getting to Know Your Syllabus." This should include reading through the syllabus in its entirety.

--Start buying your materials for class as soon as possible (see syllabus).

 

Due Monday, 1/25/16

    --One COMPLETE side of freewriting. See p. 35 for a sample. You will have started this assignment in class on Friday.

Due Wednesday, 1/27/16

    --Class materials and the Campus Resources Assignment. Bring all this to class and check off what you have with you on the checklist in the handout packet.

     --CLASS WILL MEET IN F203!!

Due Friday, 1/29/16

     --Watch the YouTube video on prewriting by clicking on this link:

  https://www.youtube.com/watch?v=8j27mMyGWfM  

     --If the link doesn't work for any reason, go to Google and type in "the writing process: prewriting you tube" and click on the entry in the search results that has several blue ovals. This video is about ten minutes long. You might need to watch it a couple of times to be sure you understand it. Choose three things you learned or reviewed in the video and EXPLAIN each in YOUR OWN WORDS. Do NOT just write a direct quote from the video. It's best to watch it a few times, turn it off, and reflect on what stood out as the most important ideas for your "notes."

If you have any questions about the video or topic, please write those down also.

     --If you did not complete MyWritingLab registration and diagnostic test in class on Wednesday, finish that for homework.

Due Monday, 2/1/16

     --Read pages 13-19 and 28-30 in your book. Complete a "5 Things Learned" assignment (see book p. 9 for detailed directions for this type of assignment).

 

Due Wednesday, 2/3/16

     --Complete Journal One (p. 34), which consists of three FULL SIDES of freewriting--ONE side for each of the three topics you are using from p. 34. Everyone has to use topic #1 (something that stresses you out) as one of the three topics. Remember to make this about your own experience rather than a general piece of writing about all people. It's about YOU. You can either dive deeply into one idea in your freewrite or explore several. For example, your freewrite can be one whole side just about how stressful it is to be in college, or it can cover your stress at school, home, work--follow your mind wherever it goes. As we discussed in class, other prewriting techniques like listing (good to do before you freewrite) or questioning (jot "who, what, where, when, why, how" in the white space at the top of your page), can help. If you get stuck, a glance at those question words may help you KEEP WRITING. It's best to write as much as possible in one sitting. The longer you freewrite in one stretch, the more likely you'll get past the general, predictable ideas to ones that are more unique to you. Refer back to the reminders on how to do this assignment on p. 34 and the sample on p. 35. 

CLASS MEETS IN F203 on Wednesday!!

Due Friday, 2/5/16

     --No homework is due unless you did not complete the Online Resources Activity begun in class on Wednesday. Refer to p. 17 of your handout packet for instructions.