Class starts at 10:30 tomorrow
Final draft of research paper due tomorrow
Portfolio due friday via email only. Email to katedurbinteacher@gmail.com.
Monday, July 29, 2013
Basic Outline for Research Papers
Basic Outline for Research Essays
Par 1: Main idea/thesis
Par 2: Topic
Example / quote
Analysis
Example / quote
Analysis
Par 3: Topic
Example / quote
Analysis
Example / quote
Analysis
Par 4: Topic
Example / quote
Analysis
Example / quote
Analysis
And so on, until...
Conclusion
Final thought
Par 1: Main idea/thesis
Par 2: Topic
Example / quote
Analysis
Example / quote
Analysis
Par 3: Topic
Example / quote
Analysis
Example / quote
Analysis
Par 4: Topic
Example / quote
Analysis
Example / quote
Analysis
And so on, until...
Conclusion
Final thought
Research Workshop
1) What is the paper's thesis? Restate it in your own words.
2) Give at least two suggestions for additional information that would be beneficial in the introduction, such as context for the research issue. Think Who What Where When Why and How.
3) Does the writer provide three to four outside sources? Are these sources introduced and contextualized in the paper? Are they used frequently enough? Make any suggestions for improvement.
2) Give at least two suggestions for additional information that would be beneficial in the introduction, such as context for the research issue. Think Who What Where When Why and How.
3) Does the writer provide three to four outside sources? Are these sources introduced and contextualized in the paper? Are they used frequently enough? Make any suggestions for improvement.
4) Are there vivid examples in the paper? Where would more examples or details be beneficial?
5) Is the MLA style/formatting correct? Make any suggestions for improvement.
6) Does the writer incorporate their quotations into the paper, with necessary transition words and subsequent analysis, or do they just plop the quotations?
7) Does the writer make any claims that are not backed up by research? What are they?
8) Do the sources provided seem reliable, accurate, and on topic? Note any sources that seem slightly off topic.
9) Is the essay well-organized? Make suggestions for improvement.
Thursday, July 25, 2013
Research Paper
Please research a contemporary social issue about which there is a reasonable amount of debate. You can select pretty much anything, as long as you don't recycle topics we've already covered in class (such as mandatory arbitration).
Off limit topics include abortion and the death penalty.
Your topic should be specific and tangible. Don't try and discuss everything about the issue. Consider it in within a smaller context, in one time and place. For example, you could argue for or against legalization of marijuana in the state of California. Or, you could argue for or against the banning of certain chemicals in dry cleaning shops in your hometown.
Paper should be three to four pages, typed and double spaced. An additional Works Cited page should be included.
You need three to four scholarly, or professional outside research sources to incorporate into your paper. These can all be from the Internet. Please remember to use .gov and .org sites exclusively. You may also use Google Scholar, and the library's database (Jillian can show you how to do this).
You are very welcome to email Professor Durbin with any questions as you work on your paper this weekend. A two page rough draft is due on Monday, along with a Works Cited page so your professor can see your sources.
Good luck!
Off limit topics include abortion and the death penalty.
Your topic should be specific and tangible. Don't try and discuss everything about the issue. Consider it in within a smaller context, in one time and place. For example, you could argue for or against legalization of marijuana in the state of California. Or, you could argue for or against the banning of certain chemicals in dry cleaning shops in your hometown.
Paper should be three to four pages, typed and double spaced. An additional Works Cited page should be included.
You need three to four scholarly, or professional outside research sources to incorporate into your paper. These can all be from the Internet. Please remember to use .gov and .org sites exclusively. You may also use Google Scholar, and the library's database (Jillian can show you how to do this).
You are very welcome to email Professor Durbin with any questions as you work on your paper this weekend. A two page rough draft is due on Monday, along with a Works Cited page so your professor can see your sources.
Good luck!
Workshop for Process Essay
1) What is the paper's thesis? Restate it in your own words.
2) Give at least two suggestions for additional information that would be beneficial in the introduction. Think Who What Where When Why and How.
3) Does the writer provide all the necessary steps in the process? Could these steps be broken down differently? Make at least two suggestions for improvement. Are there any missing steps?
2) Give at least two suggestions for additional information that would be beneficial in the introduction. Think Who What Where When Why and How.
3) Does the writer provide all the necessary steps in the process? Could these steps be broken down differently? Make at least two suggestions for improvement. Are there any missing steps?
4) Are there vivid examples to show the process at work? Make suggestions for improvement.
5) Does the writer incorporate outside research from at least two sources into the paper?
6) Is the MLA style/formatting correct? Make any suggestions for improvement.
7) Does the writer incorporate their quotations into the paper, with necessary transition words and subsequent analysis, or do they just plop the quotations?
Wednesday, July 24, 2013
Process Analysis Essay
Write about the process of doing something that you love. It can be anything from baking chocolate chip cookies to cleaning your fridge out. The activity should not take more than a few hours to a day to complete (so don't write about the process of getting a college degree).
2 outside Internet sources
MLA citation
Works Cited page
Rough Draft due Friday--2 pages, typed, double-spaced, plus a third Works Cited page.
Monday, July 22, 2013
Additional HW for Tuesday
Additional HW for Tuesday:
Exercise 2 on page 393
Read "Love is a Fallacy" http://www.mountsaintvincent.edu/library2/shulman.htm (highlight w/ your mouse cursor so you can read it)
Don't forget the final draft of your essay!
Reading on syllabus
Exercise 2 on page 393
Read "Love is a Fallacy" http://www.mountsaintvincent.edu/library2/shulman.htm (highlight w/ your mouse cursor so you can read it)
Don't forget the final draft of your essay!
Reading on syllabus
Workshop
1) What is the paper's thesis? Restate it in your own words.
2) Give at least two suggestions for additional information that would be beneficial in the introduction. Think Who What Where When Why and How.
3) What are the main three topics of the paper? How can these topics be phrased better?
4) Are there examples to support each topic? Are the examples appropriate? Does the writer explain how they tie in to the topic at hand?
5) Does the writer refute any opposing positions? They should.
7) Does the conclusion make sense? Could it be expanded?
8) Does the writer incorporate outside research from at least two sources into the paper?
9) Is the MLA style/formatting correct? Make any suggestions for improvement.
10) Does the writer incorporate their quotations into the paper, with necessary transition words and subsequent analysis, or do they just plop the quotations?
11) Are there any places where the argument needs strengthening? Any logical fallacies, perhaps, or weak reasoning?
12) Where can the paper benefit from more vivid descriptions?
2) Give at least two suggestions for additional information that would be beneficial in the introduction. Think Who What Where When Why and How.
3) What are the main three topics of the paper? How can these topics be phrased better?
4) Are there examples to support each topic? Are the examples appropriate? Does the writer explain how they tie in to the topic at hand?
5) Does the writer refute any opposing positions? They should.
7) Does the conclusion make sense? Could it be expanded?
8) Does the writer incorporate outside research from at least two sources into the paper?
9) Is the MLA style/formatting correct? Make any suggestions for improvement.
10) Does the writer incorporate their quotations into the paper, with necessary transition words and subsequent analysis, or do they just plop the quotations?
11) Are there any places where the argument needs strengthening? Any logical fallacies, perhaps, or weak reasoning?
12) Where can the paper benefit from more vivid descriptions?
Friday, July 19, 2013
Essay #6
*Rough Draft due Monday
Write an essay of argument on one of the broad subject areas on p. 421 (6-25).
2 outside internet sources (must be legit news or scholarly sources)
Rough draft should be 2 pages, typed, and double-spaced
Write an essay of argument on one of the broad subject areas on p. 421 (6-25).
2 outside internet sources (must be legit news or scholarly sources)
Rough draft should be 2 pages, typed, and double-spaced
Tuesday, July 16, 2013
Workshop
1) What is the paper's thesis? Restate it in your own words.
2) Give at least two suggestions for additional information that would be beneficial in the introduction.
3) What are the main three topics of the paper? How can these topics be phrased better?
4) Give three suggestions for better transitions between paragraphs/topics. How can each body paragraph tie into the next one?
5) Are there examples to support each topic? Are the examples appropriate? Does the writer explain how they tie in to the topic at hand?
6) Where can the paper benefit from more vivid descriptions?
7) Does the conclusion make sense? Could it be expanded?
2) Give at least two suggestions for additional information that would be beneficial in the introduction.
3) What are the main three topics of the paper? How can these topics be phrased better?
4) Give three suggestions for better transitions between paragraphs/topics. How can each body paragraph tie into the next one?
5) Are there examples to support each topic? Are the examples appropriate? Does the writer explain how they tie in to the topic at hand?
6) Where can the paper benefit from more vivid descriptions?
7) Does the conclusion make sense? Could it be expanded?
Sunday, July 14, 2013
Essay #3 Guidelines
Please write a 2 page, double-spaced, typed Cause and Effect essay.
The essay should discuss why you think it would or would not be easier (stressing effects) if men and women came with a list of their likes and dislikes, perhaps exchanging lists along with wedding vows. Should there be negotiations?
Follow the guidelines and expectations on page 349 of your book for this essay. You will be expected to use the term "effect" appropriately in the essay. Also, please make sure to mention whether your effects are primary or secondary, immediate or remote.
The order of effects in your paper may be based on time, space, emphasis, or a combination.
Email me with any questions. The essay is due Tuesday.
Detailed Outlines
DETAILED OUTLINE TEMPLATE
First Paragraph
Block:
*Introduction of the issue/hook
*Paper’s Thesis
Second Paragraph
Block:
*1st Topic
Examples to be used:
Third Paragraph
Block:
*2nd Topic
Examples to be used:
Fourth Paragraph
Block:
* 3rd Topic
Examples to be used:
Final Paragraph
Block
*Conclusion: Re-state your thesis
*Interesting or provocative though to leave your reader with
Things to consider:
Order--what order should you put your topics in and why? Think large to small, or small to large.
How can you tie each paragraph to the one that came before it?
Updates
Hello students,
I hope you had a wonderful weekend!
I updated the course schedule by shifting around a few things. You don't need to do anything differently for tomorrow morning, however. We can discuss any questions you might have then. Looking forward to seeing you!
Best,
Professor Durbin
I hope you had a wonderful weekend!
I updated the course schedule by shifting around a few things. You don't need to do anything differently for tomorrow morning, however. We can discuss any questions you might have then. Looking forward to seeing you!
Best,
Professor Durbin
Friday, July 12, 2013
In-Class Essay #2 Prompt
Options:
Compare and contrast your high school environment and Whittier College to argue which you are most suited to
Or
Compare and contrast two career fields to argue which is better for you
Make sure to provide examples for both that support each point of comparison/contrast. You should have three points total, for a five paragraph essay. Make sure you provide a basic outline, which you will turn into me. Do your outline first, then write your essay. Make sure to pace yourself!
You may write this in the first person (I) POV.
Thursday, July 11, 2013
Comparison and Contrast
Apples and Oranges
Writing a Compare and Contrast Essay
All you need do in writing a compare and contrast essay is take two subjects and show their similarities and their differences, then make a larger assessment of the significance of your findings. When writing a compare and contrast essay, the basic essay form of title, introduction, three paragraph body, and conclusion makes it one of the easiest essays to write.
Before you begin writing, brainstorm to find similarities and differences between your subjects.
Subject
Apples & Oranges
Similarities
Both are tree fruits, grown commercially in large orchards
Differences
Oranges tropical, apples temperate
Subject
Apple juice and orange juice
Differences
Apple juice has no pulp. Orange juice has pulp.
Differences
Sauce Pulp and peeling from oranges is used in sauce. Applesauce contains only the pulp of the pared apple.
Use your essay introduction to introduce both subjects and present the points you intend to make.
Ex: However, although apples and oranges are both fruits, they are each ripe with differences, some of which are shown in the way they are grown and processed.
Format the body of your compare and contrast essay in one of several ways:
You can compare and contrast different elements of each subject in each paragraph of your essay body. This is also called “point by point” comparison and contrast.
Example 1:
(Compare) Apples and oranges are both tree fruits often grown commercially in large orchards. (Contrast) However, apples grow in every climate and oranges need tropical temperatures to produce fruit. (Compare) Although both fruits can be juiced, (Contrast) apples are pressed and only the juice is bottled while both pulp and juice is squeezed from oranges. (Compare) Again, while fruit sauce is made from both apples and oranges, usually applesauce comes from the pared and pureed apple (Contrast) while orange sauce may contain both the rind and the pulp of the orange.
You can use one paragraph to discuss one subject, the second paragraph to discuss the other and the final paragraph of the body to compare and contrast the two subjects.
Example 2:
Apples are a tree fruit that is often grown commercially in large orchards. As well as eaten from the tree, apples are also both pressed into apple juice or pureed and processed into applesauce.
Oranges are also a tree fruit, often grown commercially in large orchards. Like apples, they can be eaten from the tree, squeezed into juices or processed into orange sauce.
(Compare and contrast points discussed in paragraphs one and two.) One big difference between apples and oranges is the way they are processed. Notice that while apples are pressed for juice, orange juice is squeezed from the orange. Another difference is that while apple juice contains only the liquid pressed from the apple, orange juice may also contain the pulp from the orange. Although applesauce contains the pureed pulp of the pared apple, orange sauce may contain bits of orange rind as well as the pulp of the fruit.
You can also limit your essay to discuss only one similarity and one difference between the two subjects.
You can structure you essay to compare only similarities or to contrast only differences between your two subjects.
Note: To avoid confusing your reader, it’s best to follow the same order of representation in each paragraph. For instance, in example one notice that the order is subject one (apples,) comparison, and then contrast and followed by subject two (oranges,) comparison, and then contrast.
You may want to try a couple of different formats for your topic in order to choose which best suits your subject. In addition, using appropriate transitions between paragraphs is very important in writing the compare and contrast essay. Transitions help your essay flow smoothly from point to point yet keep your essay on topic.
Cue Words
Similarities:
Is similar to
Both
Also
Too
As well
Like
Differences:
On the other hand
However
But
Although
Unlike
While
Cue Words
Another technique in writing the compare and contrast essay is to use cue words that links one paragraph to the next. Cue words are clues to whether you are comparing your subjects or contrasting them and make it easier for your reader to understand your points.
Like in any essay, finish your essay by summarizing the points you made in the body.
Ex: Although each is a commercially grown tree fruit, growing temperatures and differences in processing apples and oranges clearly makes a distinction between the two fruits.
Appropriate use of transitions and cue words help make your essay conclusion easy to summarize.
Writing a contrast and compare and essay is as easy as comparing apples and oranges!
All you need do in writing a compare and contrast essay is take two subjects and show their similarities and their differences, then make a larger assessment of the significance of your findings. When writing a compare and contrast essay, the basic essay form of title, introduction, three paragraph body, and conclusion makes it one of the easiest essays to write.
Before you begin writing, brainstorm to find similarities and differences between your subjects.
Subject
Apples & Oranges
Similarities
Both are tree fruits, grown commercially in large orchards
Differences
Oranges tropical, apples temperate
Subject
Apple juice and orange juice
Differences
Apple juice has no pulp. Orange juice has pulp.
Differences
Sauce Pulp and peeling from oranges is used in sauce. Applesauce contains only the pulp of the pared apple.
Use your essay introduction to introduce both subjects and present the points you intend to make.
Ex: However, although apples and oranges are both fruits, they are each ripe with differences, some of which are shown in the way they are grown and processed.
Format the body of your compare and contrast essay in one of several ways:
You can compare and contrast different elements of each subject in each paragraph of your essay body. This is also called “point by point” comparison and contrast.
Example 1:
(Compare) Apples and oranges are both tree fruits often grown commercially in large orchards. (Contrast) However, apples grow in every climate and oranges need tropical temperatures to produce fruit. (Compare) Although both fruits can be juiced, (Contrast) apples are pressed and only the juice is bottled while both pulp and juice is squeezed from oranges. (Compare) Again, while fruit sauce is made from both apples and oranges, usually applesauce comes from the pared and pureed apple (Contrast) while orange sauce may contain both the rind and the pulp of the orange.
You can use one paragraph to discuss one subject, the second paragraph to discuss the other and the final paragraph of the body to compare and contrast the two subjects.
Example 2:
Apples are a tree fruit that is often grown commercially in large orchards. As well as eaten from the tree, apples are also both pressed into apple juice or pureed and processed into applesauce.
Oranges are also a tree fruit, often grown commercially in large orchards. Like apples, they can be eaten from the tree, squeezed into juices or processed into orange sauce.
(Compare and contrast points discussed in paragraphs one and two.) One big difference between apples and oranges is the way they are processed. Notice that while apples are pressed for juice, orange juice is squeezed from the orange. Another difference is that while apple juice contains only the liquid pressed from the apple, orange juice may also contain the pulp from the orange. Although applesauce contains the pureed pulp of the pared apple, orange sauce may contain bits of orange rind as well as the pulp of the fruit.
You can also limit your essay to discuss only one similarity and one difference between the two subjects.
You can structure you essay to compare only similarities or to contrast only differences between your two subjects.
Note: To avoid confusing your reader, it’s best to follow the same order of representation in each paragraph. For instance, in example one notice that the order is subject one (apples,) comparison, and then contrast and followed by subject two (oranges,) comparison, and then contrast.
You may want to try a couple of different formats for your topic in order to choose which best suits your subject. In addition, using appropriate transitions between paragraphs is very important in writing the compare and contrast essay. Transitions help your essay flow smoothly from point to point yet keep your essay on topic.
Cue Words
Similarities:
Is similar to
Both
Also
Too
As well
Like
Differences:
On the other hand
However
But
Although
Unlike
While
Cue Words
Another technique in writing the compare and contrast essay is to use cue words that links one paragraph to the next. Cue words are clues to whether you are comparing your subjects or contrasting them and make it easier for your reader to understand your points.
Like in any essay, finish your essay by summarizing the points you made in the body.
Ex: Although each is a commercially grown tree fruit, growing temperatures and differences in processing apples and oranges clearly makes a distinction between the two fruits.
Appropriate use of transitions and cue words help make your essay conclusion easy to summarize.
Writing a contrast and compare and essay is as easy as comparing apples and oranges!
The In Class Essay: Aim and Organization
AIM:
To successfully prove a clear, specific thesis. The thesis should, obviously, address the prompt given in class. Following directions here, as always, is crucial to receiving a good grade.
ORGANIZATION:
An in-class essay is organized into five paragraphs. The first paragraph is the introduction, and then comes three body paragraphs, then a concluding paragraph. No more—no less!
You will want to make a brief outline before you write your essay.* Make sure the body paragraphs appear in a logical order, not simply the order they came to your mind in. Build on the information as you go.
Introductory Paragraph: Make sure not to take too much time writing in introduction. This paragraph should be about five sentences long (give or take a sentence or two). Provide a clearly arguable, well-qualified, thesis.
Body Paragraph One: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph.
Body Paragraph Two: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph. And remember, Body Paragraph Two should follow Body Paragraph One in terms of building logically upon it.
Body Paragraph Three: Don’t forget to provide clear examples to back up your argument, as well a topic sentence as the beginning of the paragraph. And remember, Body Paragraph Three should follow Body Paragraph Two in terms of building logically upon it.
Concluding Paragraph: Re-state your thesis. Summarize what has been successfully argued in the essay. End with a thoughtful and strong statement. This paragraph, like your introductory paragraph, need not be longer than five sentences, but should also not be shorter.
Grammar and formatting: Make sure to check your grammar and spelling as you go along. There is a bit more room for error in an in-class essay, but your essay must be readable and legible (so make sure your handwriting is clear). Double-check your essay for errors before you turn it in. You may choose to double-space or single space an in-class essay (depending on what your teacher requests).
SAMPLE OUTLINE FOR IN-CLASS ESSAY
Par. 1: THESIS: Write out thesis statement here.
Par. 2: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 1 here.
Par. 3: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 2 here.
Par. 4: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 3 here.
Par. 5: CONCLUSION: Final thought to leave reader with.
*Remember, this is just a sample outline—yours can differ slightly. Also, you obviously will want to fully develop your intro, body paragraphs, and conclusion—so while you are providing the main idea of these paragraphs here in the outline, you will flesh them out with evidence/support in your actual essay.
Wednesday, July 10, 2013
Outline Workshop
Please answer in complete sentences, and do one person's paper at a time. The rest of the instructions will be provided in class. Do follow them precisely.
1) Does the outline make sense as a narrative? Are there any leaps in logic that need to be addressed?
2) Does the struggle seem realistic? Why or why not?
3) What are some descriptive details the writer might consider?
4) Does the meaning make sense? Is there another meaning that the writer might consider? What meaning came initially to mind for you, the reader, when you read the narrative's outline?
5) What background info seems most necessary to you as a reader? This is helpful for the writer to know.
1) Does the outline make sense as a narrative? Are there any leaps in logic that need to be addressed?
2) Does the struggle seem realistic? Why or why not?
3) What are some descriptive details the writer might consider?
4) Does the meaning make sense? Is there another meaning that the writer might consider? What meaning came initially to mind for you, the reader, when you read the narrative's outline?
5) What background info seems most necessary to you as a reader? This is helpful for the writer to know.
Tuesday, July 9, 2013
Essay 1 Outline
Basic Outline for Essay #1
Please create a basic outline for Essay 1 that mimics the outline on pg 105 of your book.
Situation
A.
B.
Conflict
A.
B.
C.
Struggle
A.
B.
C.
Outcome
A.
B.
C.
Meaning
A.
B.
C.
Situation
A.
B.
Conflict
A.
B.
C.
Struggle
A.
B.
C.
Outcome
A.
B.
C.
Meaning
A.
B.
C.
Essay 1
2 pages typed and double-spaced
Please use paragraphs
Write a narrative about an unusual or chance encounter that led to a satisfying relationship OR write about a date that started badly and ended well
Make sure your narrative includes all the elements listed on page 131 of your book (use this a a checklist)
Make sure to include many descriptive details. Each of the five senses must be utilized at least twice in your descriptions. These include taste, touch, sight, smell and sound.
Please use paragraphs
Write a narrative about an unusual or chance encounter that led to a satisfying relationship OR write about a date that started badly and ended well
Make sure your narrative includes all the elements listed on page 131 of your book (use this a a checklist)
Make sure to include many descriptive details. Each of the five senses must be utilized at least twice in your descriptions. These include taste, touch, sight, smell and sound.
Saturday, July 6, 2013
Course Schedule *Updated July 19
Course Schedule
Note: Make sure you complete your readings and homework before class begins.
Note: Additional readings and homework assignments may be added to the syllabus on an as-needed basis. Any questions about your reading or homework should be directed to me via email. "Misunderstandings" are not excuses not to do your work.
M 7/8: In-Class: Diagnostic writing; Discussion of syllabus; Getting-to-know-you
Pick up book at bookstore
Pick up book at bookstore
Daily Topics: The Essay & Its Parts
Reading & Homework Due Tuesday: Grammar Reading “Correcting
Fragments” p. 480-481; Grammar Exercise p. 482; Narration Reading p. 99-103,
125-127; Description Reading p. 133-138
T 7/9: In-Class: Paper #1 Introduction & Pre-Writing
Daily Topics: Narrative & Description
Reading & HW: Grammar Reading “Working with Verb Forms” p.483-487; Grammar Exercise p.487-489; Exemplification Reading p. 166-170; 179-183; Exemplification Exercise 5 p. 183; Paper #1 Outline
W 7/10: *Paper #1 Outline Due
In-Class: MLA & Documentation; Outline Workshop
Daily Topics: Documentation & Examples
Reading & HW: Grammar Reading “Making Subjects and Verbs Agree” p. 489-
491; Grammar Exercise p.492-293; Grammar Reading “Balancing Sentence Parts”
p. 503; Grammar Exercise 503-505; Comparison and Contrast Reading p. 282-286, 291-293;
Comparison and Contrast Exercise 3 p. 293; Paper #1 Complete
Comparison and Contrast Exercise 3 p. 293; Paper #1 Complete
Th 7/11: *Paper #1 Due
In-Class: Paper #2 Introduction
Daily Topics: Comparison/Contrast, In-Class Essays, Basic Outlines
Reading & HW: Grammar Reading “Giving Verbs Voice” p. 493-494; Grammar Exercise p. 494; Grammar Reading “Mastering Punctuation” p.505-509; Grammar Exercise “Inserting Commas” p.511-513
F 7/12: In-Class: *Write Paper #2 in Class
Reading & HW: Grammar Reading “Selecting Pronouns” p. 495-496; Grammar
Exercises (2) p.496-498; Cause & Effect Reading p. 317-320, 340-344
Week 2
M 7/15: In-Class: Paper #3 Outline
Reading p. 388-392, 401-403, 404-408; Grammar Exercises (2) p.500-502; Complete Paper #3
M 7/15: In-Class: Paper #3 Outline
Daily Topics: Cause & Effect; Detailed Outlines
Reading & HW: Grammar Reading “Using Adjectives and Adverbs” p. 499-500; ArgumentationReading p. 388-392, 401-403, 404-408; Grammar Exercises (2) p.500-502; Complete Paper #3
T 7/16: *Paper #3 Due
In-Class: Introduce Paper #4 (In-Class Essay w/ Notes)
In-Class: Introduce Paper #4 (In-Class Essay w/ Notes)
Daily Topics: Argumentation and Persuasion
Reading and HW: Grammar Reading "Correcting ESL Problems" p. 524-527; Grammar
Exercise (1) p. 528; Argumentation Reading p. 409-414, p. 415-417; Paper #4 Notes Prep
Reading and HW: Grammar Reading "Correcting ESL Problems" p. 524-527; Grammar
Exercise (1) p. 528; Argumentation Reading p. 409-414, p. 415-417; Paper #4 Notes Prep
W 7/17 *Write Paper #4 In-Class
In-Class: Introduce Paper #5, Rough Drafts; Grammar Lesson
Daily Topics: Grammar
Reading and HW: Grammar Reading "Combining Sentences" p. 476-478; Grammar Exercise
(1) p. 478-480; Process Analysis Reading p. 253-256, p. 262-263, p. 264-269, Rough Draft of
Essay #5
Th 7/18 *Rough Draft of Paper #5 Due
In-Class: Rough Draft Workshop
Daily Topics: Process Analysis, Introduce Paper #6
Reading and HW: Grammar Reading "Writing Different Kinds of Sentences" p. 473-475;
Grammar Exercise (1) 475-476; Definition Reading p. 351-357, p. 363-369, p. 370-372;
Paper #6 Rough Draft
F 7/19 *Paper #6 Rough Draft Due
Daily Topics: Definition
Reading and HW: Catch up with all reading from the prior week
Reading and HW: Catch up with all reading from the prior week
Week 3
M 7/22 In-Class: Process Analysis, Definition
Reading and HW: The Research Paper p. 423-461 (skim and take notes)
T 7/23 In-Class: Introduce Research Paper #8; Research Papers; Annotated Bibliography
Daily Topics: Research
Reading and HW: Research; Three Sources Annotated Bibliography for Thursday;
Read "Analysis by Division" p. 194-195, p. 200-202, p. 204-207
Daily Topics: Research
Reading and HW: Research; Three Sources Annotated Bibliography for Thursday;
Read "Analysis by Division" p. 194-195, p. 200-202, p. 204-207
W 7/24 Research Day
Th 7/25 In Class: Annotated Bibliography Workshop, Introduce Paper #7
Daily Topics: Analysis by Division
Reading and HW: Complete Paper #7
F 7/26 *Paper #7 Due
In Class: Grammar Final Prep, Research, Paper 7 Peer Grading
Reading and HW: Prepare for Grammar Final, Complete Research Paper Rough Draft
Week 4
M 7/29 *Grammar Final (In Class), Research Paper Rough Draft Due
In-Class: Research Paper Workshop
Reading and HW: Complete Research Paper #8
T 7/30 *Research Paper 8 Due
Final Class Wrap-Up & Party
Daily Topics: Overview of Essay Styles
Syllabus
Summer Writing Intensive
*This syllabus is a contract. Your continued attendance in this course implies that you have read and will abide by all the guidelines listed below. I will abide by them as well--that is my promise to you.
*This syllabus is a contract. Your continued attendance in this course implies that you have read and will abide by all the guidelines listed below. I will abide by them as well--that is my promise to you.
Kate Durbin
Summer 2013 / Room: HV003
Summer 2013 / Room: HV003
MTWThF 9:00-12:00 AM
E-mail: katedurbinteacher@gmail.com
E-mail: katedurbinteacher@gmail.com
Class Blog: www.SASIworkshop.blogspot.com
Required Texts:
From Self to Sources: Essays and Beyond by Lee Brandon
A Writer’s Reference by Hacker (Strongly recommended)
*Make sure you have the copies of the books that are in the Whittier College bookstore. You do not have time to order them online. Every student must have a book or will receive a severe grade penalty. If you have any trouble obtaining your book talk to me immediately!
Required Texts:
From Self to Sources: Essays and Beyond by Lee Brandon
A Writer’s Reference by Hacker (Strongly recommended)
*Make sure you have the copies of the books that are in the Whittier College bookstore. You do not have time to order them online. Every student must have a book or will receive a severe grade penalty. If you have any trouble obtaining your book talk to me immediately!
Course Description:
This is a 17-day writing-focused course designed to help prepare international students enrolling as regular WC students to meet the expectations instructors will have for their writing, as well as to help current students refresh their writing skills. Students will review a variety of common academic genres, and assignments will emphasize writing with and documenting sources. A peer mentor will help support students' mastery of the basic conventions of written English. Because the class meets for such a short time, the workload will be intense, and students are expected to keep up.
Grading:
All work will be given a point value based on this scale:
A=10 A-=9 B=8 C=7 D=6 F=5 Unsubmitted=0
The course grade will be determined on the following percentages:
Homework/Class Assignments/Participation 30%
Portfolio 60%
Grammar Final 10%
Essays/Portfolio/Written Work:
We will study multiple styles of essay development. You will write five papers to be revised outside of class, and three in class under time limits. We will also spend portions of each class period workshopping your papers in class, preparing them for their final, Portfolio versions. These workshops emphasize the process-based nature of writing. Don’t be afraid to ask your peer mentor and me lots of questions, and please remember your writing is always a work-in-process. Improvements can always be made, and a good attitude goes a long way!
All papers must be typed, stapled, and carefully proofread. Papers should always have a title. If you have grammatical or stylistic questions consult reference guides such as A Writer’s Reference or the OWL @ Purdue website. If you are using a computer lab, always be sure to give yourself extra time, and to save your material frequently.
All papers must be typed, stapled, and carefully proofread. Papers should always have a title. If you have grammatical or stylistic questions consult reference guides such as A Writer’s Reference or the OWL @ Purdue website. If you are using a computer lab, always be sure to give yourself extra time, and to save your material frequently.
All papers will be submitted via hard copy, at the beginning of class on the day they are due. Be on time. For every half hour your paper is late, your grade is lowered one whole letter score. Do not turn in late papers and don’t be late to class on the day papers are due. While your final drafts of your papers are not due until your portfolio is due, incomplete papers turned in on the class dates that your original drafts are due will receive severe grade penalties.
You must submit your essays with post-workshop revisions for credit on the last day of class, and the averaged grades of these essays yields the portfolio grade. Essays not submitted will be assigned a grade of “zero” (0). No late portfolios will be accepted.
Plagiarism—claiming ownership of ideas and language that are not your own—is simply unacceptable. Plagiarized papers will result in a failing grade for the course, and a report will be submitted to the office of Student Life.
Participation and Attendance:
There will be moments when I will lecture. Aside from these times, class should operate like a seminar. This means that it is imperative that you read the material--on time--and are prepared to discuss this material in class. Your involvement and enthusiasm will make our classroom an engaging and fascinating place to be. Participation also counts for 30 percent of your overall class score.
Always come to class on time. More than two tardies will lower your grade, and more than one absence will also lower your grade. Never be absent on a day when we are taking an in-class writing exam.
More than three absences may result in your removal from the course.
Class Policies:
No laptops or iPads are allowed unless I approve of them for note taking (ask me first). I don’t want to see your phones out—if I do, I will take them away, no exceptions. If it seems you are not paying attention or you are talking while I am talking, you may be asked to leave the classroom and take an absence for the day. If you show up without having done your work, you may also receive an absence for the day.
Class is lengthy, so we will take breaks. If you have to leave the classroom during a time when we are in session, you must ask first, and there should be no reason to be gone more than a few minutes (to use the restroom, for example). Feel free to bring drinks and food to class as long as you are careful with it.
Abiding by these policies will allow us a pleasant, productive class session. Anyone who repeatedly abuses these policies is treating his or her peers with disrespect, and will be subject to appropriate disciplinary action.
Abiding by these policies will allow us a pleasant, productive class session. Anyone who repeatedly abuses these policies is treating his or her peers with disrespect, and will be subject to appropriate disciplinary action.
Communication (Blog & Email):
I will communicate with you regularly via this class blog, so check it for updates there several times a day (or sign up for alerts via blogger). I will also post any updates to the Course Schedule there. You don’t need to print the syllabus out, but you may want to.
I will be checking my email regularly, and that is the best way to get in touch with me. However, I will stop responding to emails around 7:30 pm at night, so if you have paper-related questions get them in to me before that.
I do not check the Whittier email address so please contact me via katedurbinteacher@gmail.com if you have any questions. Please do not send me facebook messages related to class concerns. Thank you.
Students with Disabilities:
Students desiring accommodations on the basis of physical, learning or psychological disability for this class should contact Disability Services. Disability Services is located in the Library building, first floor, room G003 and can be reached by calling extension 4825.
***
Subscribe to:
Posts (Atom)