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 

 

 

 

RHT 095 – Homework - Due 4/25/16-Final Conferences

 

Due Monday, 4/25/16

-- Argument Essay prewriting (pp. 145/146 + three sides).

--Typed key sentence outline with parts labeled.

 

Due Wednesday, 4/27/16

--Complete your argument essay revised rough draft, and submit it to Pearson Tutor by the end of class on Wednesday. Follow the instructions on the assignment handout.

Class meets in F203.

 

Due Friday, 4/29/16

--Bring a hard copy of your argument essay revised rough draft to class. If you have the draft back from Pearson with comments, print that one and bring it.

--Read the sample argument essay (“Teenagers and Jobs”) on p. 7 of the assignment handout and answer the questions on p. 8.

 

Due Monday, 5/2/16

--Final draft packet (including the Rewriting Plan on pp. 149/150) of the Argument Essay. NO LATE PACKETS ACCEPTED!! Use the grade sheet and checklist from the assignment handout packet.

 

Due Wednesday, 5/4/16

--To prepare to write your timed essay—FINAL PART ONE—during class, review your graded in-class essays, p. 133/134 sample essay and pp. 128-132 as well as the timed writing handout distributed in class (diagram on one side and time use recommendations on the other). You will NOT be able to use these during the test, but reviewing them in advance should be helpful.

We will meet in A-126, the Testing Center, NOT in our usual classroom.

--The last four MWL topics are due.

 

Due Friday, 5/6/16

--Study the topics in the review sheet distributed in class to prepare for FINAL PART TWO.

 

 

Due Monday, 5/9/16

--Turn in your portfolio (see instructions on p. 173 of your book). NO LATE PORTFOLIOS ACCEPTED.

This is the last actual class meeting.

 

FINAL CONFERENCES

These conferences will take place during our normally scheduled final exam time, but you will already have completed the final the week before. See below for a reminder of the block of time during which your section will meet with me, but remember you’ll only be coming for a short conference within that time frame. You will know what time you need to show up at our USUAL CLASSROOM because you will have signed up for a conference during our 5/2 class. You do not need to bring anything to this meeting. At this time, I’ll let you know your timed essay score, course average, and whether or not you have met your writing requirement for RHT 101 as well as your course grade. You’ll also get your portfolio back at the conference.

 

SECTION 011 – 9am - Final conferences for our class take place during our scheduled final time on Monday, 5/16, from 8-9:50am.

SECTION 001 – 10am - Final conferences for our class take place during our scheduled final time on Wednesday, 5/11, from 10-11:50am.

 

 

 

RHT 095 – Homework - Due 4/13/16-4/22/16

 

Due Wednesday, 4/13/16

--Complete your typed key sentence outline for the Illustration Essay (rewrite). Label the parts as on p. 113.

--Complete three full sides of freewriting, one side for each supporting point. Remember this is FREEWRITING, not a rough draft. DO NOT WORRY about correctness; just keep writing. Don’t think too hard, but try to generate stories you can use as examples in your essay.

Class meets in F203.

 

Due Friday, 4/15/16

--Illustration Essay Rewrite rough draft must be emailed by class time. Look at the Rewrite assignment packet for specific writing instructions. It must be two-full sides, in proper format.

--Label the parts of the sample essay on packet pp. 8/9 of the handout. Use the labeled essay on pp. 12-14 as a guide.

 

Due Monday, 4/18/16

--On Sunday night, check your email for your commented-on rough draft. Be sure to download it, and print it out with my comments. Read the comments. Bring the draft to class with any questions prepared on my comments.

 

Due Wednesday, 4/20/16

--Rewriting plan (pp. 121/122).

Class meets in F203.

 

Due Friday, 4/22/16

--Illustration Essay Rewrite packet due. Be sure to use the checklist to make sure you have all the pieces in the packet, including the checklist.

 

 

RHT 095-am Homework – 3/30/16-4/11/16 -

Due Wednesday, 3/30/16 

 

Use your clustering to write a key sentence outline for your descriptive house paragraph. You do not have to type it if you clearly handwrite it. Either way, you MUST label the parts of the key sentences. See pp. 47/49 for a reminder on how to do this labeling. You also need to bring your clustering with you Wednesday. You will work on drafting your paragraph in class.

Class meets in F203.

 

 

Due Friday, 4/1/16

--Finish your descriptive paragraph rough draft if you didn’t finish it in class. Remember, it should be at least 14 sentences. It may help to review the step-by-step assignment sheet (SEE BELOW). Bring a printout of your descriptive key sentence outline and rough draft stapled together. Label the parts of your key sentences on the draft. Highlight any use of “to be-am are is was were being been” or “to have-has have had” with one color highlighter. Highlight sensory details with a different color. Highlight any figurative language with a third color. Include a key so I know what the colors represent. 

 

 

Due Monday, 4/4/16

 

--Complete the Illustration Paragraph Reflection Assignment (p. 75). Read over your graded illustration paragraphs with comments. Using the comments on both rough and final draft, consider the strengths of your papers and those parts that needed work. Explain what you will do, what ACTIONS you will take next time to make the improvements. This should be written in complete sentences. I would expect it to be at least six sentences long. Then review your editing errors. Note two errors you made repeatedly. Consider them in order of importance, starting with run-ons and fragments as most, then SV or VT, and WW, MW, PL, PRO as the least. Choose two of the most serious types of errors you made. Explain what the error is, how you will try and find it next time and how you will fix it (for each of the two).  See sample on pp. 73/74.

 

 

--Complete the MWL Verb Tense 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 

 

 

 Due Wednesday, 4/6/16

 

 --Complete the Rewriting Plan (p. 95) for your descriptive paragraph. Remember this involves doing the labeling as described on the plan and filling in rewriting notes for each part of the plan. Explain what you need to revise or why you don't need to and why. One or two word answers in this part of the plan are not acceptable.

 

--The final draft packet of the Descriptive Paragraph is due. See the assignment handout (copied below) for details.

 

Class meets in F203.

 

Due Friday, 4/8/16

 

--No homework.

 

Due Monday, 4/11/16

 

--Complete the MWL Pronoun Reference (W2.7) 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 

 

PLEASE NOTE that a different pronoun topic was originally assigned, but do this one instead. Based on the pronoun errors I’ve seen throughout the semester, this topic would be more helpful.

 

 --Complete the MWL Writing Skills Recognizing the Essay topic in the Essay Development module.  

 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. 103-119 in your book. Explain five things you learned or reviewed about writing an essay using complete sentences.  

   

 

RHT 095  Descriptive Paragraph Assignment

PREWRITING STEP

You should have already completed your clustering according to the directions on that assignment handout.

WRITING STEP

A) Key Sentence Outline

1)    You are going to complete a key sentence outline for the paragraph by 3/30. You can handwrite it or type it, although it must be typed by

For your topic sentence, you can (but are not required to) use the following and fill in the blank with the dominant impression key word (one of the five approved) that you used to create your clustering.

“On my block, one house in particular stands out because it is so______________.”  

2)    Then use your clustering to help you decide on your three supporting points. Compose a  supporting point sentence for each, so your key sentence outline is four sentences.

 

3)    Once you’ve written your outline, label the parts of the four key sentences by reviewing pp. 47/49. You’ll bring this to class on Wednesday (3/30) for me to review.

B) Rough Draft – This part will be done in class on 3/30.

4)    If you did not type your key sentence outline, then do that as the first step in writing your rough draft. If you already typed it, pull it up on your computer. Use the outline as the basis for the structure of the rough draft. After each supporting point sentence, fill in details by referring to your clustering. Remember this is NOT a freewrite. Consider unity, support and coherence as you write the organized rough draft. It should be at least 14 sentences but can be more.

5)    As you write, remember to make the description as vivid as possible with precise nouns and verbs, adjectives and adverbs, sensory details and figurative language.

6)    Save and print the rough draft, and staple it to the typed key sentence outline.

7)    Label the parts of your key sentences on the rough draft. Highlight any use of the verb “to be”-am-are-is-was-were-being-been or “to have”-has-have-had with one color highlighter. Highlight sensory details with a different color. Highlight any figurative language with a third color. Include a key so I know what the colors represent.

8)    You will turn in this rough draft and the key sentence outline on Friday, 4/1.

 

REWRITING STEP– to be completed by 4/6 when the final draft packet is due

9)    Read over the Musker comments on your rough draft, returned in class on Monday, 4/4.  Using those notes and your own review of the draft, complete the Rewriting Plan on p. 95.

10)Read over the sample labeled final draft on the bottom of p. 97. Then read over the elements that will be required in your final draft. If you cannot label any of these, rewrite to add these elements to your final draft.

11)Make the changes recommended by Musker and by you on your rewriting plan.

12)Remember to work on REWORDING as you REVISE to combine sentences, use active verbs and concrete, sensory details. Also, be concise. For example, place adjectives BEFORE the nouns they describe.

13)It may help to review the comments on your illustration final drafts to avoid similar errors/issues.

14)Rewrite the draft, save it with a file name different from that of the rough draft, and print out two copies of this final draft.

15)On one copy of the final draft, highlight the key elements as from p. 97 (see bottom of the page for a labeled sample draft. Also, compare your final draft to the rough draft. On the FINAL DRAFT, highlight anything that changed from the rough draft. If you removed something, put a capital R where it was removed.

16)Use the checklist (handout, NOT the one in the book) to put your final draft packet together to turn in Wednesday, 4/6/16. Your packet MUST include a rough draft AND a rewritten final draft. If you turn it in without both of these, it will be returned to you, you’ll be required to resubmit it correctly by the next class meeting, and your grade will be reduced by 20%. If you don't turn the packet in on time Wednesday, you can still turn it in on Friday, starting one grade (10%) lower. After Friday, any packet not submitted (or resubmitted) will receive a grade of 0.  

 

 

RHT 095 HOMEWORK ASSIGNMENTS - due 2/29/16 - 3/30/16

 

 Due Monday, 2/29/16 

 

--The rough draft of your third illustration paragraph is due via email by class time. Bring a hard copy of the draft to class. 

 

--Read over the sample paragraphs on pp. 53/54 and label them as we labeled the sample paragraph

on p. 11.

   

 --BY MIDNIGHT 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 

 

 

 Due Wednesday, 3/2/16 

 

 --Complete the Rewriting Plan for illustration rough draft #3 (p. 61). 

 

Class meets in F203.

 

 

 Due Friday, 3/4/16 

 

 --No homework due. Remember, though, that all three Illustration Paragraph Final Draft Packets will be due Monday.  

 

 

Due Monday, 3/7/16

 

 --The three final draft packets for your illustration paragraphs are due. Be sure to fill in the final draft packet checklist (p. 68) to match the pieces you actually have in each packet. You CANNOT turn in drafts that are not typed for credit. You also cannot turn in a packet with a rough draft that has not been rewritten into a final draft. You will not receive a grade for such a packet. You need to come to class with the packets

ready to turn in. 

 

 

Due Wednesday, 3/9/16 - Class meets in F203

 

 

--Read over pp. 128-130 about argument writing to prepare for composing the draft you’ll complete in class.

 

--If you did not turn in any of your final draft packets on Monday, this is the last chance to turn them in AT THE BEGINNING OF CLASS for credit. Otherwise, the grade becomes a 0.

 

--Complete the MWL Subject-Verb Agreement 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 

Due Friday, 3/11/16

 

--Study for the midterm you'll be taking in class on Friday.

 

THIS IS THE MIDTERM REVIEW SHEET DISTRIBUTED IN CLASS ON WEDNESDAY:

 

 RHT 095   

 Midterm Exam Review Sheet 

   

 The lists below remind you of the concepts we’ve discussed so far this semester which you’ll be tested on. The test will consist mostly of multiple choice, true/false and fill-in-the-blanks, identifying good versus bad topic sentences, evaluating and creating key sentence outlines. The numbers in parentheses indicate page numbers from your book that may be useful to review. 

   

 To study, make sure you can: 

 --Identify the prewriting techniques (p. 13)  

 --name the three major steps of the writing process and know the key purpose and techniques for each (p. 14) 

 --identify well-written topic sentences   (pp. 39-40) 

 --identify revising changes to improve unity or support or coherence (p. 15) 

 --know the correct location (for this class) for a topic sentence (p. 39) 

 --know the parts of a topic sentence and a supporting point sentence (p. 47) 

 --know the difference between editing and revising   (p. 14) 

 --know the purpose of unity, support, coherence (pp. 28/29) 

   

 Define these terms: 

 Topic sentence  

 Paragraph 

 Rough draft 

 Freewriting    

 Vague  

 Illustration paragraph 

 Sentence  

 Clause, independent and dependent  

 Unity 

 Support 

 Coherence 

   

 You need to review the following handouts or exercises: 

   

 Page 49 (key sentence outline writing) 

 Key Sentence Outline evaluation handout 

 Page 40 (topic sentences) 

 Caps and plural editing practice sheet 

 Run-on and fragment editing practice sheet 

   

NO CLASS – Spring Break – 3/14/16 through 3/20/16

 

Due Monday, 3/21/16

 

--No homework is due.

 

 

 

 

Due Wednesday, 3/23/16 

 

 --Read pp. 77, 82-84 in your book. Fill in the blanks on 82/83. 

 

 --Complete the activity on p. 85 in your book. 

 

 Class meets in F203.

 

 

NO CLASS FRIDAY, 3/25/16—SPRING HOLIDAY

 

 

Due Monday, 3/28/16 

 

 --Complete the MWL Writing Skills Describing topic in the Paragraph Development module, which you started in class last week. 

 

 --Complete the Descriptive Clustering as described on the handout distributed in class last week.

 

HANDOUT ASSIGNMENT 

 Prewriting CLUSTERING – Description (10 points)  

 Directions: The Description Clustering assignment consists of ONE FULL clustering for a paragraph describing a house. This does not have to be a house that actually exists, so using your imagination is fine, even encouraged. Please note that you will ONLY be describing the outside of the front of the house. 

 

You have the choice of five different dominant impressions of the house. You need to choose ONE from the list below:  

  •  creepy  
  •  neglected  
  •  perfectly-maintained  
  •  cheerful   
  •  ostentatious (means over-the-top / showing off wealth) 

 The dominant impression in descriptive writing is the main point about the topic (the house). All the details of your description should contribute to creating the dominant impression. 

 

For this assignment, the clustering must have at least three supporting point circles but no more than five. I am recommending using ONE of these groups of three as the first layer of circles:  

  •  front yard / main entrance / building structure  
  •  sights / sounds / smells  
  •  colors / lighting / foliage (plants and trees) 

 

 You can add one or two more supporting point circles, but five is the limit. The whole clustering must have at least 40 circles total. Once you’re done, number each circle and put the total on the page.  

 For the clustering, do NOT use the dominant impression word in your clustering except in the center circle. The sensory and figurative detail you use (see pp. 77 / 82-84) should make obvious which dominant impression you chose. 

 Each of these supporting point circles should have circles with details connected to it. In general, the farther from the center a circle is, the more detailed the information is in that circle. Each detail, even adjectives, can count as separate circles. See the sample on the reverse side of this sheet. Note that the dominant impression word is BIZARRE, which is NOT one of your options.  (Clustering sample only available on the handout from class).

 

 

 

  

 


 

 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

 

--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.

--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 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.

--Read pages 159-162 in your book, and 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.  

--Complete the MWL Run-on 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

 

 

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.