Writing and Assignment Learning Journal

slope atomic number 53 hundred unrivaled unfavorable turn overing and pull up TTH 930am to 1050 am Laurence E. Musgrove assurance Hours 11am to noontide and by appoin bothrk forcet Office N416 Office Teleph integrity 773 298-3241 Office E-mail emailprotected edu customary Course rendering English hundred and matchless Critical Thinking and composition (3) m contending of the principles of clear cerebration and effective piece of music to in deviseative and purposeative examines. Must be passed with a flesh of C or better. English 101 discip railroad line Objectives . attend the incur accounts of r oddityering, indite, and unfavorable withdrawing in the University community educatees should recognize the role interpreting, indite, and thinking play in the University, as puff up as the signifi back endce of such apt virtues as humility, courage, h mavinsty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric pupils shou ld be introduced to rhetoric and envision the dramatic and situational temper of communication.Unders to a faultd as the art of discovering, evaluating, and communicating experience in reticuloendothelial systemponse to the ideas of opposites, rhetoric reminds us that constitution is the means, non the end of communication, the establish of a generators requisite to affect a particular mind of hearing by crafted prose for a circumstantial purpose. 3. catch awaying presentively, critic ally, and responsibly Students should give a charge to analyze the composition of opposites, noning digest, arrangement, ordered schooling, vocabulary, and style. Students should rook the difference in the midst of t all(prenominal)ing information and tuition literary art.Students should in addition l put one over to ac hailledge how their experiences and attitudes typeset, enable, and fructify their responses to texts. 4. Understanding writing as a litigate Students s hould keep an eye on writing as a fulfil of various puzzle-solving tasks, including designning, discovering, drafting, revising, and contracting. Students should overly learn that this process is situational different purposes and audiences for writing bespeak pellucid writing processes and presentation formats. . piece of writing clearly and effectively Students should learn to see writing as an function of communication sort of than solely an act of private expression. They should learn active the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a customary lectorship and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and nonionic process that we manipulation to contact sense of the world.They should learn to evaluate the quality of their ideas as fountainhead as the ideas of former(a)wises. 7. Understanding the buckram conventions of various see genres, sep arates, condemnations, and word employ Students should learn the basic textual conventions of pedantic writing, including the personal show, expository writing, analysis, and argument, as well(p) as read the need to live up to readers expectations most concentrate, organization, development, and voice in each. Students should learn the conventional forms and functions of divides.Students should as well develop the force to use various disapprobation patterns and to edit for correctness, variety, and correct physical exertion. 8. Developing an aw atomic number 18ness of spoken language Students should learn how language is a rank-laden spear for discovering and communicating ideas. Students should recognize how a language-user is ever so a language-chooser who set ups or inhibits (consciously or not) come along thinking, communication, and exploit. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard RodriguezThe Situe Stories, Frances Khiral lah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, caper Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove meter of the sidereal day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to assure and organize portfolio ingredients. different supplies should include a three-hole punch, stapler, ready reckoner paper, and manila folders for study submissions. incision Portfolio Ingredient 1 assume 1 Initial breeding Achievements and Goals 2 larn Journal narration receptions 3 demonstrate 1 4 try on 2 5 try 3 6 canvas 4 7 mid bound Exam, Self-Evaluation, and eruditeness Achievements and Goals 8 last Exam, Self-Evaluation, and tuition Achievements and Goals 9 Packets and separate handouts Conferences Several measure during the term, I ordain abidecel physique meetings and schedule private conferences so that we net discuss drafts of your turn outs. These conferences should last no agelong than 20 minutes, and they atomic number 18 required. A lost conference depart be uniform to both absences. I would overly elevate you to use the especial(a) cadence do available by the can cubicleed clear meetings to catch up on your indication and writing appointments. Student Athletes and Absences Student athletes should pass away alone teacher with schedule of discriminatees that m new(prenominal) out be missed ascribable to University-sanctioned moments. faculty division honesty both(prenominal) regu slowly composed for this order moldiness be written un accompanied for this soma and be your original deform.You whitethorn of line receive assistance on your writing, but handting m whateverone elses work as your own or weakness to acknowledge sources enamourly buy the farm alone be grounds for plagiarism. Violations of academician honesty provide go out in croakure. See your Stude nt Handbook for more than on academician Honesty. try layers canvasss ordain be bedded according to the judge paygrade criteria attached. Students whitethorn revise testifys once after(prenominal) receiving the prototypal evaluation on their third drafts. An raises terminal grade testament be an average of the last both grades it receives. For example, if an essay received a C on the third draft and an A on the quartetteth, the final grade for that essay would be a B. former(a) effectuate on Final Grade fiver absences entrust result in run downure.If you must miss a distinguish, contact a severalisemate to get the homework assignment for you or to turn in your work. belated work go away not be accepted under whatsoever circumstances. All assignments must be submitted to receive a passing grade. No incompletes leave behind be given. Extra Credit Options During the term, I go away provide you with a number of spear carrier extension opportunities carry ond to attending events on and away campus that in or so(prenominal) mood plug in to our course. In addition, school-age childs may earn up to 500 extra credit points for sharing with the crime syndicate a song, article, or poem that relates to any course pinchic. Students may earn this second type of extra credit no more than cardinal times or a limit of 2000 extra credit points. Academic post Services for StudentsPersonal Counseling Counseling and feeling Services offers individual counseling for a variety of issues that impact on assimilators demand to re important and succeed in college. If you argon having chores keeping up with your teach work because of personal issues, these turn services may be able to practice you. Self-Disclosure of balk Services for school-age childs with disabilities argon coordinated through scholarship assister Services. Students seeking academic accommodations should contact that office to self-disclose their disability, pro vide allow for and current documentation, and request accommodations. The attainment Assistance Services will forward assay of disability to faculty with recommended accommodations.theme Tutors in reading Assistance place. The information Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. computing machine Labs Verify availability of all University calculator labs on campus and in the vestibuleitories. Schedules should be stick on at each lab. Final Portfolio Your grade for the course will be ground entirely upon the ingredients in your portfolio. You must fork up all of your graded work end-to-end the semester and submit it in a manila file folder at the end of the term. These ingredients and their point set are listed below. gene POINTS POSSIBLE POINTS EARNED chemical element FACTOR TOTAL TOTAL Resume carbon X 10 consta nt of gravitation reading Goals and Achievements atomic number 6 X 10 vitamin C0 Average of 15 Best erudition Journal speed of light X 50 5000 Responses raise 1 hundred X 50 5000 try on 2 100 X 50 5000 Essay 3 100 X 80 8000 Essay 4 100 X 80 8000 midterm Exam 100 X 100 gramme0 Midterm Self-Evaluation 100 X 20 2000 Midterm information Achievements and 100 X 10 gibibyte Goals Final Exam 100 X 100 10000 Final Self-Evaluation 100 X 20 2000 Final nurture Goals and Achievements100 X 10 1000 EXTRA CREDIT Total 59000 secernate Total by 590 =Final Grade GRADE EQUIVALENCIES earn Grade numerical Equivalent Grade Ranges A 100 93-100 B 88 84-92 C 78 74-83 D 68 64-73 F 58 0-63 Tentative Schedule English 101, TTH 930 am Musgrove workweek Tuesday atomic number 90 calendar week one 8/21 poesy of the solar day To Be of physical exertion dissever returns Introductions workweek Two 8/26 8/28 poem of the sidereal day Fear I crack You Back come apart Topics Questions roughly the furcate What Happens When We Read Critical thinking/writing What Happens When We Read survey Mini-Lesson radical expression of clips Eight Basic Sentence Strategies drill appointee Hesse 3-11 Hesse 13-23 musical composition grant Academic writ of execution Agreement referable Resume & Learning achievements and goals ascribable week cardinal 9/2 9/4 Poem of the Day Curiosity A Ritual to Read to Each Other course of execute Topics Rhetoric, Rhetorical sensitivity, Critical make-up as a process, reading The pot of Sticks What the Reader Brings What the Reader Brings Attitude experience Mini-Lesson Simple Sentences Compound Sentences Creating Titles Compound Sentences with Semi-Colons Conventions for Quoting and Citing Sources narration concession Hesse 25-56 Hesse 57-88 Maxwell, Introduction Maxwell, Adaptable create verbally upheavalting Learn ing daybook 1 over cod Learning ledger 2 due Essay 1 designate week Four 9/9 9/11 Poem of the Day Drouth When Death Comes sectionalization Topics What the Reader Brings The solid ground of the Text Experience Author Mini-Lesson tangled Sentences Sentence-Combining sours 2 and 3 Sentence-Combining Exercise 1 translation denomination Hesse 89-132 Mazwell, Committed Maxwell, collaborative typography fitting Learning daybook 3 due Learning daybook 4 due Essay 1. due calendar week Five 9/16 9/18 Poem of the Day naval division Topics NO break NO ground level Conferences in N416 Conferences in N416 apportion MBTI Surveys Distribute MBTI Surveys Mini-Lesson knowledge Assignment Writing Assignment Essay 1. 2 collectible Essay 1. 2 Due Week Six 9/23 9/25 Poem of the Day The spend Day Forgiving Our Fathers Those Winter Sundays Class Topics Personality Type Personality Strengths The beingness of the Text The orbit of the T ext Topic Form Mini-Lesson Compound-Complex Sentences Sentence Unscrambling Exercises 1 and 2 Sentence-Combining Exercise 4 Reading Assignment Noble, Situe Albert and Esne Noble, Genevieve, The War Mazwell, Communicative Maxwell, Competent Writing Assignment Learning Journal 5 due Learning journal 6 due Essay 1. due Essay 2 appoint Week seven 9/30 10/2 Poem of the Day Washing sift Blackberry Eating Class Topics The World of the Text Options for Response sense of hearing Personal, Biographical, and inventive Mini-Lesson Effective Intentional Fragment editing Unpunctuated divide 2 edit Unpunctuated divide 1 retread of Basic Sentence Strategies Reading Assignment Noble, The Table The American Way Noble, The Hike to punk brandish Sustenance Maxwell, Dependable Maxwell, Disciplined Writing Assignment Learning journal 7 due Learning journal 8 due Essay 2. 1 due Midterm Self-Evaluation Assigned Essay 3 Assigned Week Eight 10/7 10/9 Poem of the Day Class Topics NO associate NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 1. 4 due Essay 1. 4 due Essay 2. 2 due Essay 2. due Week Nine 10/14 10/16 Poem of the Day Learning by Doing Class Topics TBA Options for Response bollock and consultation digest Mini-Lesson Relative Clauses Sentence-Combining Exercise 5 Reading Assignment Noble, ironic Goods Kahlil Gibran Noble, The Honor of Her Presennce Maxwell, Enlarging Writing Assignment Learning journal 9 due Learning journal 10 due Midterm Exam Midterm Self-Evaluation and Learning Goals and Essay 2. 3 due Achievements due Week Ten 10/21 10/23 Poem of the Day How to corresponding It Early Snow Class Topics Options for Response Topical, Interpretive, and Ethical Mini-Lesson Analogies Chiasmus Subject and Pronoun Agreement Reading Assignment Morrison, 1-32 Morrison, 33-58 Maxwell, Enthusiastic Maxwell, Intentional Writin g Assignment Learning journal 11 due Learning journal 12 due Essay 3. due Week Eleven 10/28 10/30 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 2. 4 due Essay 2. 4 due Essay 3. 2 due Essay 3. 2 due Week cardinal 11/4 11/6 Poem of the Day Here Letter Home Class Topics Mini-Lesson Four Basic Modifying Phrase Strategies Appositive Phrases Reading Assignment Morrison, 59-93 Morrison, 95-131 Maxwell, Mission Conscious Maxwell, Prepared Writing Assignment Learning journal 13 due Learning journal 14 due Essay 3. due Essay 4 charge Week long dozen 11/11 11/13 Poem of the Day Art One Art This is Just to Say Class Topics victorious responsibility Taking Responsibility Checking with Other Resources Checking with Ourselves Mini-Lesson Participial Phrases Absolute Phrases Reading Assignment Morrison, 132-183 Morrison, 184-216 Maxwell, Relational Maxwel l, Self-Improving Writing Assignment Learning journal 15 due Learning journal 16 due Essay 4. 1 due Week Fourteen 11/18 11/20 Poem of the Day Class Topics NO CLASS NO CLASS Conferences in N416 Conferences in N416 Mini-Lesson Reading Assignment Writing Assignment Essay 3. 4 due Essay 3. 4 due Essay 4. 2 due Essay 4. 2 due Week fifteen 11/25 11/27 Poem of the Day By Heart Advice to Writers Class Topics Taking Responsibility Taking Responsibility Checking with the Text Checking with Others Mini-Lesson Adjectives Out-of-Order Editing Unpunctuated Paragraph 3 Reading Assignment Rodriguez, heart Class Pastoral Aria Rodriguez, The Achievement of liking Maxwell, Selfless Maxwell, Solution Oriented Writing Assignment Learning journal 17 due Learning journal 18 due Essay 4. 3 due Final Self-Evaluation Assigned Week cardinal 12/02 12/04 Poem of the Day Thesaurus Eating Together Class Topics Mini-Lesson Review of Basic Modifying Phrase Strategies Revi ew of Basic Sentence and Phrase Strategies Reading Assignment Rodriguez, Credo Rodriguez, Complexion Maxwell, foresighted Maxwell, completion Writing Assignment Learning journal 19 due Learning journal 20 due Week Seventeen 12/09 12/11 FINALS WEEK Final Exam Final Portfolio with Final Self-Evaluation and Learning Achievements and Goals due preserve bear on Address Telephone electronic mail Present genteelnessal Objective In this section, you should describe your briny purpose for attending college. I plan on receiving a college degree in a health-related stadium so that I can go to medical give instruction I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major(ip)(ip). I am supply on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most earthshaking qualifications, applicable experiences, accomplishments, and strengths that would contribute to your educational objective.During steep school, I served as a volunteer at a local hospital. I was lord of our volleyball team. I was student council chair in high school. I confound with academic honors. I was an active member of the speech and drama clubs in high school. brook summer, I traveled to Europe. workout In this section, you should list your employment hi tommyrot. Education In this section, you should list the high schools and colleges youve antecedently attended accompanied by the dates of attendance. Other popular Interests In this section, you should list other activities of personal interest. Student observe professor Musgrove English 101 see to it Learning Achievements and Goals 1.I feel positive near my writing in the quest slipway for the reasons given. (a prove response I feel cocksure to the highest degree writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the followers slipway for the reasons given. 3. I feel confident about my critical thinking abilities in the quest ship canal for the reasons given. 4. I would like to remedy my writing ability in the following slipway for the reasons given. (a sample response I would like to learn how to use commas decently because my last teacher always marked my papers for commas. ) 5. I would like to better my reading ability in the following ways for the reasons given. 6.I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Students Last Name Students Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format by-line Modern Language Association guidelines, this scalawag demonstrates the standard format for essays and learn journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the generators last name and rapscallion number is set at one-half inch from the top of every summon and right- unslopedified.The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, Ive added an extra line in the heading so that a generator can more acceptable keep track of the version of the essay submitted or the exposition of the encyclopaedism journal response. After the heading, the title of the essay is revolve about above the body of the essay. This title does not require character reference marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, generation new-sprung(prenominal) Roman, or Courier New font no larger than sizing 12. The stolon line of each paragraph begins with a one-half inch tab, and in that location should be no extra spaces amidst paragraphs.For more information on data format essays and research projects, se e A bear to MLA Documentation. Guidelines for Learning Journal Reading Responses In this clear, your learning journal reading responses are one of the main(prenominal) ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. soon summarize the assigned reading. This is not a concomitanted account of the events or argument presented, but a short overview of the hi report card or essay. 2. Describe how you index relate your experience, slightlyone you know, or some precedent knowledge to the reading.In some cases, you may be able to easily relate some experience or another(prenominal) individual or prior knowledge to the reading. In other cases, this may be more difficult if this is the case, challenge yourself to make the connection. 3. deal one or two questions about what y ouve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will alike serve to guide our free-and-easy class tidingss. To write I dont consecrate any questions. would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the acknowledgmentd information.See Conventions for Quoting and Citing Sources on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will in like manner ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very meaning(a) contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will a lso serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s).In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or prostrate drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing Project 1 autobiography Essay The first major essay we will work on unneurotic in class will be a taradiddle essay. The other three will include an expository essay, an analysis essay, and an eristic essay.These are four of the most ordinary types of essays because corpulent stories, beg offing, analyzing, and persuading are the most everydays ways we use writing to progress with others deep down school and beyond the classroom walls. Narrative essays are unmistakable from other forms of writing because they mostly focus on a dramatic situation that the writer has personally encountered and wishes to cope with someone else for a specific reason. on the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place).The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is make to make the story come to life in as many ways as possible, so that the reader can see and insure what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the trigger offs below. 1. think utter about an event that helped you fancy your cultural identity. listening A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper.What expirations would you postulate your audience to draw? What response would you want them to deport to your story? 2. occasion Tell about an event that helped you learn how to value your parent(s) or a friend. Audience Your family, your friends, or the readers of the school newspaper. 3. Purpose Tell about an event in the last two or three weeks that caused you to change your preconceptions about college life. What did you call back about college before this time? What do you now believe? What event and people contributed to that change? Audience Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative StructureNarrative essa ys are alike(p) to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same bodily structure that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and past reaches a dissolving agent of the conflict. Traditionally, a narrative plot or story line is represented as follows Narrative initiations possibility 1 repay reader detailed rendering of the movie where the first event in story cods place. The cool autumn breeze jostled the leaves in the maple high above the dew-covered lawn.As I walked out into the yellow dawn light, a squirrel scampered crossways the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard th e telephone ring from the house. Who could be calling so early? Opening 2 Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. and so begin the story. I just cant believe this is accident to me, Dan said. He was obviously upset. His voice sounded cacophonous and strained. What do you want me to do? I could drive over and be in that location in a couple of hrs, I offered. Yes, why dont I drive over. It wont take me long. Well, uh. I dont know. Then there was a long be quiet at his end of the line. I move to imagine what he was feeling, but I couldnt. I hadnt seen him or talked to him in three years. Dan? Yeah, come on. I think Ill need your help. How soon can you be here? Two hours. Im on my way. Ill leave here now. I guess it wasnt so odd that he called me. We were the snuggled friends not that long ago. Opening 3 Start in media res with interpretation of scene. Give reader detailed description of the scene of signi ficant event, skeletonly hint at event, and then begin the story. The vocation was snarled, and the air thickened with brown blowing dot and gray exhaust.The blinding sun drop down just ahead, and I dropped my visor so that I could focus on the draw of red brake lights in face up of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4 Relate your specific story to a familiar story. Unfortunately, were all too familiar with the trouble men have with women and women with men. male child meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls trump out friend. akin with girls. Girl meets boy. Girl woos boy.And so forth. TV sitcoms are filled with such stuff. prototypical attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. simply no. Writing Project 2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an litigious essay. These are four of the most parking area types of essays because verbalize stories, explaining, analyzing, and persuading are the most common ways we use writing to conk with others inside the University and beyond.Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through comment, analysis, classification, or comparison/contrast. In other words, expository essays are think to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose Think about a process or procedure that you know ver y well and perform successfully. Perhaps you are an able in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience Someone who would reach from learning this process. 2.Purpose Taking a humorous approach, explain in a how to successfully expose at something. For example, you might describe the procedures for helplessness at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other procedures you wish to explain. Audience Readers of the school newspaper. 3. Purpose Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience Readers of the school newspaper. 4. Purpose How would you define the characteristics of a successful person?In other words, complete this sentence I believe a successful person demonstrates the qualities of .. also provide examples that clarify your comment. How do these examples fit the characteristics in your interpretation? Audience Readers of the school newspaper. 5. Purpose Contrast two definitions of success. In our culture, many definitions for success compete for our precaution. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts.They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and designate to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction signalise the process, your expertise, and why audience would be nefit from learning this process look 1 Step 2 Step 3 .. end Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general becharm Description of Person frontmost authoritative lesson abet influential lesson ternion influential lesson . Conclusion Defining a ConceptIntroduction General championship about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 Conclusion separate Two Ideas Introduction General cl design about two ideas and the obvious differences inaugural idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas . Conclusion Writing Project 3 abbreviation Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the ordinal essay will be an argumentative essay.These are four of the m ost common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new.In other words, instead of focusing on knowledge inside the writer, the writer must focus on knowledge away(p) or beyond the writers previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of t he two prompts below. 1. Purpose Analyze Herman Hesses Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesses use of literary form, and concluding with a discussion of what large-minded of reader(s) might best appreciate the novel. Audience Someone who has not read the novel and would uncovering value in it. 2.Purpose Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobels use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to keep your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction a creative introduction that draws readers attention 2.Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion remarks on what kind of reader(s) might best appreciate novel or stories Writing Project 4 disputatious or convincing Essay The one-fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they sh are with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well.Audience Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. i n truth and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why its best 6. Conclusion discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay ______ Version ______ Evaluation Criteria A a clear father, a lovesome introduction, and a houghtful conclusion an excellent essay unwavering accompaniment enlarge logically developed and very well nonionic a feeling appropriate to the aim of the essay stylistic maturity and confident celerity with language as demo by sentence variety and appropriate word choice virtually free of surface and usage errors B a clear aim and a strong introduction and conclusion a good essay good supporting details logically developed and well form a tone appropriate to the aim of the essay lacks the stylistic maturity and facility with language of an A essay by and large free of sur face and usage errors C a clear aim, an introduction, and a conclusion an acceptable essay adequate supporting details competence in logical development and organization, although it may exhibit in shop at organizational and developmental weakness a tone appropriate to the aim of the essay basic competence in sentence variety and word choice a pattern of surface and usage errors D lack of a clear aim, focus, or conclusion a poor essay lack of sufficient support supporting details may be trivial, inappropriate, logically flawed flaws in organization/development inappropriate tone stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary frequent usage or surface errors F focus may be too general or too specific an unacceptable essay lack of support lack of organization inappropriate tone serious stylistic flaws serious usage or surface errors No evaluation Essays receiving no grade will fail to addres s the topic or assignment, fail to fulfill other requirements of the assignment, show evidence of plagiarism, or fail to be accompanied by previous drafts. Recommendations for Revision Recommendations for Editing Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, Ive created this document titled Academic Performance Agreement. Please read this information cautiously because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.If you associate to the terms and conditions set forth below, revel sign your name on one of the two copies Ive provided you. By write and returning this agreement to me, you commit yourself to the standards of stick out and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what Ive missed. A missed conference will be equivalent to two absences. 2.I understand that arriving late to class is inappropriate because it disrupts the class docket and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has pregnant reading and writing requirements. These requirements will demand t hat I manage my time conservatively and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5.I understand that purchasing the course texts and convey the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.I also understand that any writing I submit must be my own and written exclusively for th is class. 9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas