RHT 095-006 - Meets M 7-9:45pm Room E143
--Complete the Bedford exercises for subject-verb agreement by midnight 3/29.
I highly recommend you watch at least one of these videos and read over pp. 154-155 in your book before you attempt these exercises.
https://www.youtube.com/watch?v=J9F8AR-LCVE - This one is a short, kind of silly introduction, but it is clear and simple.
https://www.youtube.com/watch?v=CC2iQgi1wNY - This is about 13 minutes long. I suggest you watch this or the next one for a more detailed explanation than video one.
https://www.youtube.com/watch?v=AkByKewQVRY - This is about 12 minutes long and goes into a lot of specifics.
--Read pp. 77 and 82-85 in your book. Fill in the blanks on pp. 82/83 and complete the exercise on p. 85.
--Watch the following video on descriptive writing and write three numbered entries of at least three sentences each explaining three things you learned about descriptive writing.
--Study for the midterm, which you'll take on 3/23 when we return from break
(no class on 3/16/15). If you were not in class and need me to email you the midterm review sheet, let me know.
--Any late final draft packets must be turned in at the beginning of class in order to receive credit.
--Complete the fragment exercises at the Bedford website.
Homework for the week of 3/2-3/9
noon 3/4/15 --Compose a rough draft for your third illustration paragraph
topic. Remember to use approved key sentences from your outline. Email the
draft to me by noon Wednesday.
--Once you receive the draft with comments from me, let me
know if you have any questions.
3/8/15—Complete the Bedford exercise assignment for run-ons by
3/9/15-- Read pp. 159-169 in your book and complete the exercises on
pp. 163 and 169.
I highly recommend you watch these videos on run-ons and fragments
to help you with exercises:
--Rewrite all three illustration paragraph rough drafts into
final drafts. This means you should make the changes suggested by me either in
comments or in a class conference. It’s a good idea to check off comments and
editing marks on the hard copy as you rewrite. One of the rewrites will be
based on your completed Rewriting Plan on p. 61. You are expected to complete a
Rewriting Plan for any draft that didn’t receive my comments. There are three
plans in the book, enough for three drafts.
Print each final draft when it’s complete. You are expected to
highlight anything that changed from the rough draft to the final. The
highlighting happens on the FINAL draft.
--Be sure to bring hard copies of all of the pieces of your
final draft packets, which are due by the end of class next week. See the
checklist on p. 68 to confirm what these pieces are. Be sure to have your book
with the grading sheets for these packets.
In case anyone has questions or gets confused about how to put
these packets together, I will collect them a short time before the end of
class next week. This will give you time to put the pieces together if you did
not do it beforehand. This will NOT be writing time. You are expected to come
to class next week with the final drafts complete and highlighted. Because
these are major writing assignments, they can be turned in one class late,
which in this case would not be until 3/23 after the break. The grade of any
such packet is automatically lowered by a letter grade. Any late packets must
be turned in at the beginning of class. Printing of drafts will not be an
option at that point. If your late packet is not ready to turn in on 3/23 at
the beginning of class, you will receive a grade of 0.
Due Wednesday (2/25) / Monday (3/2)
--Complete the first two topics (caps and plural/possessives) for Bedford online exercises by Wednesday midnight. Remember to keep track on your chart and email reports to yourself. For each of the two topics, you need to complete three exercises at 70% or higher on the first try, meaning you cannot redo exercises. Do not worry about the confusing instructions for plural/apostrophes. As long as it's a total of three completed, you'll be fine. If you do want to try the plural ones, you need to type the number provided in the search box on the main page.
--Using my comments or your own review of your outlines, rewrite the three of them as needed. On the rewrite printout, labeled the parts as on p. 47 and highlight any changes from the original versions. Staple the rewritten outlines, which are also highlighted and labeled, to the originals with my comments. These will be reviewed and scored next week.
If I did not see all of your outlines, and you want my comments, email them to me asap. Do not wait for me, though, to get the rest of the homework done.
--As long as your stress outline was reviewed by me, you should write the rough draft of the paragraph. Remember to use the key sentences from your outline to form a unified structure for the paragraph. The first two sentences will be the topic sentence and first supporting point sentence. Then go back to your prewriting (or do more brainstorming) to generate specifically detailed examples to follow each supporting point sentence. Use the diagram on p. 46 as a reminder of paragraph structure. You should have at least three sentences after each one. This can represent one detailed example or a series of short (one-sentence) examples. Either way, make sure this information is more concrete and specific than the supporting point itself. This is the evidence that will convince the reader of your point. These examples let the reader see a particular instance that illustrates what you said. For example, show a specific moment when your boss was annoying or let the reader see your mom's proud tears as you walk across the stage to graduate. This is the information that will prove your point! Also, remember to include a concluding sentence at the end that restates the topic sentence.
Be sure to double space this paragraph, which should be at least 14 sentences (topic sentence / supp point sentence #1 / 3 sentences of detailed example / supp pt sentence #2 / at least three sentences of detailed example / supp pt sentence #3 / at least three sentences of detailed example / concluding sentence that restates the topic sentence and begins with "in conclusion." Email it to me as an attached Word document by noon Wednesday. I will email comments back by Friday. Then you'll use those comments to help you compose the rough draft for one of your other illustration topics. This draft must be printed out and brought to class on 3/2.
--Read pp. 153-156 and do the exercise on p. 157. Also, watch the following video on clauses and write three sentences explaining what you learned or reviewed. https://www.youtube.com/watch?v=hNT1D0JoFk8
--Complete the transition exercise on p. 31.
Due Monday, 2/23/15
--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 your are only writing paragraphs. However, don't make it so narrow that it's a fact that can't be argued.
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.
--Once you have written a topic sentence for each illustration paragraph, look back at your clustering, maybe even use your three highlighters, to figure out three supporting points that will back up your main idea. These points should be examples that will illustrate your topic sentence. EX. TOPIC SENTENCE: The first day of school stresses me out. Possible examples of the stress: difficulty finding classrooms, embarrassment at not knowing anyone, concern over unknown teacher expectations. After you've decided on your three points (that relate to the main idea but are narrower examples of it), you'll write a key sentence outline for your stressful thing illustration paragraph and email it to me by noon Wednesday. Look at pp. 47 and 49 for examples. Remember that this will just be four complete, numbered sentences: your topic sentence and three supporting point sentences.
I will review these and send feedback via email. Use the notes on the first outline to help you write the two other illsutration paragraph key sentence outlines (for your other two prewriting topics). These should be typed and brough next week as a hard copy and as a digital file on your flash drive.
--Reread 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.
--Read the illustration paragraph sample on p. 11 in your book and complete the questions about it on p.12.
Due Monday, 2/16/15
--Complete the three illustration paragraph clusterings, using narrower versions of your journal topics (ex. ONE stressful thing in your life, ONE positive influence). Remember to follow the directions on p. 36 and review the sample on p. 37. Be sure that the outer circle details are specific. You should not write a clustering so vague, I could come up with the same one! Number each circle when finished and write the total number of circles at the top of the page.
--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."
--Read over pp. 39 and 43-47 in your book. Page 39 is 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 next week.
Topic sentence video link: http://www.youtube.com/watch?v=EtPiZ8_CsD8
Due Monday, 2/9/15
Due Monday, 2/2/15
--Buy your book (listed on the syllabus and only available at the Triton Bookstore / price $17), purchase the materials required for class (see the syllabus and handout/book page 7), and get a current Triton ID (no cost at the Welcome Desk in the B building--bring a photo ID and your course schedule).
--Read your syllabus and complete the syllabus worksheet in your handout, NOT in the book.
--Complete the Student Information sheet, handout/book pages 3 and 4.
--Watch the YouTube video on prewriting by clicking this link https://www.youtube.com/watch?v=8j27mMyGWfM .
If the link doesn't work, go to Google and type in -- the writing process: prewriting you tube -- and click on the first entry in the search results. The 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 from the video and write each as a sentence IN YOUR OWN WORDS. Do not just copy an exact quote from the speaker. Also write down one question you might have or you can imagine someone having about this topic.
--Complete Journal One (p. 34), which consists of three sides of freewriting TOTAL—one side for each topic you use from p. 34. Remember to look at the sample on p. 35. This is NOT an organized piece of writing. Just keep writing ideas as they come to you (see sample on p. 35) and don’t worry about spelling, grammar or organization. Try not to reread, cross out or erase.