Materials

Bring Diana Hacker's Rules for Writers to class next week, if you have not been carrying it. Monday we will do exercises from her website and check our answers against the text.

Agree or Disagree with a Difference

Today in the 11-11:50 class students forgot that we meet in A-232. We lost a bit of time. Also, students told me that I told them to reread yesterday's reading assignment: The Son of a Panther.

In class we looked at that chapter. Students were asked to identify a central premise or main idea(s) and AGREE, DISAGREE, and AGREE & DISAGREE in a short essay (3 paragraphs). Use citations: free paraphrases and direct quotes.

Do not forget the works cited.

Now respond to a classmate's argument: Agree, disagree or agree & disagree. Expand the argument with citations or references to Dyson. This response is not an essay. 100 words is fine.

2. For homework answer the following question in short essay. Post it here:

What is the central premise or main idea(s) in No Malcolm X . . . ?  In three (3) paragraphs discuss Tupac's views on public education or the public school system. AGREE, DISAGREE, and AGREE & DISAGREE.

Use citations: free paraphrases and direct quotes.

Do not forget the works cited.

Look at the assignments for They Say (68) and the Reading Schedule for Holler If You Hear Me.
"Prepare No Malcolm" and "Give Me a Paper and a Pen" for Monday. The assignment is due before class.

Today students first reflected on the poem: Black Woman from Rose (45). Post your freewrite here.

Secondly, students continued their discussions of Holler, today looking at "Dear Mama." Students were asked to notice how Dyson integrates his sources both directly and indirectly in paraphrases (42-50).

Students also continued looking at how Dyson shows agreement, disagreement and neutrality (They Say 55-67).

For homework, students were asked to do more research on people Dyson references like James Baldwin, Geronimo ji jaga (Pratt), Assata Shakur. . . . Students who are a part of a group split the list so that one person didn't have to look up all references; however, this is not to say, students cannot, if so desired.

Most students this morning in the early class were up on their reading which is excellent!

They Say, I Say. . . What does Dyson say?

We reviewed the new essay due date schedule, which is included in the Dyson reading schedule. Change the dates in your copy.

We spoke a bit about the Book Report essay and types of books. We also spoke about Social Entrepreneurs who have written books or books are written about them. If students want to use such a book for this assignment (Book Report Essay), this is fine.

In groups students discussed I Always Wanted to Make a Book out of My Life using Chapter 4 in They Say to guide the discussion. Homework is to do Exercise 1 (67). Post here.

In the earlier class (8-8:50 AM) students who worked in groups can post for the group.

For tomorrow bring Dyson, Graff, Hacker and a dictionary. For this book we will practice both Literal and Free Paraphrase, Metacommentary (Graff and Birkenstein129), signal phrases (different types), outlining and developing thesis sentences using Topical Invention.

Students are to bring their notes to class. I emailed students yesterday; if anyone is not getting my emails talk to someone in Admissions and Records (A-building).

Grants and Scholarships

Visit http://web.peralta.edu/foundation/scholarships-and-grants/

Essay 1 Due Today

In the early morning class we formatted the first essay assignment together. In the second class, I showed students how to assemble the essay and then email it to me.

The essay is due today.

1. Final draft, which includes: The essay followed by the Initial Planning Sheet and Outline. Do not forget your Works Cited page and the Bibliography page.

Each document has its own page. The header counts all the pages. You only need a heading on the essays.

2. Peer Reviewed essay. There were questions from They Say and from "Questions for Discussing Essays." Include both here with the essay with Microsoft Comment.

3. Cyber-Assignments

4. Reading Logs

Save the Essay 1 Portfolio. Copy and paste it in the email, and then attach it. Make sure the Subject Line in the email reads: Name, Class and Time, Assignment or in this case: Essay 1 Evolution of a Revolutionary

Copy yourself on the email.


Here are the four (4) cyber-assignments:

WEDNESDAY, SEPTEMBER 05, 2012

Cyber-Assignment for English 1A (8-8:50 AM due today or by class tomorrow); (11-11:50 AM Thursday's homework. Due tomorrow or by Friday.)

THURSDAY, SEPTEMBER 06, 2012

Many students in the 11-11:50 AM were wandering in the Quad looking for the class. Normally on a Thursday, we do meet in A-232; however, Sept. 6, 2012, was a special day--we met in the COA Library for an orientation with Professor Jane McKenna.

I hope students found the orientation useful. The cyber-assignment is posted below. Modify it to suit your orientation. Professor McKenna had you look for articles on Nature Nurture not on the subject of our current query, Afeni Shakur, though she did show you how to do this.

MONDAY, SEPTEMBER 10, 2012

Today in class we continued with our Lit Circles. Most students were able to continue with their discussions, some groups more lively than others (smile). There were a few students who are still catching up on the reading. Remember, the essay plan and essay are due next week.

Cyber-Assignments 

Post a reflection on the Lit Circle experience. Reflect on how it has affected your reading and writing related to the text. has it deepened your grasp of certain concepts? How do the various points of views expressed in the discussion expand your view of the material. Be specific.

Are there any aspects of the discussion which you think could go better? What are they and how do you plan to resolve this? Has there been any disagreement? How did this further your discussion or did it stop the communication? If the disagreement disrupted the conversation, how could this be better addressed in future discussions?

Reflect on how the discussion has affected your writing in preparation for the discussion. Talk about its uses re: the paper you will eventually write.

THURSDAY, SEPTEMBER 13, 2012
Today students looked at Guy's argument through the lens of Graff and Birkenstein in They Say(14).

Post group responses to Exercise 1 on page 14. Homework is to post individual responses to Exercise 2 (14). If anyone wants to redo Exercise 1 individually using another term like "Raider's fans" this is fine. It would be extra credit.

Terms we looked at are: evolution, legacy, power, revolution, abscond, resistance

Students seemed to either get it or not re: the electronic peer review. It gets easier, just hang in there. Your essays should be complete. If you brought in hand written work, just know that in college all essays need to be typed, from the grungy fast drafts to the more polished drafts when expected for class.

The essay was due today, I gave students an extension. Read the assignments and do the assigned reading in the The Rose that Grew from Concrete and in Hollar.

Weekend Assignments

Today in class we did the peer reviews using Microsoft Comment. Students then emailed the critique to themselves. Some students didn't finish, so they are emailing the completed peer review to the student writer latter on.

For Monday, bring in all of your documents electronically or through the Internet: 1. Final Draft;2. Peer Reviewed Draft, 3. Any Cyber-Assignments connected to Evolution (if any); 4. Book Notes or Logs.

We will assemble the Essay Portfolio together. If you understand how to put everything into a Word Doc., attached and pasted, then you can help your classmates on Monday, Sept. 24. We meet in A-232 Monday and back in our classroom, A-202 on Tuesday, Sept. 25.

Homework is to read the Preface and Forward in Dyson's Holler. Bring the book to class. These will be your first book logs. Also read the Preface, Forward, and Intro in Rose.   

There might be reading in They Say. Look at the previous post. I made copies of the reading assignment for students today.

Next week (Sept. 24-27) we continue with The Art of Summarizing and the Art of Quoting, along with Three Ways to Respond (55).

We will also look at Distinguishing Way You Say from What They Say (Sept. 24-27; Oct. 1-4) (68).

The following week, Oct. 8-11, we will look at Skeptics May Object (78) and Saying Why It Matters (92).

Oct. 15-18, we will look at Connecting the Parts (105).

Oct. 22-25, we will conclude with But Don't Get Me Wrong (129) through Entering Class Discussions & Reading for the Conversation (141-144; 145-155).

Students are encouraged to read the concluding two chapters and if anyone is reading in the sciences or social sciences we will complete this section together. Let me know.

As we read the next book, beginning Monday, Sept. 24, we will look at paraphrasing and summarizing and how well Dyson structures his arguments. He smoothly incorporates outside voices into his work as evidence to support his argument.

This essay IPS and outline are due October 8. The essay is due October 10. The final draft is due into me October 11 electronically.

Students should begin to think about what book they'd like to read for their book report essay which is due October 24-29. Presentations start: October 29-31.

Today in class students shared their preemies. Some parents hadn't given birth yet (smile). Tomorrow, bring in term babies or completed essays for a peer review. Make sure the essay is polished. If you miss class, get a peer review from a classmate or a tutor in the Writing Center. Use Microsoft Comment to respond to the questions listed here. There is another sheet I will give you as well:

See Hacker (7th ed.) page 38: Guidelines for peer reviewers, also page 36, Checklist for global revision.

I will nor accept essays that do not contain a peer review. Have your peer reviewer respond to the following comments and those on the Questions for Responding to Essays on :

How well does the writer present his or her argument in the context of the discourse presented in Evolution of a Revolutionary? See They Say (19-41).

What writing clues or evidence connect this argument to the major themes that support it in the book?

How well does the writer incorporate his or her citations into the body of the text? See They Say (23-51).

Look at the organization: Is the essay easy to follow, does it make sense? Are there any areas that need clarity? If so, highlight these areas. What questions do you have for the author?

Does the writer explore new territory with this work? If so, what new ideas are introduced?

Are there signature writing devices that impress you about this essay? What are they? If not, what would you suggest to the writer to spice up the work?

Lastly, comment on the MLA. Are the margins correctly formatted, 1" top, bottom, sides. Is the double spacing consistent throughout? Are the header and heading correctly written and formatted?

Works Cited and Bibliography?

Check in Hacker to see if the writer correctly cited their sources both within the document and on the final two pages of the essay. You do not have to correct it. Just note if the writer needs to check them before submitting the essay.

As we progress through They Say, the list will grow longer incorporating lessons learned from Graff and Birkenstein. For students who do not have the book. You are still held accountable for the material, so if your essay does not reflect the first three chapters your grade might suffer accordingly.

Bring Hacker daily. We will be completing exercises to help us with citing. There will be such an exercise tomorrow.

Last Self-Check
Before turning in your paper complete Exercise 2 on page 51 in They Say.

Cyber-Assignment

1. Post your response to Peter Elbow's "believing game" (40).

2. They Say: pp. 8, 9, 23, 24, 25, 26, 28, 39, 46, 47.

3. Homework: Read Chapter 3 (42-50) if you have not already done so.

Write the essay based on Evolution of a Revolutionary. Bring to class along with a copy of the freewrite.

Today in class students got together in groups to talk about Evolution of a Revolutionary. We then talked about the first big essay, one of four (smile). Students were not clear on the topic or on the question they'd like their essay to answer.

I suggested using topic of Nature vs. Nurture, using Afeni's evolution into a revolutionary consciousness as the theme. Use this theme develop an essay question, you'd like to answer. The essay, as with all essays is between 3-4 pages long. The 4-6th pages are the works cited and bibliography.

Students can iincorporate one citation per page. Use 1 free paraphrase, 1 direct quote and 1 longer quote or block quote.

I would like all the citations to come from Evolution. Put the supplementary documents in a bibliography. In class Tuesday, tomorrow, students will find a scholarly article that supports their thesis and a book review or author biography for Shakur and Guy. Students can look up all three, if they desire. Do not cite from these documents. Read them for background and note them in the bibliography.

I gave students a lot of worksheets: IPS, Spider Maps, Outline and Bubbling Maps, plus a Narrowing one's topic sheet. Homework is to bring in a completed IPS. Tomorrow students will share and then write an introductory paragraph.

Utilizing templates from They Say, I want students to actively acknowledge what is being said, before they offer their analysis: agreement or disagreement. We will look at this more tomorrow.

We will meet in A-232 all this week, unless someone books the room and we have to return to A-202 (smile).

Bring all of your books to class daily.

If students have not completed the reading, do not come to class. We will be sharing IPSs and seeing how They Say fits into the writing process for this essay.

If students do not have their materials, you will not be able to complete the class. Buy your books. I am not accepting any late papers.

If anyone wants to write the entire paper, you can. Wednesday the first fast draft is due to share. I also want a completed works cited and bibliography attached. The final draft is due Thursday in class electronically.

We will have the peer reviews Thursday. We will meet daily in A-232, unless the classroom is booked.

We will start Dyson on Monday. Bring the book to class. Read the preface and introduction. Also, read the preface and forward to the Rose book this weekend as well.

Today students looked at Guy's argument through the lens of Graff and Birkenstein in They Say (14).

Post group responses to Exercise 1 on page 14. Homework is to post individual responses to Exercise 2 (14). If anyone wants to redo Exercise 1 individually using another term like "Raider's fans" this is fine. It would be extra credit.

Terms we looked at are: evolution, legacy, power, revolution, abscond, resistance

Keep reading Evolution. Finish the book. For Monday, come to class with an idea of what you want to write your essay about. Bring in an essay question. We will complete the Initial Planning Sheet in class and share with our group. If you write on the sheet, you will still need to type it later. I have blank copies of the IPS. Ask me for one on Monday. I forgot to hand them out.

The questions are:

1. What is your topic?
2. What is your purpose or why do you want to write about this topic?
3. Who is your audience?
4. What question do you want your essay to answer?
5. What is the main writing strategy you think you will use?


They Say

Next week we will zip through exercises. Chapter 1: "They Say: Starting with What Others Are Saying" (19) looks at how to begin the conversation. The authors talk about contextualizing what your point by using what others are saying (19-20).

They actually offer a suggestion on how to start your essays with:

What we suggest, then, is as soon as possible you state your own position and the one it's responding to together, and that you think of the two as a unit. It is generally best to summarize the ideas you're responding to briefly, at the start of your text, and to delay detailed elaboration until later. The idea is to give your readers a quick preview of what is motivating your argument, not to drown them in details right away (21).

They continue:

Although we agree that you shouldn't keep your readers in suspense too long about your central argument, we also believe that you need to present that argument as part of some larger conversation, indicating something about the arguments of others that you are supporting, opposing, amending, complicating, or qualifying. One added benefit of summarizing others' views as soon as you can: you let those others do some of the work of framing and clarifying the issue you're writing about (21).

The authors then give you the George Orwell example. This example segues into how the authors set up this first chapter.

Note the templates on pages 23-28. We will use these templates to query certain sections in Evolution and as practice in setting up our own arguments based on Afeni Shakur: Evolution of a Revolutionary.

The theme is nature vs. nurture, yet, within this framework, how does Afeni resist and succumb to both hereditary and environmental factors? How does her legacy continue to impact her life? What has she been able to forgive and let go?

We will start with Exercise 1 and 2 (28-29), then look at Exercise 2 (40-41). Read "Don't Blame the Eater" (195-97 in They Say).

I gave students back their papers in the 11-11:50 class. I completely forgot that today is the anniversary of Tupac's passing (June 16, 1971 – September 13, 1996). We will play one of his songs next week.

In Rose he writes in "So I Say Goodbye, Nov. 20"

I'm going in2 this not knowing what I'll find
but I've decided 2 follow my heart and abandon my mind
and if there be pain I know that at least I gave my all
and it is better 2 have loved and lost than 2 not love at all
In the morning I may wake 2 smile or maybe 2 cry
but first 2 those of my past I must say goodbye (148-149)

http://www.seadeeper.com/poems/tupac2.html#goodbye


"In the Event of My Demise, Dedicated 2 those Curious"

In the event of my Demise
when my heart can beat no more
I Hope I Die For A Principle
or A Belief that I had Lived 4
I will die Before My Time
Because I feel the shadow's Depth
so much I wanted 2 accomplish
before I reached my Death
I have come 2 grips with the possibility
and wiped the last tear from My eyes
I Loved All who were Positive
In the event of my Demise

http://www.poemhunter.com/best-poems/tupac-shakur/in-the-event-of-my-demise-2/

11 September 2012

1. 9/11 Artifacts--Reflect on your object(s) in a freewrite. If you forgot the item, poems in Rose: "The Promise" (139) & "And 2morrow" (141).

Please post your reflections here. Students can post anonymously. Just send me a copy of the post with your name. Many students brought books, photos, poetry. I'd love to post such here--the images. Please send me the links and I will post a collage.

Homework is to read the Preface and Introduction to They Say. Skim the first section (19-51). We will look at it in light of our readings tomorrow and Thursday. I'd like students to consider including these devices in their first essay, that is, "acknowledgement" of the speakers' position(s) as one enters the conversation and why this is important.

One calls this active listening. The second aspect of the process is a review of summarizing, that is, putting the other person's position into your own words. This distillation actually helps one "suspend [his or her own] beliefs for a time and put herself in the shoes of someone else" (Graft, Birkenstein 31).

Yes, I found my book (smile). The authors give us lists of verbs to express agreement and verbs for introducing summaries and quotations (19). Such vocabulary can be useful when one wants to spice up his or her writing.

One cannot say enough about the well placed citation. When do we quote, why and how often? The authors also look at analysis and when to stop (49).

We will use Evolution and other writing, including out own to analyze how well we accomplish these tasks.

We will look at 2 I Say next: Chapter 4, "Yes/ No/ Okay, But" (55). Skim for Thursday-Monday.

Today in class we continued with our Lit Circles. Most students were able to continue with their discussions, some groups more lively than others (smile). There were a few students who are still catching up on the reading. Remember, the essay plan and essay are due next week.

Cyber-Assignment

Post a reflection on the Lit Circle experience. Reflect on how it has affected your reading and writing related to the text. has it deepened your grasp of certain concepts? How do the various points of views expressed in the discussion expand your view of the material. Be specific.

Are there any aspects of the discussion which you think could go better? What are they and how do you plan to resolve this? Has there been any disagreement? How did this further your discussion or did it stop the communication? If the disagreement disrupted the conversation, how could this be better addressed in future discussions?

Reflect on how the discussion has affected your writing in preparation for the discussion. Talk about its uses re: the paper you will eventually write.

Tomorrow we will reflect in a freewrite on "War" and Sept. 11, 2001. Students were asked to bring in an object that symbolizes what happened that day and how this nation changed. It can be a photograph of an object.

Homework

Continue reading the book and keeping notes. Bring the notes to class. If you do not have your notes, you cannot participate.

Secondly, bring a copy of They Say, I Say to class as well.

We will start with the Preface and Introduction and work our way this week through chapters 1-3: They Say: Start with What Others Are Saying; Her Point Is: The Art of Summarizing; As He Himself Puts It: The Art of Summarizing; and from I Say chapter 1: Yes, No, Okay, But: Three Ways to Respond.

You can start reading the Preface and Introduction, which is tomorrow's homework (smile). Chapters 1-3 are homework for Wednesday and Chapter 1, Part 2 is homework for Thursday. The exercises will be completed in groups, unless indicated in advance.

We will use some of these strategies in our first essay.

Many students in the 11-11:50 AM were wandering in the Quad looking for the class. Normally on a Thursday, we do meet in A-232; however, Sept. 6, 2012, was a special day--we met in the COA Library for an orientation with Professor Jane McKenna.

I hope students found the orientation useful. The cyber-assignment is posted below. Modify it to suit your orientation. Professor McKenna had you look for articles on Nature Nurture not on the subject of our current query, Afeni Shakur, though she did show you how to do this.

You have a choice re: which reference you site in the cyber-assignment. I sent everyone an email yesterday to the peralta.edu account all students have. If you did not receive it, check with Admissions and Records at COA to find out how to access your Peralta email account. This is important.

Homework is to read the chapters assigned and write reading logs and bring your books and reading logs, prepared for the Lit. Circle (include those notes in your log as well).

This is part of the letter I sent yesterday. Included are the Reading Assignment Dates.

Those who needed to catch up on their reading, will be in separate groups. If I think a group is not working out, I might move members to other groups. Students who do not have a discussion or stay on topic will be given writing assignments. On Monday, if students do not bring their notes, such students will have to sit the discussion out and write an essay about the day's assignment.

I mentioned to a group that they could bring their notes in one their phones; however, I have changed my mind. No phones. Too distracting (smile). Bring in typed notes. If you write them out long hand, you will have to type them for the portfolio.

The notes need to be substantive. Include your preparation for the Lit. Discussion. I plan to sit in on groups that are not working to model the protocol before dissolving said groups. Students do not get to chose their groups, if I decide to disband the one they are in.


Reading Homework for the weekend:

Read chapters 3 and 4. Bring the logs for the Preface, Chapter 1, 2, 3, 4 to class Monday. Bring all your books. You need Hacker as well. If you have not taken the MCE 1 and emailed me your score and study plan, do so. If you need to take the exam, do so. Monday and Wednesdays are my office hours in the morning: 9:30-10:30 and after 12:00 noon by appointment.

Chapter 5, Tuesday

Chapter 6-7, Wednesday, Thursday, Sept. 12, 13

Chapters 8-9 for Monday, Sept. 17. Essay Plan is due Monday, Sept. 17 as well.

I gave students a handout with all the essay writing assignments for this semester, the BIG FOUR: Guy, Dyson, Book Report and Social Entrepreneur.

These essays are all 3-4 pages which does not include the works cited page or bibliography. All essays need at least three (3) sources and the fourth asks for five (5).

Two essays include a presentation: Book Report and SE. Both presentations require students prepare an abstract for each student. Both presentation require all students to comment in a cyber-post and that the presenter(s) do a self-reflection for each presentation. This is also a cyber-assignment.

If you are curious about these assignments, just do a search in the blog. It is cumulative and goes back about 5-6 years.

I am serious, and I value your time. We are adults, so I expect everyone to be prepared, on time, and present, not just physically but emotionally, intellectually and spiritually. If you are having one of those days, do a check-in with your group and maybe just listen for a bit before you join the discussion.

When the 11-11:50 class sees me on a Tuesday or Thursday, I have been running since 4-5 AM. I might be thirsty on TTh but cannot drink any water until 11:50-12 noon, unless I remembered to bring water from home.

It is not an easy schedule to manage, so I apologize in advance if I am short tempered or without sympathy for students with excuses (smile). We each have our burdens we bear willingly. Some sacrifices are a choice.

You are in this class by choice. Let make this a fruitful experience for everyone. I gave you my phone number so we can talk, about the assignments, culture of the class, etc. Face to face is better when possible.

Cyber-Assignment for English 1A (8-8:50 AM due today or by class tomorrow); (11-11:50 AM Thursday's homework. Due tomorrow or by Friday.)

Post here. If you run out of space, just continue it in another consecutive post.

Today the early class had their library orientation with Professor Gerstle. In three paragraphs, minimally, share what your learned about libraries and research that you didn't know, information you knew and was reinforced and perhaps myths dispelled.

What, if anything, would you like to know more about? What are your plans for follow up library field study in the future (smile).

Visit the COA Library Website and look up a reference for Afeni Shakur. Talk about this process.

Use at least one citation in this reflection. Include a works cited and/or bibliography page.

Some students turned in their revised essays. Most had narratives, a couple got through without. Whenever, a student revises an essay, he or she has to include a brief, yet detailed analysis of the work in question. Depending on the state of the first draft, a writer might be asked to write a correction essay prior to submitting the revision.

The social entrepreneur essay is like a final product, which means, the draft submitted will earn a final grade on the first draft.

On another note, there are students who began the class after the On Respect essay, which means you have a zero for that assignment. It was a screening assignment to make sure students knew where they stood as writers in the class.

I guess you will have to wait to see until your grade on the Afeni essay.

Today we spoke about the qualities of Good Writing in the early class. Students had a lot of great examples from personal reading. We then spoke about how this translates into good essay writing.

Students reviewed their essays, which are due today and then handed them in.

Note 1

Tomorrow morning, Tuesday, Sept. 5, 2012, English 1A, 8-8:50 AM will meet in the Library for an orientation.

Bring any questions you might have about research with you. English 1A 11:00-11:50 AM. meets in the library Thursday, Sept. 6, 2012 at the class meeting time.

Homework is to read the next chapter in Evolution. and write a reading log. Bring notes/logs to class along with texts. When we meet in the library all you need is a notebook and a pen or your laptop for notes.


Note 2

There will be a cyber-assignment attached to the Library orientation.

Note 3

Some students didn't remember to prepare a narrative regarding why I should read their essays again, that is, what changed between the drafts. Some students wrote a narrative in class, other students were told to bring the essays along with the Initial Planning Sheets tomorrow.

Make certain you staple the components together: final draft of the essay on top; Initial Planning Sheet (IPS) next, graded draft last.

You will get a grade on this essay. If you do not receive at least a C. This class might not be a skill match for you. We spoke about this a couple of weeks ago, and some students met with me.

The writing workshop begins next Monday, 9:30-10:30 AM outside my office: D-219. However, this might not be enough.