SPRING 2018

 

RHT 095-001  Meets 9-9:50am - Mon/Wed in Room E209 // Fri in Room F143

RHT 095-002  Meets 10-10:50am - Mon/Wed in Room E148 // Fri in Room E145

 

HOMEWORK ASSIGNMENTS 

 

RHT 095-am Homework Assignments – 4/11/18-5/16/18 (Final conferences)

PLEASE NOTE: There are a few differences between what's due in each section toward the end of the semester.

 

Due Wednesday, 4/11/18

--The following were mark-up suggestions for your rough draft on the previous homework sheet. I told you to just do 1 & 2 over the weekend. So for Wednesday, I am saying, complete numbers 4-6 and 10.

4)    Box any transitions. Put a double box around any spatial transitions (see p. 96). If you can’t find any spatial transitions, make a note of that on the draft.

5)    Put a squiggly line under any figurative language (simile, metaphor or personification). If you do not have any figurative language, make a note to add some when you rewrite.

6)    Highlight any sensory detail in pink. Be sure you have at least three senses included, meaning all detail should not be sight. Remember you can include sounds, textures, smells and taste (if it’s an edible house?).

10) Label what you think is your weakest descriptive detail and your strongest descriptive detail.

 

 

Due Friday, 4/13/18

 --Read p. 113-114, 120-124 and p. 131. Complete a Five Things Learned assignment (directions p. 13) about what you learned about writing an illustration essay. 

--Be sure to bring your graded illustration paragraph packets with you to class.

Class meets in the lab.

 

Due Monday, 4/16/18

--The descriptive final draft packet due. See the notes below to help you rewrite. You will be expected to turn the stapled packet in at the beginning of class. 

1)    Read over your rough draft for any highlighted forms of the verbs TO BE or TO HAVE. When you rewrite, REWORD these using more ACTIVE VERBS (see p. 101).

2)    Read over your rough draft for any sequences of sentences where more than one sentence uses the same subject. Consider COMBINING these sentences. You will be able to REMOVE repetitive words to make it more concise. You should also be sure to put adjectives in front of the nouns they describe (see p. 102).

3)    You can choose to complete the Rough Draft Review sheet on p. 107 to create a quick evaluation of your strengths and areas needing improvement on the rough draft. This is OPTIONAL—not required.

4)    Read over the Musker comments on your rough draft.  Using those notes and your own Descriptive Rough Draft Review sheet if you did it, complete the Rewriting Plan on p. 109, which includes creating rewriting NOTES on the draft and the plan.

 

(over)

 

5)    On the top half of p. 110, read over the elements that will be required in this final draft. Then read over the sample labeled final draft on the bottom of p. 110 as a guide toward labeling these parts of your own final draft. If you cannot label any of these on your final draft, then you still need to rewrite to add these elements to your final draft.

6)    Remember to work on REWORDING as you REVISE to use concrete, sensory details. Also, be concise. For example, place adjectives BEFORE the nouns they describe. Look for and REWORD any use of “you” in the paragraph, as in “you can see,” “you can hear.” REMOVE that wording and just make the sight or sound the subject of the sentence instead of the pronoun YOU.

7)    It may help to review the comments on your illustration final drafts as well as your illustration reflection to avoid recurring editing errors/issues.

8)    Once you have completed all rewriting, save it with a file name different from that of the rough draft, and print out two copies of this final draft.

9)    On one copy of the FINAL DRAFT, label the key elements as from p. 110 and highlight anything that changed from the rough draft. If you removed something, put a capital R where it was removed.

10)Use the Final Draft Packet Checklist (p. 112) to put your final draft packet together to turn in on Monday, 4/16. 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, you can still turn it in on 11/10, at the beginning of class with a 10% late penalty. After 11/10, any packet not submitted (or resubmitted) will receive a grade of 0.  

 

--Type up the key sentence outline for the Illustration Essay Rewrite (see pp. 6/7 of this handout for detailed instructions rather than the assignment sheet in your book as this has been revised).  If it was well written, use the outline from your illustration paragraph and just add the plan of development to the thesis. If the supporting points in your paragraph were too narrow to develop enough support for an essay, then broaden your overall topic or main point and use your original paragraph as ONE supporting paragraph for your rewrite. Then you’ll have to come up with two more supporting points for the essay.

 

Due Wednesday, 4/18/18

 --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:   

]Read the Overview or view the Animation    

]Complete the Recall 1 activity   

]Complete the Apply activity   

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

--Complete three full sides of freewriting for your illustration essay rewrite, one side for each supporting point. Focus on anecdotes (what DID happen) or scenarios (what COULD happen). These stories should have a beginning, middle, and end. Do NOT rush through the stories. See samples in the final draft on pp. 118/119. 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.   

 

 

Due Friday, 4/20/18

--Compose the 5-paragraph rough draft of your illustration essay.  On p. 6/7 of this handout is a detailed guide to composing this assignment. Read over and follow those steps. Be sure to have access to the digital version of the draft in class because you will be submitting it to the MWL Pearson Tutor website.

Class meets in the lab.

 

Due Monday, 4/23/18

--Be sure to submit your illustration essay rough draft to Pearson Tutor (instruction at the end of this handout) for comments NO LATER THAN midnight Saturday if you did not get this done during class on Friday.

--Read the sample essay on pp. 137/138 and annotate it as the version of “The Nightmare Boss” I emailed to you was annotated. If you would rather color code and provide me with a key, feel free to do that.

--By class time, complete the MWL Writing Skills Recognizing the Essay (W7.1) 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   

 

Due Wednesday, 4/25/18

--Print out and bring your Pearson comments with you to class along with your draft.

--Complete the checklist and plan on pp. 143/144.

 

Due Friday, 4/27/18

--No homework due.

Class meets in the lab.

   

Due Monday, 4/30/18

--The Illustration Essay Final Draft packet is due. Use the grading sheet on p. 145 to be sure you have fulfilled assignment expectations. Also use the checklist on p. 146 to put your packet together. Include the completed checklist in the packet. 

--Read over pp. 155-160 in your book about argument writing. Also, read over the step-by-step instructions for this assignment on p. 8/9 of this handout.

 

Due Wednesday, 5/2/18

--Complete the prewriting on pp. 169/170 for the Taking a Position (argument) Essay assignment, which is a rewrite of one of the two practice essays you wrote in class. This involves filling out those two pages but also completing additional prewriting. You can choose whether you want to do ½ side of freewriting or a twenty-circle clustering per supporting point, or a combination of both.

 

--Create a typed key sentence outline that includes your thesis with plan and three topic sentences. Print this out and label the parts. Make sure your supporting points are distinct, convincing and broad enough for you to provide enough support.

 

Due Friday, 5/4/18

--The three remaining MWL grammar topics are due (see p. 32 for details). Once you complete them, please email me to let me know which ones you did, including the numbers that identify the exact topics.

Class meets in the lab.

 

Due Monday, 5/7/18

--To prepare to write your timed essay—FINAL PART ONE—review your graded in-class essay, p. 149/150 sample essay and pp. 155-160 and 162/163. You will NOT be able to use these during the test, but reviewing them in advance should be helpful. BRING A BLUE BOOK (FOR SALE AT THE TRITON BOOKSTORE FRONT COUNTER – costs roughly 50 cents) AND GET TO CLASS ON TIME! 

 

--By class time, you need to email me a rough draft of the two-page taking-a-position (argument) essay in order to receive my comments. Remember to use the Writing Guide to help you as you draft. Use scenarios for support where appropriate and/or anecdotes (examples p. 171) if you have them. Contrast is a useful way to generate additional support in an argument. Be sure to end each supporting paragraph with a tie-in sentence for UNITY. This is a sentence that connects the examples to your overall point of the paragraph.

--I strongly recommend you review the argumentation topic in the “Essay” module in MyWritingLab, but I am not requiring it.

Due Wednesday, 5/9/18

--No homework due.

 

Due Friday, 5/11/18

--The final draft packet of your Argument Essay is due. NO LATE PACKETS WILL BE ACCEPTED FOR THIS ASSIGNMENT!! Use the grade sheet (pp. 175/176) and checklist to be sure to be sure the packet is complete. 

 

Due Monday, 5/14/18

--Study your midterm and the topics on the final exam review sheet (page 11 of this handout) to prepare for FINAL PART TWO.  

 --Turn in your portfolio (see instructions on p. 221 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 on 5/14. 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 5/11 class. You do not need to bring anything to this meeting. During this conference, I’ll let you know your timed essay score, course average, final grade and whether you have made enough progress to move on to RHT 096 or whether you have met your writing requirement for RHT 101. You’ll also get your portfolio back at the conference.  

SECTION 001 – 9am class - Final conferences for our class take place during our scheduled final time on Wednesday, 5/16, from 10-11:50am.   

SECTION 002 – 10am class - Final conferences for our class take place during our scheduled final time on Friday, 5/18, from 10-11:50am.   

   

   

                                                                                                                                                (over)

 

Illustration Essay – Rewrite Assignment - 001

You will be rewriting one of your illustration paragraphs (stress, mayor, influence, heritage or pride) as an illustration essay. This essay must (at the end of the introduction) have a thesis statement that makes a main point about the topic and contains a parallel plan of development listing the three supporting points in order. Each supporting paragraph must begin with a topic sentence (the equivalent of the supporting point sentences in your illustration paragraph assignments) that connects back to the thesis (unity). Anecdotes (brief real-life stories that illustrate a point) provide good examples in this type of essay (support). Clear organization also is essential. Paragraphs should be arranged in a logical order (same order as they are listed in the thesis plan) and ideas connected with transition words or phrases (coherence). The arrangement of details WITHIN paragraphs must also be logical, with similar ideas being grouped together.  The final paragraph should be a conclusion, which restates the thesis and summarizes your supporting points. Finally, your sentences throughout the essay must contain FEW spelling or grammar errors.

 

How to proceed:

1)    Look over your illustration paragraph final drafts. Decide which of these papers you will rewrite into a two-page five-paragraph essay. It’s a good idea to choose one that already has a strong three-part structure. You also need to think about which topic will generate the most support. For this essay, you will use personal anecdotes (brief, real-life stories) and comparisons as evidence, except for the mayor topic, which would include scenarios (brief, hypothetical stories). DECIDE WHICH ONE TO REWRITE TODAY, so you can create a thesis with a plan of development to show me in class (hopefully).

 

2)   Once you have decided which illustration paragraph to rewrite, be sure you have a main idea with three clear, unified supporting points that will work in an essay (may be the same ones you used in the paragraph; maybe revised if they are too narrow for an essay which will require more support). If your main idea from your illustration paragraph is too narrow for an essay, you may use the previous main point this time as ONE supporting point and add two more if you will not have enough support with the original supporting points. Rewrite your original topic sentence into a thesis statement with a parallel plan of development (see p. 124 -126).

 

To write a strong key sentence outline for the illustration essay, read over my comments of the original final draft. If I suggested there were issues with any of the supporting points (too narrow, too broad or just off-topic) you will need to revise these to make them more effective. Possibly, the only difference between this outline and the one from your illustration paragraph will be the added plan of development in the thesis (main idea). It depends on how well written the first outline was and how well those supporting points will work for an essay.

 

Do this today for me to review. If I don’t see your essay key sentence outline in class today, you can email me it to me by noon Saturday to make sure you are on the right track.

 

Print out the key sentence outline; label the parts of the sentences (see p. 120/121). If you can’t label a part, it means that you need to revise before submitting it. Bring this with you to class on Monday, 4/16.

 

 

3)   For each supporting point in the essay, complete ONE FULL SIDE of freewriting, focusing on anecdotes (what DID happen) or scenarios (what COULD happen). These stories should have a beginning (use a time transition), middle, and end. Do NOT rush through the stories. See sample final draft on pp. 118/119. Freewriting DUE Wednesday, 4/18.

 

4)   Compose the essay rewrite by including an introduction ending in a thesis with a plan, three supporting paragraphs (one for each point) and a brief concluding paragraph. Be sure to end each supporting paragraph with a tie-in sentence for UNITY. This is a sentence that connects the specific example(s) to your overall point of the paragraph. The draft should be two FULL pages.

 

This ROUGH DRAFT IS DUE on Friday, 4/20. Be sure you are able to access the draft on the computer in class that day. I will show you how to submit it to Pearson Tutor through MyWritingLab for comments. See p. 10 of this handout

 

5)   Print out and bring your Pearson Tutor comments with you to class on 4/25. Also for 4/25, complete the checklist and rewriting plan on pp. 143/144.

 

Using the Pearson comments and your rewriting plan notes, rewrite the essay, and highlight changes on the final draft. Use the checklist on p. 146 to be sure you have all pieces, including the checklist itself, in the packet. FINAL DRAFT PACKET DUE Monday, 4/30/18. Remember to use the correct FORMAT: TWO FULL pages, typed, double-spaced in 12 pt. font with a 1” margin.

 

 

 

 

 

 

 

Taking a Position – Argument Essay Assignment - 001

You will be writing an argument essay using your in-class Argument/Taking a Position essay as basis for the rough draft. For this assignment, you must complete prewriting, a key sentence outline, revised rough draft, rewriting plan and final draft.

          The essay must have a thesis statement with a plan of development at the end of the introduction. The final draft of the essay must have three supporting paragraphs. Each supporting paragraph must begin with a topic sentence that connects back to the thesis (unity). You must include detailed examples (anecdotes, scenarios) to support each point (adequate support) and strongly argue for your position. Choose the BEST reasons.  If you can only come up with two reasons to support your side, you can present one of the other side’s reasons against you (counterargument) and PROVE IT WRONG to create another supporting paragraph. Just make sure you do not leave the reader feeling that the other side’s argument makes more sense than yours! Even if you have three reasons, somewhere in the essay, even if only in the introduction, you need to bring up and refute the strongest point the other side has. Clear organization also is essential. Paragraphs should be arranged by emphatic order and ideas must be connected with transition words or phrases (coherence). Finally, your sentences must contain FEW spelling or grammar errors.

 

FORMAT: The final draft must be 2 FULL pages, typed, double-spaced in 12 pt. font with a one-inch margin.  Bring TWO COPIES of the final draft to class on the due date.

 

Typed Key Sentence Outline and Prewriting DUE DATE: 5/2/18.

 

Revised Draft DUE DATE: Email to me by class time on 5/7/18. For this essay, you will receive comments from me, but you may submit your rough draft for comments to MWL Pearson Tutor Services if you saved one of your submissions. The Pearson comments for this paper are OPTIONAL. It may take 48-72 hours to receive feedback. You need to figure this time frame into your schedule if you decide to submit to Pearson.

 

FINAL DRAFT PACKET DUE DATE: 5/11/18 – You must turn in your final draft with accompanying materials, including an extra copy of the final draft in order to receive full credit.

 

Each piece missing from the final packet will result in a 5-POINT deduction. For this assignment, there is no option of an “NG” grade, meaning if you do not turn in a packet with a rough draft and rewritten final draft, you will receive a grade of 0 with no chance to resubmit. NO LATE PAPERS WILL BE ACCEPTED FOR THIS ASSIGNMENT!

 

How to proceed:

1)    Look over your argument essay practice draft written in class. Read over the comments and consider how you could revise your main idea and supporting points to make them stronger. You could also use different ones than you had in your first version if you think of better reasons. You will rewrite this first attempt into a two-page five-paragraph essay. For this essay, as far as evidence (support), you may use personal anecdotes (brief, real-life stories relating what DID happen) but are more likely to use scenarios (hypothetical stories of what COULD happen).

 

Once you type up your revised outline, print it out and label the parts of the key sentences (pp. 120/121), complete the prewriting on pp. 169/170 in your book. This involves filling out the pages but also completing three sides of prewriting. You can choose whether you want to do freewriting, clustering, or a combination of both. Just complete ONE side for each supporting point on p. 170. Make sure your supporting points are distinct, convincing and broad enough for you to provide enough support. DUE – 5/2/18 - Prewriting as described above and typed, labeled key sentence outline.

2)   Read over pp. 155-160 in your book as a guide to writing this kind of essay.

3)   In class on 5/4, you will have some time to work on your revised rough drafts in class. Remember to use the Writing Guide to help you as you draft. Use scenarios for support where appropriate and/or anecdotes (examples p. 171) if you have them. Contrast is a useful way to generate additional support in an argument. Be sure to end each supporting paragraph with a tie-in sentence for UNITY. This is a sentence that connects the examples to your overall point of the paragraph.

4)   Once you have finished the two-page (at least) rough draft, you will email it to me to be received no later than class time 5/7/18.

5)    Complete the Rewriting Plan on pp. 173/174 using your REVISED ROUGH DRAFT.

6)   Once you receive my comments on your draft, use this feedback and your rewriting plan, to revise and edit the draft to produce your final version.

7)    Print out two copies. On one copy, highlight anything that changed from the rough draft.

8) Use the checklist (p. 176) in the handout to be sure you have submitted all the required pieces of the packet. Note that this page indicates you need to have Pearson comments. I have changed that for this semester, and instead you will have MY comments on this assignment.

 

DUE 5/11/18 – The final draft packet of the argument (taking a position) essay.

 

NO LATE PAPERS WILL BE ACCEPTED!!

 

 

SUBMITTING YOUR ESSAY FOR PEARSON COMMENTS

 

By midnight on Saturday 4/21, you must submit your illustration essay to MWL Pearson Tutor for rewriting feedback by doing the following:

    • Sign into our course in your MWL account.
    • Click on Pearson Tutor Services.
  • Read the screen and click on START.
  • Click “submit your paper.”
  • On the next screen, you have to include information about the paper.
  • Put a title on your essay and enter it in the title box.
  • For description, you can put “five-paragraph illustration essay that allows personal examples.”
  • For type of writing, click OTHER and in the blank box type “illustration essay that allows personal examples.”
  • Choose two areas for the tutor to focus on. If your concern is support, click on content/development. The others are self-explanatory.
  • Under Writing Document – Click Attach paper.
  • Then it’ll let you browse your computer to find the document you want to attach. Click on the document and it’ll appear in the box.
  • For email ID, enter the email you use for your mywritinglab account.
  • You can click MORE if you want to specify the due date of the paper and other information. Then click SUBMIT.
  • A screen will come up asking if you want to expedite your feedback. It costs extra to do this. Not required by me!
  • You have to wait to get feedback. You should receive an email within 48-72 hours of submitting the essay.
  • If you want to resubmit the draft to have them review it for other elements on their checklist of options, you can. However, that counts as one of the three submissions you are entitled to with your MWL access code. While you must submit the paper to Pearson once for this assignment, you are not required to resubmit. You paid for the three submissions, so feel free to use the other two for papers you may have due in other classes if you want to get feedback. How you use your extra two submissions is up to you. However, since I usually comment on all of the elements in the checklist, unless you need to save your other two submissions for a different paper, I suggest, you use at least two of your three submissions, if not all three, for this paper.

 

Starting Monday 4/16, check on the status of the feedback:

    • Sign into our course in your MWL account.
    • Click on Pearson Tutor Services.
  • Read the screen and click on START.
  • On the next screen, click “submitted papers.” The status box will say, “completed” if the essay with feedback is available.
  • If so, click on the file name in the view/download column.
  • Download the essay, open it and save it with comments with a different file name than the original you sent. I usually include CMT in the file name for essays that include comments. How you indicate that this is the commented-on draft is up to you though.
  • Print out the essay with the Pearson comments.
  • Read over the general comments included before the essay. Then read through the essay and the embedded comments. Make a note of any comments you do not understand. It’s possible the respondent offers advice that contradicts what we’ve discussed in class. If that happens, please ask my advice as to whether or not to follow the Pearson recommendations.
  • If you feel you do not have enough feedback, and you’ve received the comments quickly, you can resubmit the essay to be read for the same elements or check others off on the submission screen.
  • Bring the commented-on essay with you to class on Wednesday, 4/25/18.

 RHT 095   

 Final 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 and true/false questions. There will be some questions that require you to make grammatical corrections to examples as well. The numbers in parentheses indicate page numbers from your book that may be useful to review. 

 To study, make sure you can… 

 --name the three major steps of the writing process and know the key purpose and techniques for each  -- (19) 

 --identify well-written topic sentences  -- (43-48) 

 --provide examples of transitions for each ordering system (look under “coherence” in the writing guides)  -- (34) 

 --identify revising changes to improve unity or support or coherence  -- (20/21) 

 --correct run-ons in several ways – (189) 

 --identify subjects and verbs in sentences  -- (181) 

 --find and correct fragments   -- (195) 

 --rewrite a sentence to make it concise – (99) 

 --know how to write an effective argument   -- (155-160) / (162/163) 

 --know the correct location for a thesis and a topic sentence  -- (114) 

 --know the parts of a thesis   -- (120/124) 

 --know descriptive techniques  -- (89) 

 --know the parts of a topic sentence and a supporting point sentence  

 --know the difference between editing and revising  -- (19-21) 

 --know the parts of an essay – (113/114) 

 --identify active verbs in a passage  -- (101/102) 

   

   

 Define and recognize the following:

 Topic sentence                                        Paragraph 

 Essay                                                           Rough draft 

 Freewriting                                              Vague  

 Illustration paragraph                         Sentence  

 Clause, independent and dependent  

 Run-On                                                       Fragment  

 Unity                                                            Support 

 Coherence                                                 Concise language 

 Active verbs                                              Anecdote 

 Scenario                                                     Clustering 

 Counterargument                                  Adverb/adjective 

   

 

   

 

  

 

Due Wednesday, 4/4/18

 

--Complete the MWL Consistent Verb Tense topic (W2.5) 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:

        • Read the Overview or view the Animation
       
        • Complete the Recall 1 activity
       
        • Complete the Apply activity
       
        • Complete the Post-test with a score of 70% or higher in 2 tries

                        

--Read over pp. 95-97 in your book and fill in the blanks. You may need to refer to p. 89.

 

Due Friday, 4/6/18

 

 --Complete a typed key-sentence outline and rough draft for your descriptive paragraph about the house—using your descriptive clustering to help you. Bring hard copies of the outline and draft (which should be AT LEAST 14 sentences long). Be sure you also have digital versions of these with you (on a flash drive or accessible via email or the cloud).

 

I recommend you look at the Writing Guide on pp. 95-97 and the sample draft on p. 90 as a guide while you compose this rough draft. Remember that overall, you are trying to create a dominant impression of this house in the reader’s mind with vivid sensory details, but you are still using a three-part structure as you did with your illustration paragraphs.

 

Class meets in the computer lab.

 

 

Due Monday, 4/9/18

 

  --Complete the MWL Describing (W6.1) topic within the Paragraph Development 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.

 

--Using the printout of your typed outline and rough draft of your descriptive paragraph about a house, you’ll mark it up as detailed below* as part of the rewriting process, and bring the highlighted marked up copy of the outline and draft with you to class Monday. You should have emailed me a copy of the most up-to-date version of both the draft and outline for me to comment on over the weekend. I may use the same system you are using. If so, you will receive my comments Monday in class to combine with yours to create a rewriting plan. It’s also possible, though, that I will comment via email. Either way, you will receive my comments next week in class.

 

*Descriptive Paragraph Rewrite – Part One

    • On the hard copy of your outline, label the parts of the key sentences (as on p. 57). Do the same on your rough draft. If you are having trouble doing this, write yourself a note about how you need to fix these next week when you rewrite.
     
    • Following how we marked up the sample rough draft on p. 103 in class on Monday, on YOUR rough draft copy, highlight any uses of the verb TO BE (am-is-are-was-were-being-been), TO HAVE (has-have-had), SEEM/SEEMS, LOOK/LOOKS, MAKE/MAKES/MADE with yellow. Highlight any use of the pronoun YOU. Highlight any explicit use of a person or a person’s reaction, EX. CAN SEE / HEARS / SMELLS.

    You are highlighting this wording to make it stand out as what needs to be REWORDED next week.

    • Mark adjectives by circling them. Remember that these are words that describe nouns. Make sure the adjective is IN FRONT of the noun it describes. If not, draw an arrow so you remember to move it as you rewrite next week. (pp. 98/99)
     
    • Box any transitions. Put a double box around any spatial transitions (see p. 96). If you can’t find any spatial transitions, make a note of that on the draft.
     
    • Put a squiggly line under any figurative language (simile, metaphor or personification). If you do not have any figurative language, make a note to add some when you rewrite.
     
    • Highlight any sensory detail in pink. Be sure you have at least three senses included, meaning all detail should not be sight. Remember you can include sounds, textures, smells and taste (if it’s an edible house?).
     
    • Highlight any vague language (ex. thing, something, stuff) in light blue to be reworded more precisely next week.
     
    • Look for the subject of each sentence and mark is S. If a few sentences in a row have the same subject, make a note to try and combine those sentences as you rewrite next week (p. 102).
     
    • Find the verb in each sentence, and label it V. Be sure it is in simple present tense (“covers”), NOT past tense (ending in –ED – “covered”), NOT present progressive (helping verb and main verb ending in –ING – “is covering”). If you are using the wrong verb tense, make a note to change it to simple present tense when you rewrite.
     
    • Label what you think is your weakest descriptive detail and your strongest descriptive detail.
     

 

 

Due Wednesday, 4/11/18

 

--Be sure to have your graded illustration packets with you in class.

 

 

 

Due Wednesday, 2/21/18

 

--Read the paragraph on p. 16 and answer the questions about it on p. 17. 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 Friday, 2/23/18

 

--Complete the Transitions Activity on p. 35.    

--Use my comments on your key sentence outlines as well as the assignment directions on p. 61 to rewrite your key sentence outlines. This includes revising AND editing them. The original and rewritten versions will be turned in together stapled with the changes highlighted ON THE REWRITE. Remember detailed instructions are on p. 61.

CLASS MEETS IN THE COMPUTER LAB.

 

Due Monday, 2/26/18

 

DUE VIA EMAIL BY CLASS TIME

--Compose the rough draft for your two illustration paragraphs. Refer to pp. 62-63 in your book for step-by-step instructions and guidance. Remember to USE YOUR REWRITTEN KEY SENTENCES FROM YOUR OUTLINE IN THE ROUGH DRAFTS. You may also want to refer back to the sample paragraph on p. 16 and the Writing Guide on pp. 51-56 for additional review of illustration paragraph writing. Remember to email these as attached Word documents AND copy and paste the paragraphs into the message box of your email. That way if I cannot open your document, I can still read and comment on your drafts.                                   

 

Due Wednesday, 2/28/18

--Complete the Run-on activity on p. 189. Only ONE of these is a correct sentence. 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. Use one of the other methods found on pp. 185-187.

--Read over the sample paragraphs on pp. 67/68 and label or color-code the paragraphs’ parts as was done with the sample paragraph on p. 16.

 

 

                                                                                                                                                (OVER)

Due Friday, 3/2/18

 

--No homework is due. However, we will be working on rewriting in class, so be sure to have digital versions of your drafts with you or accessible to you in class.  It would also be a good idea to read over pp. 23-27, 63/64 about rewriting.

 

CLASS MEETS IN THE COMPUTER LAB.

 

 

Due Monday, 3/5/18

 

--Complete the MWL Run-on topic (W2.3) 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:

·       Read the Overview or view the Animation

·       Complete the Recall 1 activity

·       Complete the Apply activity

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

 

--Using the forms on pp. 71 and 73, complete a Rewriting Plan for each of your illustration ROUGH drafts. There is a completed sample of part one this assignment on p. 69. However, don’t forget that part of what you are expected to do is to label various parts of your ROUGH DRAFT as instructed on the rewriting plan sheet. You will need to show me your marked-up drafts to receive full credit. You also MUST fill in the sections that ask you to evaluate your drafts for strengths and areas that need revision. This is where seeing how it was done on the sample might help.

 

Due Wednesday, 3/7/18

--Read pp. 191-194 in your book about identifying and fixing fragments. Complete the activity on p. 195.

 

Due Friday, 3/9/18

 --The tWO final draft packets for your illustration paragraphs are due. Be sure to fill in the final draft packet checklist (p. 77 – completed sample p. 76) to match the pieces you actually have in each packet. Ignore column three since you only have two packets due. 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. Turn in whatever packets are ready. You can still turn packets in for a grade Monday with a 10% deduction from your grade for late submission. After Monday, no credit will be issued for illustration paragraph packets.

 

CLASS MEETS IN THE COMPUTER LAB.

Due Monday, 3/12/18

 

--Complete the MWL Fragment topic (W2.2) 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 

 

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

 

 

Due Wednesday, 3/14/18

--Study for the midterm you'll be taking in class. A review sheet to help you focus your studying is on the page five of this handout.

 

 

Due Friday, 3/16/18

--No homework is due, but you will be completing a practice essay in class that counts toward your grade, so be sure to attend.  Also, to prepare to write this essay, I suggest you read over pp. 155-163 and review the sample argument essay (pp. 149-150) either in the book or the version that was emailed to you.

 

SPRING BREAK – NO CLASS 3/19-3/25

 

Due Monday, 3/26/18

 

--Complete the MWL Subject-Verb Agreement topic (W2.4) 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 

 

 

 

 

                                                                                                                                                (OVER)

Due Wednesday, 3/28

--Complete the Illustration Reflection Assignment on p. 85 in your book. A completed sample is provided on pp. 83/84 in the book. Basically, what you’ll do for this assignment is use your own writing to improve your writing moving forward. You’ll review my comments on your graded illustration final draft packets and summarize what strengths you should be sure capitalize on and which areas of your writing need improvement. You will also specifically review the editing marks on the rough and final drafts and analyze how you’ll find and fix such errors in the future.

 

--Read over pp. 95-97 in your book and fill in the blanks. You may need to refer to p. 89.

 

NO CLASS Friday, 3/30  - SPRING HOLIDAY

 

Due Monday, 4/2/18

 

--Complete the MWL Consistent Verb Tense topic (W2.5) 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                           

 

--Create a clustering for your descriptive paragraph about a house. Follow the directions on p. 93 in your book. You can refer to the sample descriptive house clustering on the last page of this handout as a guide. You cannot use the same dominant impression (bizarre) that is used for the example.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 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. 15)  

 --name the three major steps of the writing process and know the key purpose and techniques for each (p. 19) 

 --identify well-written topic sentences   (pp. 43-48) 

 --identify revising changes to improve unity or support or coherence (p. 20-21) 

 --know the correct location (for this class) for a topic sentence (p. 43) 

 --know the parts of a topic sentence and a supporting point sentence (p. 57) 

 --know the difference between editing and revising   (p. 19) 

 --know the purpose of unity, support, coherence (pp. 28/30) 

   

 Define these terms: 

 Topic sentence  

 Paragraph 

 Rough draft 

 Freewriting    

 Vague  

 Illustration paragraph 

 Sentence

 Subject

 Verb

 Clause, independent and dependent  

 Unity 

 Support 

 Coherence 

   

 You need to review the following handouts or exercises: 

   

 Key sentence outline writing – p. 58

 Key Sentence Outline evaluations – p. 60

 Topic sentences – pp. 46 & 48

 Caps and plural editing  - pp. 197/198

 Run-on and fragment editing pp. 202-205

   

 

 

RHT 095-AM HOMEWORK ASSIGNMENTS - due 1/24/18 – 2/19/18

 

Due Wednesday, 1/24/18

--Complete the Student Information Sheet (pp. 7/8).

--Complete the “Getting to Know Your Syllabus” sheet (p. 9). Be sure to read over the syllabus as part of this assignment.

NOTE: Both of these are included in the packet passed out in class on 1/22. Even if you already bought the book, please use the handout versions for this assignment.

--Although your class materials won’t be due until 2/2, start buying them as soon as possible (see the list on page one of the syllabus).

Be sure to bring your syllabus with you to the bookstore, so the salesperson will help you find the correct books/materials.

 

Due Friday, 1/26/18

--Complete one FULL side of freewriting for the required Journal Topic #1 (p. 37). A full side means from the TOP line to the BOTTOM line. The writing should go all the way to the right EDGE (not margin line) of the paper. If you forget to do this, add more writing on the reverse side. In the blank space ABOVE the top line, label the page with the topic, the date, the total amount of time spent on that freewrite and your name.
Reread p. 37 for more reminders about how to freewrite, and refer to  p. 38 (last page of your handout packet) for a freewriting sample. You will have started this assignment in class on Wednesday.

Follow the general rules of freewriting: don’t worry about correctness, don’t reread, erase or cross out. DO NOT USE A DICTIONARY. The point is to turn off the part of your brain that censors your ideas and just let them flow! It may be hard to get used to at first, so be patient.

Class will meet in the lab on Friday:

Section 001 (9-9:50am) will meet in E143.

Section 002 (10-10:50am) will meet in E145.

 

 

Due Monday, 1/29/18

--Although no homework is due, be sure to continue working on the class materials/campus resource assignment (due Friday, 2/2) and on completing the Journal One assignment (p. 37). This is due Wednesday.

 

Due Wednesday, 1/31/18

--Complete Journal One (p. 37), which consists of three FULL SIDES of freewriting--ONE side for each of the three topics you are using from p. 37. 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.

                                                                                                                                    OVER

Due Wednesday, 1/31/18 (cont’d)

 

Continued description of Journal One assignment—

 

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. 37 and the sample on p. 38. 

Due Friday, 2/2/18

--Read over pp. 31-33 in your book to become familiar with the MyWritingLab assignments for the semester.

--Class materials and the Campus Resources Assignment. Before class, check off all of the materials YOU HAVE WITH YOU on the p. 11 checklist. Bring all materials as well as your stapled, initialed campus resources sheets to class.

--If you did not complete BOTTOM HALF of the Writing Process Worksheet (p. 18) in class on Wednesday, finish it for today. You do not need to worry about the chart on the top of the page.

Class will meet in the lab on Friday:

Section 001 (9-9:50am) will meet in E143.

Section 002 (10-10:50am) will meet in E145.

 

Due Monday, 2/5/18

--Review for a short quiz on prewriting and writing process. This will be taken at the beginning of class. Remember that quizzes cannot be made up if missed. Also if you are late, you will not be given extra time for the quiz, so be sure to get to class on time. To account for the possibility of someone being absent for a quiz during the semester, I will drop the lowest quiz score when I figure out final grades.

--Complete the Online Resources Assignment (p. 14).

--Complete the MyWritingLab - MWL Writing Skills Pathbuilder if you didn’t complete it in class. See p. 33 “Accessing Activities” if you need a reminder of how to get into this part of the site. If you go back through those same steps, it will open up your test where you left off.

Due Wednesday, 2/7/18

--Complete the clusterings for your TWO narrowed journal topics (from p. 37) by following the directions on p. 39 and example on p. 40. If I have passed out an additional handout to your section with revised directions, be sure to follow those. Remember that you are REQUIRED to complete a clustering for Journal Topic #1, and then you will complete a second one for the other journal topic you chose to continue with after reviewing your freewrites in class.

 

For the clustering, 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 rather than 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 same topic 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 Friday, 2/9/18

--Read book pp. 19-30 and complete a “5 Things Learned” assignment (detailed directions on p. 13).

--Review pp. 177-180 in your book, and complete the worksheet on p. 181.

Class will meet in the lab on Friday:

Section 001 (9-9:50am) will meet in E143.

Section 002 (10-10:50am) will meet in E145.

 

Due Monday, 2/12/18

--Complete the Parts of Speech, Phrases, Clauses topic (W1.1) within the Basic Grammar module in the Writing Skills Learning Path. Remember to access this from the main menu, you click Writing Skills / Learning Path / Basic Grammar (first box to the left). This topic is already highlighted. So all you have to do is click in the box on the right to access the specific activities I am requiring for this assignment. To receive full credit (15 points each) for the topic you must complete the following:

•    Read the Overview or view the Animation
•    Complete the Recall 1 activity
•    Complete the Apply activity for practice and check your answers – These are usually  

      tough, so just do your best. You’ll still learn from trying it.
•    Complete the Post-test with a score of 70% or higher in 2 tries

 

--Read over pp. 43-45 in your book about topic sentences. Then complete the exercises on pp. 46/47. If you have not read over the lesson pages (43-45), you may have trouble with the exercises, so be sure to read those pages. If you have any questions, write them down or email them to me right away. You can also try the self-test on p. 48 before you do the exercises. This is good practice because the answers for this exercise are provided in the back of the book. If you are confused, this self-test may clarify how to do the exercises on 46/47.

 

Due Wednesday, 2/14/18

-- Read the Writing Guide on pp. 51-56 in your book. Complete a “5 Things Learned” assignment (directions on p. 13) explaining important concepts you learned about (or reviewed) in these pages as well as pp. 43-45.

--Write out a topic sentence for each of your illustration paragraph topics. I do NOT want to see a whole paragraph yet, just the main idea (topic sentence) for each of your two SEPARATE paragraph assignments.                                   

                                                                                                                                    OVERè

Due Wednesday, 2/14/18 (cont’d)

 

Continued description of Topic Sentence assignment—

This is a short assignment but an important one. Be sure to complete it. Otherwise, I cannot give you feedback, which is an essential part of the class. Skipping this one assignment could cause you to fall behind on your first major writing assignments. The assignment is just TWO SENTENCES. Even if you’re a bit confused about the assignment, give it a try. My only way of getting a sense of what you do or do not understand is to see your work each step of the way.

--Review for a short quiz on sentence structure. This will be taken at the beginning of class. Remember that quizzes cannot be made up if missed. Also if you are late, you will not be given extra time for the quiz, so be sure to get to class on time. To account for the possibility of someone being absent for a quiz during the semester, I will drop the lowest quiz score when I figure out final grades.

 

Due Friday, 2/16/18

--Compose a key sentence outline for EACH of your two illustration paragraph assignment topics. You will have a chance to type these on Friday, so it’s okay if they are legibly handwritten (although always feel free to type your homework if you prefer). Review pp. 57/58. You can use the worksheet on p. 59 to help you write these as they should be written. Each outline should consist of four sentences: Sentence 1=your rewritten topic sentence (highlight changes and bring the original topic sentences from Wednesday back to class with you). Sentences  2-4 = your three supporting point sentences. Remember to use your clustering to help you decide on your supporting points. Review pages 52, 56 and 57 for guidance on how to write these sentences.

Class will meet in the lab on Friday:

Section 001 (9-9:50am) will meet in E143.

Section 002 (10-10:50am) will meet in E145.

                                                                                                                                   

Due Monday, 2/19/18

--Complete the MWL Sentence Structure topic (W2.1) 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

 

--Your rewritten key sentence outlines are due. You will have started working on this in class last Friday. Using your notes from labeling the parts of each handwritten rough outline and any suggestions I made in class, rewrite and type each of the two outlines. You can put both on one page. Be sure to format these as four separate sentences each (see top of p. 58) rather than as mini-paragraphs. Also, on the TYPED version, highlight whatever you rewrote and LABEL the parts of each sentence in the outline (see p. 57) to check that you have all the required elements. Staple the original, version of your outlines to the typed, highlighted, and labeled rewritten version.

 

--Read the sample paragraph on p. 16 in your book and answer the questions about it on p. 17. Do not skip questions. At least take a guess at the answer.