Today in the 8-8:50 class we shared the They Say assignments posted last week: Peter Elbow's Believing Game and the summaries of the David Zinczenko article, "Don't Blame the Eater."
In the subsequent classes we looked at the posts and answered the questions for some together.
Some students brought in their assignments written in longhand. I do not take handwritten assignments. If you want credit, it needs to be typed (your choice). If you do not understand a concept, type the exercise out.
Secondly, homework is to look for Quotation Sandwiches in an essay, your choice, we have read in 50 Essays. Do not type the examples out, just highlight five (5) in your book.(See page 46 in They Say and the following examples).
In Hacker note these pages re: integrating sources into your writing and ways to avoid plagiarism: 473, 455-456 (box), 55c: 453-454.
Reading Homework (from the syllabus)
Continue in They Say. The next section is I Say (55-101). Read Chapter 4: Yes/ No/ Okay, But? We will work on this tomorrow after students share their Quotation Sandwiches taken from an essay in 50 Essays.
Note: When assigned, do not spend hours on any exercise. They are just practice. If you do not understand something, skip it and ask about it the next day.
Note 2: We are not reading essays from 50 Essays this week. Finish Theoharis.
The prompt for Essay 1: A Definition Essay due Sept. 26
In a 750-1250 word essay (3-4 pages), define the term "rebel" using Mrs. Rosa Parks as an example of such. Critique Theoharis's claim that Rosa Parks attributed to herself in your analysis. Use Topical Invention strategies to define your term.
Theoharis's book is your primary source; however, I would like students to read a scholarly article on the topic along with another type of source (2-3). Both will be a part of the bibliography.
For this essay just site Theoharis, not other sources.
Suggestions on what other documents needed for the assignment:
I always suggest students 1. visit the author's website and read about her and 2. perhaps listen or read an interview with the author on the topic 3. read a scholarly article or critique of the book (a scholarly review).
Students are not limited in the outside reading.
Essay Length recap
Including the works cited and the bibliography, the essay will be 6-7 pages. Included with the essay will be peer comments and a revision plan (Hacker 3f Student essay (41-44; 45); the cyber-assignments; any exercises from textbooks connected to the writing (They Say or 50 Essays); the reading logs.
Each section will have a heading and its own section. The entire document is one word document sent to me as an attachment and pasted.
Make sure the header counts from page 1. I will show you an example of what I mean and we will submit the essays in class Thursday, Sept. 26 with all the components.
Rubric for Essay 1
1.Essay needs to thoughtfully and analytically address the topic
2. Students incorporate a free paraphrase, a shorter citation and a block quote into the text using the "quotation sandwich" (They Say 46). Each page has one citation, no more than two.
3. The citations expand and extend the ideas the author is expressing where used. The citations are not repeating an already stated idea. They are provocative and powerful evidence that proves or supports the argument.
4. Students use templates (from They Say Part 1-2) where apropos in the essay to make appropriate academic moves.
5. In-text citations all have correct punctuation.
6. Organization suits the writing purpose explained in the Initial Planning Sheet and student outline.
7. Writer's revision plan takes into consideration alternative viewpoints and where necessary she adjusts or revises her work.
8. The writing is original and/or expresses a perspective perhaps not articulated in such a way prior to this reading.
9. The writing is free of grammatical errors which would distract from the writing or impair our understanding of its meaning. Errors like sentence fragments, comma splices, subject-verb agreement, vague pronoun references, overuse of be-verbs or passive structure, faulty parallel structure, repetition or redundancy, wrong-words, missing-words, confused words . . . need to be corrected in the polishing portion of the edition process.
Your peer reviewers are not editors, nor am I. Writers need to be able to recognize these errors themselves and correct them. Thus the Grammar Review Plan submitted after taking the exam a few weeks ago.
Due Dates:
Monday, Sept. 23
Due: A fast draft along with your Initial Planning Sheet and your outline. Students will share these documents in class.
Tuesday, Sept. 24
Due: A more polished essay to share. It needs to be completed. You will have a written peer review.
Wednesday, Sept. 25
Due: A revision plan and another draft for another peer review.
Thursday, Sept. 26 Essay Portfolio filed
Bring in all the components electronically to email to me in class. If anyone wants me to use their essay anonymously to demonstrate the "read aloud protocol" a way of externalizing the reading and thinking process let me know in advance, send it to me in advance.
In the subsequent classes we looked at the posts and answered the questions for some together.
Some students brought in their assignments written in longhand. I do not take handwritten assignments. If you want credit, it needs to be typed (your choice). If you do not understand a concept, type the exercise out.
Secondly, homework is to look for Quotation Sandwiches in an essay, your choice, we have read in 50 Essays. Do not type the examples out, just highlight five (5) in your book.(See page 46 in They Say and the following examples).
In Hacker note these pages re: integrating sources into your writing and ways to avoid plagiarism: 473, 455-456 (box), 55c: 453-454.
Reading Homework (from the syllabus)
Continue in They Say. The next section is I Say (55-101). Read Chapter 4: Yes/ No/ Okay, But? We will work on this tomorrow after students share their Quotation Sandwiches taken from an essay in 50 Essays.
Note: When assigned, do not spend hours on any exercise. They are just practice. If you do not understand something, skip it and ask about it the next day.
Note 2: We are not reading essays from 50 Essays this week. Finish Theoharis.
The prompt for Essay 1: A Definition Essay due Sept. 26
In a 750-1250 word essay (3-4 pages), define the term "rebel" using Mrs. Rosa Parks as an example of such. Critique Theoharis's claim that Rosa Parks attributed to herself in your analysis. Use Topical Invention strategies to define your term.
Theoharis's book is your primary source; however, I would like students to read a scholarly article on the topic along with another type of source (2-3). Both will be a part of the bibliography.
For this essay just site Theoharis, not other sources.
Suggestions on what other documents needed for the assignment:
I always suggest students 1. visit the author's website and read about her and 2. perhaps listen or read an interview with the author on the topic 3. read a scholarly article or critique of the book (a scholarly review).
Students are not limited in the outside reading.
Essay Length recap
Including the works cited and the bibliography, the essay will be 6-7 pages. Included with the essay will be peer comments and a revision plan (Hacker 3f Student essay (41-44; 45); the cyber-assignments; any exercises from textbooks connected to the writing (They Say or 50 Essays); the reading logs.
Each section will have a heading and its own section. The entire document is one word document sent to me as an attachment and pasted.
Make sure the header counts from page 1. I will show you an example of what I mean and we will submit the essays in class Thursday, Sept. 26 with all the components.
Rubric for Essay 1
1.Essay needs to thoughtfully and analytically address the topic
2. Students incorporate a free paraphrase, a shorter citation and a block quote into the text using the "quotation sandwich" (They Say 46). Each page has one citation, no more than two.
3. The citations expand and extend the ideas the author is expressing where used. The citations are not repeating an already stated idea. They are provocative and powerful evidence that proves or supports the argument.
4. Students use templates (from They Say Part 1-2) where apropos in the essay to make appropriate academic moves.
5. In-text citations all have correct punctuation.
6. Organization suits the writing purpose explained in the Initial Planning Sheet and student outline.
7. Writer's revision plan takes into consideration alternative viewpoints and where necessary she adjusts or revises her work.
8. The writing is original and/or expresses a perspective perhaps not articulated in such a way prior to this reading.
9. The writing is free of grammatical errors which would distract from the writing or impair our understanding of its meaning. Errors like sentence fragments, comma splices, subject-verb agreement, vague pronoun references, overuse of be-verbs or passive structure, faulty parallel structure, repetition or redundancy, wrong-words, missing-words, confused words . . . need to be corrected in the polishing portion of the edition process.
Your peer reviewers are not editors, nor am I. Writers need to be able to recognize these errors themselves and correct them. Thus the Grammar Review Plan submitted after taking the exam a few weeks ago.
Due Dates:
Monday, Sept. 23
Due: A fast draft along with your Initial Planning Sheet and your outline. Students will share these documents in class.
Tuesday, Sept. 24
Due: A more polished essay to share. It needs to be completed. You will have a written peer review.
Wednesday, Sept. 25
Due: A revision plan and another draft for another peer review.
Thursday, Sept. 26 Essay Portfolio filed
Bring in all the components electronically to email to me in class. If anyone wants me to use their essay anonymously to demonstrate the "read aloud protocol" a way of externalizing the reading and thinking process let me know in advance, send it to me in advance.
posted by Professor Wanda's Posse at 9:56 AM
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