FOR MONDAY, AUGUST 22: Read and Annotate “Can Wikipedia Ever Make the Grade?” Do all the Questions on Subject, Strategy & Vocabulary
FOR TUESDAY, AUGUST 23: Read and Annotate Chapter 2 Introduction on “Narration”
FOR WEDNESDAY, AUGUST 24: DOUBLE EVENS
FOR THURSDAY, AUGUST 25: Read and Annotate and do all Qs for “Salvation” and “Lockdown”
FOR FRIDAY, AUGUST 26: Read and Annotate and do Qs for “Facing Famine” and study for vocabulary quiz
FOR MONDAY, AUGUST 29: Write a narrative essay. (See writing suggestion #3 for “Facing Famine”)
Saturday, August 20, 2011
Tuesday, August 16, 2011
PROBLEMS POSTING COMMENTS
If you continue to have problems posting your comments, send them to me (laurieannecarpenter@hotmail.com) and I will post them for you. Sorry for the inconvenience, but this is the only solution that I can think of until I figure out what is happening.
C.
C.
Sunday, August 14, 2011
HOW TO WRITE BLOG POST NUMBER 4
For this week's blog post, I would like for you to use the following format:
Name of author [optional: a phrase describing author], genre and title of work
[date and additional publishing information in parenthesis]; a rhetorically
accurate verb (such as "assert," "argue," “suggest," "imply," "claim," etc.); and a
THAT clause containing the major assertion (thesis statement) of the work.
An explanation of how the author develops and/or supports the thesis, usually in
chronological order – always identifying the rhetorical mode(s) employed.
A statement of the author's apparent purpose followed (introduce with the
infinitive “to”). A description of the intended audience and/or the relationship the author establishes with the audience.
Student example:
Bell hooks, in her essay “Women Who Write too Much” from Remembered Rapture (1999),
suggests that all dissident writers, particularly black female writers, face enormous time pressures, for if they are not prodigious, they are never noticed by mainstream publishers. She supports her position first by describing her early writing experiences that taught her to “not be afraid of the writing process”; second, by explaining her motives for writing, including “political activism”; and lastly, by affirming her argument, stressing that people must strategically schedule their writing and “make much of that time.” Her two-pronged purpose is to respond to critics and to encourage minority writers to develop their own voice. Although at times her writing seems almost didactic, hooks ultimately establishes a companionable relationship with her audience of both critics and women who seek to improve the effectiveness of their own writing.
(www.macomb.k12.mi.us/utica/ford/website/.../AP_eng_language_11th.pdf)
Name of author [optional: a phrase describing author], genre and title of work
[date and additional publishing information in parenthesis]; a rhetorically
accurate verb (such as "assert," "argue," “suggest," "imply," "claim," etc.); and a
THAT clause containing the major assertion (thesis statement) of the work.
An explanation of how the author develops and/or supports the thesis, usually in
chronological order – always identifying the rhetorical mode(s) employed.
A statement of the author's apparent purpose followed (introduce with the
infinitive “to”). A description of the intended audience and/or the relationship the author establishes with the audience.
Student example:
Bell hooks, in her essay “Women Who Write too Much” from Remembered Rapture (1999),
suggests that all dissident writers, particularly black female writers, face enormous time pressures, for if they are not prodigious, they are never noticed by mainstream publishers. She supports her position first by describing her early writing experiences that taught her to “not be afraid of the writing process”; second, by explaining her motives for writing, including “political activism”; and lastly, by affirming her argument, stressing that people must strategically schedule their writing and “make much of that time.” Her two-pronged purpose is to respond to critics and to encourage minority writers to develop their own voice. Although at times her writing seems almost didactic, hooks ultimately establishes a companionable relationship with her audience of both critics and women who seek to improve the effectiveness of their own writing.
(www.macomb.k12.mi.us/utica/ford/website/.../AP_eng_language_11th.pdf)
Saturday, August 13, 2011
HOMEWORK FOR AUGUST 16-AUGUST 22
FOR TUESDAY, AUGUST 16: Read and Annotate “The Name is Mine” Do all the Questions on Subject, Strategy & Vocabulary
FOR WEDNESDAY, AUGUST 17: Read and Annotate “Cut” Do all the Questions on Subject, Strategy & Vocabulary
FOR THURSDAY, AUGUST 18: Clean Copy of Argumentative Essay (Essay will be written and peer edited in class on Wednesday)
FOR FRIDAY, AUGUST 19: Read and Annotate “Ready for Some Futbol?” Do all the Questions on Subject & Strategy and study for the vocabulary quiz.
FOR MONDAY, AUGUST 22: Read and Annotate “Can Wikipedia Ever Make the Grade?” Do all the Questions on Subject, Strategy & Vocabulary
FOR WEDNESDAY, AUGUST 17: Read and Annotate “Cut” Do all the Questions on Subject, Strategy & Vocabulary
FOR THURSDAY, AUGUST 18: Clean Copy of Argumentative Essay (Essay will be written and peer edited in class on Wednesday)
FOR FRIDAY, AUGUST 19: Read and Annotate “Ready for Some Futbol?” Do all the Questions on Subject & Strategy and study for the vocabulary quiz.
FOR MONDAY, AUGUST 22: Read and Annotate “Can Wikipedia Ever Make the Grade?” Do all the Questions on Subject, Strategy & Vocabulary
Friday, August 12, 2011
BLOG GROUPS
GROUP 1: ARIEL, HALLIE, SALLY
GROUP 2: JENNY, CRYSTAL, THIERRY
GROUP 3: ALEXANDRA, LILLIAN, JULIO
GROUP 4: JUDY, FIONA, MIN CHAI
GROUP 5: DEBORA, YE NA, RODOLPHO
GROUP 6: MICHELLE, ALYSSA, NATHAN
GROUP 7: STEPHANIE F., YUMMY, STEPHANIE B., JILL
GROUP 2: JENNY, CRYSTAL, THIERRY
GROUP 3: ALEXANDRA, LILLIAN, JULIO
GROUP 4: JUDY, FIONA, MIN CHAI
GROUP 5: DEBORA, YE NA, RODOLPHO
GROUP 6: MICHELLE, ALYSSA, NATHAN
GROUP 7: STEPHANIE F., YUMMY, STEPHANIE B., JILL
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