RHT 095-019 - Meets M 7-9:45pm Room E146
Homework for 10/12/15 (Yes, we do have class that night. Triton is closed next Tuesday for Columbus Day.)
PLEASE NOTE: You are NOT required to rewrite any of your
papers before next week. If you want to start that before then, look at
the REWRITING part of the Illustration Paragraph Assignment that was
part of the 10/5/15 homework sheet/web page post. We will focus on
rewriting next week in class. The final draft packets will be due on
10/19, NOT 10/12.
As far as getting comments from me on your drafts, I'll comment on any
second drafts I did not review last night during class and will email
those comments to you some time this week. I will also, very briefly,
comment on rough draft #3, but you are expected to consider for yourself
how to rewrite that as well by completing the Rewriting Plan on p. 61
in your book.
Remember I expect you to make the changes I recommend regarding revising
(in my end notes AND side notes) on your drafts, as well as in my
editing marks within the draft. You need to read my comments carefully.
If you do not understand any of them, either email me or be prepared to
ask me for clarification next week in class.
--Complete the rough draft of your third illustration paragraph topic
and email it to me by midnight Wednesday. You may not get these back
from me with comments until next week. You can print them out with
comments next week in class.
--Print out a clean copy of your third rough draft and complete a Rewriting Plan for it (p. 61).
--OPTIONAL (NOT REQUIRED) - Rewrite rough draft one or two based on my
comments. See the rewriting instructions on last week’s homework sheet
(or last week’s entry on the web page).
--Be sure to have all of the work that has led up to your illustration
drafts with you: freewriting, clustering, typed key sentence outlines
(originals with comments and rewrites—note that if you turned them in on
10/5, I’ll have them to return to you next week), rough drafts with my
comments or your rewriting plan (p. 61). Bring the flash drive that
holds all of your drafts with you too.
--Read pp. 128-136 in your book.
--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
Last week I said SV Agreement was due by mistake. If you did that one
for this week, then complete the fragment topic for next week. By next
week, you should have four of the Sentence Skills Module topics
completed (sentence structure, run-ons, fragments and subject-verb
PLEASE NOTE: The Midterm Test will be on 10/19/15. We'll discuss what it will include next week.
RHT 095-019 Homework for 10/5/15
--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
--Complete the activity on pp. 53/54.
--Complete your stress rough draft and
email it to me by noon Wednesday. Use the comments on this draft to help you
compose the rough draft of one of your other two illustration topics. Email this
to me by class time next week, and bring a hard copy of it to class. Review the
Illustration Paragraph Writing Guide in your book (pp. 43-46) and the Illustration
Paragraph Assignment below to help you review how to compose the rough draft.
Remember, you do not have to rewrite these yet. The final draft packets for the
three illustration paragraphs will be due by the end of class on 10/12.
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:
Pull up the document with your REWRITTEN
outlines on it. The first rough draft due will be the stressful thing
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.
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
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
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.
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:
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.
Provide specific examples and a tie-in for
points 2 and 3.
Add a concluding sentence that restates the main
Once you complete your rough draft (AT LEAST 14
SENTENCES), make sure it’s saved to your flash drive.
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.
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 draft #1 (stress), 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 in class. 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.
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.
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.
Print out the copy of the rough draft with my
comments on it.
Depending on the draft, I will assign you a
certain type of revising activity to complete.
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.
Save your final draft WITH A DIFFERENT FILE
Print out the final draft.
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.
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.
Stress rough draft: emailed by noon, 9/30
Rough draft #2 (one of the other four p. 34
topics): emailed by class time 10/5 – bring a hard copy to class
Rough Draft #3 (one of the other four p. 34
topics): emailed by the end of class 10/5
All three FINAL DRAFT PACKETS due: Hard copy
packets by the end of class 10/12/15
RHT 095-019 Homework for 9/28/15
--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:
the Overview or view the Animation
the Recall 1 activity
the Apply activity
the Post-test with a score of 70% or higher in 2 tries
--Complete the activity on p. 31.
--Complete the Key Sentence Outline
assignment. See below for detailed instructions.
KEY SENTENCE OUTLINE ASSIGNMENT (15 points)
THE FIRST VERSION
pp. 47 and 49 as a guide, compose a key sentence outline for each of your three
illustration paragraph topics.
--Each of these outlines will be four
sentences: the rewritten topic sentence (based on my feedback to the topic
sentences you emailed me) 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.
2) Email these outlines
to me no later than noon on WEDNESDAY. These can all be typed and
as one Word document to be attached to your email.
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) If you have any questions,
email me. You are expected to follow my suggestions. If you don’t agree with
one of my suggestions, you need to check 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 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
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.
the three illustration paragraph topic sentences to me BY NOON WEDNESDAY, 9/16
(see below for detailed assignment instructions). I will send them
back with my comments by Saturday at the latest. Read over my comments and
rewrite the topic sentences. DO NOT just write over the old ones. Save the
rewritten versions with their own file name. Print the rewritten sentences out
and staple those to a printout of the original topic sentences with my
comments. On the rewrite, highlight anything you changed from the original
pp. 153-156 in your book and complete p. 157.
the MWL Writing Skills Path Builder and the Sentence Structure topic in the
Sentence Skills module (see MWL handout for detailed assignment instructions).
the Writing Process Worksheet. Staple your video notes to it.
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
Monday, 9/14/15 (no class next week – Labor Day)
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 that 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
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."
the illustration paragraph sample on p. 11 in your book and complete the
questions about it on p.12. This is an assessment. Just do your best. Do not
leave any blanks.
pages 13-19 and 28-30 in your book. Complete a “5 Things Learned” assignment
(see p. 9 for detailed directions).
the Online Resources Activity (handout p. 17) if you didn’t finish it in class.
--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 8), and get a current Triton ID (no cost at the Welcome Desk
in the B building--bring two forms of ID and your course schedule).
your syllabus and complete the syllabus worksheet in your handout (p. 5), NOT
in the book.
the Campus Resources Assignment (handout p. 7).
the Student Information sheet (handout pages 3 and 4).
the YouTube video on prewriting by clicking this link:
the link doesn't work, go to Google and type in -- the writing process:
prewriting you tube. 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. If you have any questions, jot
those down too.
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 and don’t worry about spelling, grammar or organization. Try not to
reread, cross out or erase.