Monday, December 6, 2010

Another Leon!

http://www.youtube.com/watch?v=U0M1IvEuw0w

Friday, December 3, 2010

Last Day

  • 930 Class, Hand back essays and grades.

  • H/I Cover Letter
  • H/I Final, Final Draft (1030 class)
  • Return of Essays, etc

    1. First week of Winter Quarter.
    2. Grades mostly.
    3. For more feedback from me, bring your essay in and we'll go over it.
  • Grades due Next Friday, posted online under schedule that day
      1. My schedule: Winter 102 x3; Spring English 070 x2 and English 101.

        1. Also, you can ask about anything anytime.
        2. You can say hi to me on campus. Say your name and I'll say mine.
        3. You can say hi to each other.
        4. From my English 102 class: Andy Blevins' story.

          1. One in there Americans in their mid-twenties attended but did not finish college.

          2. Only 41 percent of low-income students entering a four year college managed to graduate within five years. (66% of high income did).


      1. 75 percent of students enrolling in community colleges said they hoped to transfer to a four year institution. But only 17 percent of those made the switch within five year. The rest were out working or still studying toward the two year degree.

      2. Your story has to be different.

      Now we can do this:


      Thursday, December 2, 2010

      For 930 Class Only

      For 930 Class only

      Your cover letters are due tomorrow.
      Your revised final drafts of one of your first two essays aren't due until Monday at 1030 in front of my office. At 1031, I'll move the box into my room and that, as they say, will be that.

      If you weren't in class today, I'll explain my reasons for this change again tomorrow.
      You are, of course, free to turn in your final revised drafts tomorrow.

      In all cases, you must include with the revised draft a copy of the draft with my comments.

      Wednesday, December 1, 2010

      Tuesday, November 30, 2010

      Does it Matter where you go to college?

      NYTimes debates this question.

      Small Change

      Malcom Gladwell on Why the Revolution will not be Tweeted.

      Day 45

      Fall 2010 English 101 Day 45

      1. Learn from Lindsay and Leon and the Tour De Dumb

      2. Homework: Cover Letter and Revised Final, Final Draft due Friday.

      3. Hand in Portfolio Revision Worksheet.

      4. MLADM2KX: Round 1.
      a. Put that coffee down! Coffee is for closers!

      5. Tomorrow, round two: MLADM2KX: Black Ops.

      6. Tomorrow, also, all bp from comments on the blog. Cut and paste into a document and number the comments.

      Monday, November 29, 2010

      Day 44

      Fall 2010 English 101 Day 44

      1. Narrative Rubric Point Spread

      2. Hand in Essay 3

      3. O/R: Y/N?

      a. A Plate of Peas

      4. Hand in Plot Log

      5. Homework: Portfolio Review Worksheet. Answer on your own sheet of paper.

      a. Also, MLADM2KX: Round 1 (in text citations, works cited page).

      Wednesday, November 24, 2010

      Day 43

      Fall 2010 English 101 Day 43

      1. Permission slips

      2. Plot Logs

      3. Calendar

      4. A note about final essays
      a. THE GIFT IS THE REASON YOU GO ON THE JOURNEY.

      5. Another note about the final essays
      a. If you are sure you don’t want to revise one of your first two essays, or if this third essay is looking bad so far, you can take a “0” on it for Monday and turn IT in as your revised essay on Friday for a score to replace the “0”.

      6. Revision Notes.

      Portfolio Review

      Portfolio Revision Worksheet, Due Tuesday

      Answer on your own paper

      1. Which essay do you think is strongest? Explain your answer in detail, including a quote or paraphrase from the essay.

      2. Did your peer readers agree with your assessment?

      Paraphrase or quote from a peer

      3. What did I have to say about the essay?

      Paraphrase something I wrote to support your answer.

      4. What essay do you think is your second best? Explain in detail.

      5. For the second best essay, explain what your peers had to say. Paraphrase or quote

      6. Explain what I had to say. Paraphrase or quote

      7. What is your weakest essay? Explain why you think it’s weak, using quotes or paraphrase.

      8. What do your readers have to say about this essay? Does their assessment or their comments reflect your opinion?

      9. What did I have to say about this essay? Paraphrase or quote.

      10. What revision would you need to do to submit the first assignment? List all the tasks you would need to complete below.

      11. What revision would you need to do to submit the second assignment? List all the tasks you would need to complete.

      12. What revision would you need to do to submit the third assignment? List all the tasks you would need to complete.

      Cover Letter Assignment

      Cover Letter Assignment—Due Friday December 3rd.

      20 prewriting points, based on quality and quantity.

      Your cover letter should present an evaluation of how you have performed as a student/writer this quarter.

      1-2 single spaced pages.

      Your cover letter should take the standard business letter format, (See Hacker for this). Use this for my address:

      Mr. Dan Peters
      YVCC
      Yakima, Washington
      98907-2520
      dpeters@yvcc.edu

      and formal salutation, Dear Mr. Peters is fine, and a signature line at the end.

      Ideas/Questions that might help you get started--don't answer them as a list:

      • How would you describe yourself as a writer before the class? How has this changed?

      • How did you write papers before this class? How has this class changed your process?

      • Evaluate the strengths and weaknesses as you see them in your thinking, reading, and writing for this course. Use the rubrics to help frame this response.

      • What work do you do before you begin to write a draft of an essay? How do you develop a strong main point for your essays?

      • How would you describe the peer group work as it affected your writing? Did it help you to have other readers for your papers? What sorts of comments were the most helpful to you? Did reading a peer’s paper give you any new perspectives on your own writing?

      • What have you improved on this quarter?

      • What skills do you still need to work on?

      • How about as a student overall? (Ways of Seeing the World, attendance, participation, homework etc)

      Tuesday, November 23, 2010

      Friday, November 19, 2010

      Clickers

      Here's an article about our clickers.

      Day 41

      Day 41

      1. Checklist for Dialogue (930 class)
      2. Checklist for Setting

      Point of View

      First Person (not to be used in our essays)

      1. Single character's point of view.

      b. Advantages of First Person
      i. maintain naivete or innocence

      ii. Narrated out loud.

      iii. Irony of narrator/Humor

      1. Also, unreliable/biased narrators

      iv. Immediacy?

      v. Disadvantages

      1. Less flexible

      2. Can be contrived

      c. Second Person

      i. Seldom used

      ii. Use of “You” as in You wake up, get out of bed, drag a comb across your head. You know there’s something you need to do. What is it?

      d. Third person

      i. Better for "hot" material.

      ii. Flexible.

      iii. Omniscient (all characters)/Limited (single character)

      iv. Objective(no thoughts or feelings)/Subjective: (thoughts and feelings)

      v. Disadvantages

      a. "Head hopping"=confusion unless handled right

      3. List of POV by novel.

      5. Quiz

      6. Graphic Organizers

      Is this Racist?


      Here's the background statement by Limbaugh:

      This guy is an utter wrecking ball all by himself on the world stage to the point now of getting embarrassing. This presidency of Obama's, it doesn't take much to irritate the left. Try this: "Barack Obama's presidency is graffiti on the walls of American history." That's what his administration is. No more than graffiti on the walls of American history. We have a juvenile delinquent for a president who has ruined so much public and private property, not even his gang is making much of an effort here to protect him. It's an utter disaster.

      Desegregation of Schools

      Wednesday, November 17, 2010

      Tuesday, November 16, 2010

      List of Novels by Point of View

      Right Here.

      Bush and Kanye

      Make up on SNL

      Alabama trooper pleads guilty

      To 1965 slaying.

      Day 39

      English 101 Day 39
      1. Essays back today, and Thursday for 930 class

      Dialogue

      i. Short
      ii. Vivid
      iii. Believable

      Tips on Dialogue

      In two's: I'm sorry but…

      1. The first writer pulls out a piece of paper and begins their dialogue with the words "I'm sorry, but…". They complete the sentence and pass the journal to their partner.

      2. The partner, after reading the sentence,writes a line (or paragraph) of dialogue which heightens the tension.

      3. Keep passing the journal back and forth, trying to throw curve balls at one another without delving into the absurd.

      Movies with great dialogue: Tarantino, Juno, Linklater, Kevin Smith, Coen Brothers, David Mamet, Casablanca, China Town, Aaron Sorkin

      Listen to how people talk to each other

      • Most of it is the weather.
      • He's like a bull in a china shop…
      • Eating out.
      • Bars.
      • Waiting rooms.
      • Cell phone jerks.
      • At the checkout.

      More notes on dialogue:

      Dialogue is not real speech, but it should sound like it.
      • Cut words and phrases that don't move things along

      Don't use dialogue to provide exposition—keep it to three sentences or less

      Break it up with action—remind us they are physical

      Vary signal phrases, but keep it simple. Don't use elaborate signal phrases (she expostulated, he interjected)

      Avoid stereotypes in dialect, but…
      • Huck Finn
      • To Kill a Mockingbird

      Don't over use slang/profanity. "Slang goes sour in a short time." --EH

      Read a lot. Note good/bad

      Punctuate correctly
      • Use quotation marks?

      Start a new paragraph when changing speakers.

      Setting

      "If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it's not going to be fired, it shouldn't be hanging there."
      –Anton Chekhov

      1. Time
      1. Year
      2. Season
      3. Month
      4. Day of Week
      5. Time of Day
      6. General Era

      1. Place (physical environment)
      1. Country
      2. State
      3. City
      4. Landscape
      5. Climate
      6. House
      7. Yard/Surroundings

      For example: Greasy Lake, Death of a Salesman, To Build a Fire, The Storm, Grapes of Wrath

      Exercise: For your first chapter--The departure, or Ordinary World

      5 w’s

      Senses/Imagery

      Point of view

      a. First Person

      1. Single character's point of view.

      b. Advantages of First Person

      i. maintain naivete or innocence
      ii. Narrated out loud.
      iii. Irony of narrator/Humor
      1. Also, unreliable/biased narrators
      iv. Immediacy?

      v. Disadvantages

      1. Less flexible
      2. Can be contrived

      c. Third person

      i. Better for "hot" material.
      ii. Flexible.
      iii. Omniscient/Limited (All characters v Single character)
      iv. Objective/Subjective: (No thoughts or feelings v. Thoughts and Feelings)

      v. Disadvantages
      a. "Head hopping"=confusion unless handled right

      Monday, November 15, 2010

      Day 38

      English 101 Day 38
      1. Essays back 1030 overview

      2. Essays back today, tomorrow and Thursday for 930 class

      3. Creating characters

      a. Gradually revealing characters—peal the onion slowly.
      b. Names—meaning and avoiding confusion.
      c. Adding depth and personality

      d. Characterization:
      i. Telling
      ii. Actions
      iii. Conversations
      iv. Feelings

      v. Names exercise?

      e. Checklist

      4. Tips on Dialogue

      In two's: I'm sorry but…

      Movies with great dialogue: Tarantino, Juno, Linklater, Kevin Smith, Coen Brothers, David Mamet, Casablanca, China Town, Aaron Sorkin

      Listen to how people talk to each other

      • Most of it is the weather.
      • He's like a bull in a china shop…
      • Eating out.
      • Waiting rooms.
      • Cell phone jerks.
      • At the checkout.

      Read page 118, 119, 120, 121
      More notes on dialogue:

      Dialogue is not real speech, but it should sound like it.
      • Cut words and phrases that don't move things along

      Don't use dialogue provide exposition—keep it to three sentences or less

      Break it up with action—remind us they are physical

      Vary signal phrases, but keep it simple. Don't use elaborate signal phrases (she expostulated, he interjected)

      Avoid stereotypes in dialect, but…
      • Huck Finn

      Don't over use slang/profanity. "Slang goes sour in a short time." --EH

      Read a lot. Note good/bad

      Punctuate correctly
      • Use quotation marks?
      • Start a new paragraph when changing speakers.

      5. Homework: Read 127-133

      Friday, November 12, 2010

      How to Write a Good Short Story

      Day 37

      English 101 Day 37

      1. Structure and Design
      a. The story: the what
      b. The plot: they why

      2. Events over time—Chronology
      a. Keep flashbacks and flashforwards to a minimum.
      b. What is the “logline” of your story? One sentence of 25 words or less that summarizes the story.

      3. Where to begin:
      a. In media res “in the middle of things”
      b. usually best to start as close to the end as possible.
      c. Exposition: history, characters, time and place (5 w’s).
      d. Draw your readers in.

      4. Plot structure:
      a. Exposition
      b. Rising Action
      c. Climax
      d. falling action
      e. resolution

      5. Conflict: A Character faces challenges
      a. Conflicts are often bigger than life. Stories magnify real experience.
      b. Some specific event within the story causes the conflict to arise. A character’s life is thrown out of balance and he or she is called to the Journey. Often this external event mirrors an existing internal struggle.
      c. In the beginning, the main character’s dominant personality traits dictate the character’s actions and reactions to the conflict.
      d. Complications intensify the conflict, forcing the main character to adjust and change.
      e. The main character makes several attempts to solve the conflict.
      f. By the end of the story, the main character has grown so much that he or she resolves the conflict with knowledge and skill, not trickery or artifice.

      6. Assignment: Briefly describe the conflict your character will solve in your story, and then describe the event that will call your initiate to the journey. Ask yourself, What event or situation will upset your character’s life? Is something missing, has something been taken, or ahs the initiate’s life been thrown out of harmony?

      7. Checklist

      8. Creating characters

      a. Good and bad sides, three-dimensional and round- complex.
      b. Flat, two dimensional, static characters- often single characteristic.
      c. What does your character desire?
      d. What are their quirks?
      e. Composite characters—combinations of ourselves and others.
      f. Gradually revealing characters—peal the onion slowly.
      g. Names—meaning and avoiding confusion.
      h. Character profile questions:
      i. What is a typical day for this characters before the journey?
      j. Adding depth and personality
      i. list names of characters in your story.
      ii. What are their dominant personality traits?
      iii. They were the kind of person who…x5

      k. Characterization:
      i. Telling
      ii. Actions
      iii. Conversations
      iv. Feelings
      v. Names exercise?

      l. Checklist

      Homework: Read 118-127

      Wednesday, November 10, 2010

      Day 36

      English 101 Day 35:

      Exploring Ideas, continued

      Personal Experience

      a. Rites of passage? When did you know you were an adult? (or not a child…)
      b. Road trips.
      c. Vacations.
      d. Moves.
      e. Hikes.
      f. Camps.
      g. How did you arrive in Yakima.
      h. Illness/injury.
      i. Accidents.
      j. Addiction.
      k. Depression/psychological.
      l. Divorce/relationship.
      m. Friendships.
      n. Moments of sudden growth

      4. Observation (Second hand experiences)
      a. How did your family arrive in Yakima?
      b. Grandparents/parents/siblings/relatives/friends.

      5. Imagination
      a. Invent your own hero.
      b. Take Scout, Jem, Boo or Dill on a second journey.

      Next Steps:
      A. Pick one and answer the five questions:
      Who, What, Where, When and Why?
      B. Freewrite 10 minutes

      Creative Non-fiction: Ethics and Edicts

      H/O Rubric
      Homework: Read handout: 102-117 for Friday.

      Tuesday, November 9, 2010

      Day 35

      English 101 Day 35 Fall 2010

      The writing process.

      a. Planning

      i. Assess the situation.

      1. Subject
      2. Sources
      3. Purpose and audience
      4. Length
      5. Reviewers and deadlines

      ii. Exploring ideas

      1. Talking and listening.
      2. Annotating texts
      3. Listing
      4. Clustering
      5. Freewriting
      6. Asking journalist’s questions

      iii. Formulating a tentative thesis

      iv. Sketching a plan

      b. Drafting

      i. Introductions and thesis

      ii. Body

      iii. Conclusion

      c. Revising

      i. Global

      ii. Revising and editing sentences

      2. Essay 3 Prompt and due dates (Rough 11/22; Final 11/29)

      3. Personal Experience

      a. Rites of passage? When did you know you were an adult? (or not a child…)
      b. Road trips.
      c. Vacations.
      d. Moves.
      e. Hikes.
      f. Camps.
      g. How did you arrive in Yakima.
      h. Illness/injury.
      i. Accidents.
      j. Addiction.
      k. Depression/psychological.
      l. Divorce/relationship.
      m. Friendships.
      n. Moments of sudden growth

      4. Observation (Second hand experiences)

      a. How did your family arrive in Yakima?
      b. Grandparents/parents/siblings/relatives/friends.

      5. Imagination

      a. Invent your own hero.
      b. Take Scout, Jem, Boo or Dill on a second journey.

      Friday, November 5, 2010

      Harris and Thompson's book

      b. Book (383 in Hacker)
      i. The Hero’s Journey: A Guide to Literature and Life
      ii. Reg Harris and Susan Thompson
      iii. Harris Communication
      iv. Napa, California
      v. Copyright 2005

      Thursday, November 4, 2010

      Day 32

      Meet in lab.
      Work on thesis and essays.
      Essays due MONDAY, not Friday.

      Tomorrow, we'll grade a sample essay and one of our own.

      Wednesday, November 3, 2010

      Day 31

      English 101 Fall 2010 Day 31
      1. Peer Review Review
      2. Sample Thesis statements/Introductions
      Think of it as similar to your Smoke Signals thesis, but instead of three steps (Separation, Initiation and Return) there are the 8 steps of the Hero's Journey to walk the reader through.

      3. Your thesis statements
      4. Body paragraphs—Topic sentences.
      5. Tomorrow, lab time.

      Tuesday, November 2, 2010

      Day 30

      Complete Peer Review
      Bonus Points?
      Peer Review, Review
      Final Essays Due Monday.

      Monday, November 1, 2010

      Day 29

      Rough Drafts Due Today.
      Groups of 4.
      # paragraphs
      Write 1-3 questions
      Exchange with partner
      Read and mark as you go.
      Complete the peer review worksheet
      Discuss
      hand peer review worksheet and essay back to author
      Repeat 3 x

      Hand in Rough Drafts
      Hand in Finding Themes worksheet.
      Bonus Points are closed for September/October.
      Copy/Paste into a single document and number you posts.
      Hand in posts tomorrow for Bonus Points.

      November BP begins today.

      Wednesday, October 27, 2010

      Sample Essays

      View scout-hj-docx

      View atticus-hj-docx

      Day 27

      English 101 Fall 2010 Day 27
      1. Rough Drafts Due Next Monday
      2. Finish the book for Tomorrow.
      3. Finish the “Tracking Themes” worksheet for tomorrow.
      4. Hero’s Journey for Scout, Jem, and Atticus.
      5. Atticus Hero’s Journey Powerpoint.
      6. A bit more on race, and prejudice, today.

      Atticus as HJ

      Here's a powerpoint on the topic.

      Tom and Barack and Harold and Shirely and Bill and Juan

      Here's an ad aimed at Harold Ford.
      Here's this picture.
      And then, this ad.

      Is this the same "race baiting" as in TKAM?

      Threats against the President up 400% since George W. Bush.

      And then, more recently, as in July, race became a big issue again, briefly.
      And there's been a lot lately about Muslim-Americans. (here too).
      And during the health-care debate.
      And there's the attempt to cast Obama as somehow foreign, as "The Other"--(here, too) this is both a Republican and Democratic problem.
      And we seem not to be able to talk about it very well.
      Except, here's the president addressing race during the campaign. Forget the politics of it, it's considered one of the most important speeches on race given in the past generation or more.

      Tuesday, October 26, 2010

      Day 26

      English 101 Fall 2010 Day 26
      1. ABC News report
      2. Ashley Todd and Mayella Ewell—more on this later
      3. Homework: Chapters through Chapter 28-29—Notes on three themes due Thursday. Meet in lab on Thursday.
      4. Video of final witness and closing arguments.
      5. Complete Reader’s Theatre.
      6. Clicker Quiz over Chapters 12-27
      7. H/B Study Guides
      8. Rough Drafts Due Next Monday

      Monday, October 25, 2010

      ABC on the 50th Anniversary

      Ashley Todd, Mayella Ewell on Line One

      Atticus Attacked

      For trying to use prejudice to avoid prejudice.

      Day 25

      English 101 Fall 2010 Day 25
      1. H/In Study Guides
      2. Homework: Chapters through Chapter 26-27
      3. Atticus’s attack attacked.
      4. Divide into 6 groups—Reader’s Theatre. Each scene needs at least three parts—two speakers and a narrator. You can jump around the book if you want to. About a page total. Then, come up with a follow up question.
      a. 19
      b. 20
      c. 21
      d. 22
      e. 23
      f. 24

      Friday, October 22, 2010

      Day 24

      English 101 Fall 2010 Day 24
      1. Bonus points?
      2. Homework: Chapters through Chapter 25
      3. Study guide due Monday—no late work.
      4. Keep your eye out as you read for second half “Tracking Themes” examples.
      5. Complete panels on chapters from yesterday.
      Let’s see some of the movie.

      Thursday, October 21, 2010

      Day 23

      English 101 Fall 2010 Day 23

      1. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.

      2. Homework: Chapters 18-19

      3. Keep your eye out as you read for second half “Tracking Themes” examples.

      4. In six groups
      a. Three illustrated panels that tell the story of the chapter.
      b. A significant quote from the chapter—re: Hero’s Journey, if possible.
      c. A title for the chapter.

      Wednesday, October 20, 2010

      Day 22

      English 101 Fall 2010 Day 22

      1. Grades so far. Check them carefully. It’s not uncommon to miss something.
      a. No late work accepted. No exceptions.
      b. It’s fair and it’s getting you to be disciplined students.
      c. Use bonus points to catch up.

      2. Bonus points from yesterday or last night?

      3. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.

      4. Homework: Chapters 16-17

      5. Keep your eye out as you read for second half “Tracking Themes” examples.

      6. Hero’s Journey, so far, for Scout, Jem and Atticus. (Is there anyone here who’s participating in the pilot project for portfolios?)

      7. A bit of the film if there’s time.

      Tuesday, October 19, 2010

      Day 21

      English 101 Fall 2010 Day 21

      1. Homework: Chapters 14-15
      2. Keep your eye out as you read for second half “Tracking Themes” examples.
      3. Video and links: Tracking themes. Plus, Part 1: Tracking Themes—On the boards.
      a. Hand in.
      4. Hero’s Journey, so far, for Scout, Jem and Atticus.
      5. Handing back essays—1030 class.

      Study Guide Section 2

      Chapters 12-14

      1. How does Jem change?


      2. Identify Lula, Zeebo and Reverend Sykes.


      3. What does Scout learn about Calpurnia?


      4. Who was waiting for the children when they came home from the church service? Why


      had she come?


      5. "Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the


      world of Jem and me." Explain.


      6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus


      handle the situation?


      7. Describe Jem and Scout's relationship through these chapters as Jem matures.


      8. Why did Dill run away from home back to Maycomb?



      Chapters 15-17


      1. What did Mr. Heck Tate's mob want?


      2. What was the purpose of Walter Cunningham's mob?


      3. Why did Mr. Cunningham's mob leave?


      4. Identify Mr. Dolphus Raymond.


      5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor.


      6. What was the importance of Mayella's bruises being primarily on the right-hand side of


      her face?



      Chapters 18-21


      1. What was Mayella's account of the incident with Tom Robinson?


      2. What was Tom's side of the story?


      3. What was Tom's handicap? Why was it important to his case?


      4. What do Dill and Scout learn from Mr. Raymond?


      5. What were Atticus' closing remarks to the jury?


      6. What was the jury's verdict?


      Chapters 22-25


      1. Why did Jem cry?


      2. What was "'round the back steps" when Calpurnia came in on Monday morning?


      3. What was the significance of Maudie's two little cakes and one large one?


      4. Describe Bob Ewell's meeting with Atticus at the post office.


      5. What is Atticus' reaction to Ewell's threats?


      6. Alexandra doesn't want Scout playing with Walter Cunningham. Why not?


      7. Jem said. "I think I'm beginning to understand why Boo Radley's stayed shut up in the


      house all this time . . . it's because he wants to stay inside." Why does he say that?


      8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands.


      What does that tell us about her?


      9. What happened to Tom Robinson?


      10. What more do we learn about Alexandra after Atticus and Calpurnia leave?


      11. What did Mr. Underwood's editorial say?


      Chapters 26-31


      1. What was Scout's fantasy regarding Arthur (Boo) Radley?


      2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said,


      "That's the difference between America and Germany. We are a democracy and


      Germany is a dictatorship. . . . We don't believe in persecuting anybody. Persecution


      comes from people who are prejudiced." What does this tell us about Miss Gates?


      3. What happened to Judge Taylor?


      4. What happened to Helen Robinson?


      5. What was Scout's part in the pageant?


      6. Why did Scout and Jem not leave the school until almost everyone else had gone?


      7. What happened to Jem and Scout on the way home from the pageant?


      8. Who saved Jem and Scout? Who killed Bob Ewell?


      9. Why did Heck Tate insist that Bob Ewell fell on his own knife?


      10. Scout arranged things so that "if Miss Stephanie Crawford was watching from her


      upstairs window, she would see Arthur Radley escorting [her] down the sidewalk, as


      any gentleman would do." Why did she do that?


      11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the


      events of the last few years from the Radleys' perspective. Why is that important?

      Tracking Themes

      A visual guide to tracking themes in TKAM

      Here's a similar site.

      And here's one with loads of links, including to Study Guides such as Cliff Notes etc.

      Monday, October 18, 2010

      Day 20

      English 101 Fall 2010 Day 20

      1. Homework: Chapters 12-13
      2. And complete first half (1-11) for “Tracking Themes TKAM”

      3. Essays back today, Tuesday and maybe Wednesday.

      4. Hand in study guides.

      5. “Quiz” over first 11 chapters

      6. Who are the spokespeople for each prejudice? These may be “negative” spokespeople (reinforcing prejudices) or they may be helpers and mentors espousing “positive” attitudes (such as undercutting) about these prejudices.

      7. How to use Amazon search inside.

      To Kill a Mockingbird Themes

      Friday, October 15, 2010

      Day 19

      English 101 Fall 2010 Day 19

      1. Homework: Read through chapter 11 by Monday. Complete study guide questions for Monday.

      2. Bonus Points? Anyone from Ellensburg?

      3. Essays back on Monday, Tuesday and maybe Wednesday.

      4. Lego TKAM.

      5. Characters so far. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.

      a. Scout
      b. Jem
      c. Atticus
      d. Dill
      e. Calpurnia
      f. Boo
      g. Mr. Radley
      h. S. Crawford
      i. Walter Cunningham
      j. Burris Ewell
      k. Miss Fisher
      l. Miss Maudie

      6. The start of the film for 1030 class.
      7. Handing back papers for 930 class.

      Handing Back Essays

      http://drop.io/1g5yoaw

      Thursday, October 14, 2010

      Day 18

      English 101 Fall 2010 Day 18

      1. Homework: Read chapters 5 and 6.

      2. Bonus Point opportunity tonight. Poetry Reading at Inklings at 7 pm. Chalet Mall on 56th and Summitview.

      3. Bonus point opportunity for Information Literacy. Write these down.

      4. Essays back in about a week.

      5. CBS Sunday Morning.

      6. Setting
      a. Time and Place

      b. What is Maycomb like? What are its small town values?
      i. Race?
      ii. Class?
      iii. Gender?

      7. Characterization

      Example: Grapes of Wrath
      What do they
      • Say
        Think
        Do
        Look like
        What others say
        Their past
        Names

      8. Characters so far—in groups—count by six. Try to find examples for the above list. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.

      a. Scout
      b. Jem
      c. Atticus
      d. Dill
      e. Calpurnia
      f. Boo

      If there's time:

      g. Mr. Radley
      h. S. Crawford
      i. Walter Cunningham
      j. Burris Ewell
      k. Miss Fisher

      CBS Story

      For Fun

      Wednesday, October 13, 2010

      Video Study Guide

      Day 17

      English 101 Fall 2010 Day 17

      1. Bonus Point opportunity tonight. Allied Arts Open Mic 7pm. 5000 Lincoln Ave.
      2. Essays back in about a week.

      3. Setting

      a. Time and Place
      i. Ex: Greasy Lake, Grapes of Wrath

      a. Time
      i. Year
      ii. Season
      iii. Month
      iv. Day of Week
      v. Time of Day
      vi. General Era

      b. Place (physical environment)
      i. Country
      ii. State
      iii. City
      iv. Landscape
      v. Climate
      vi. House
      vii. Yard/Surroundings

      b. What is Maycomb like? What are its small town values?
      i. Race?
      ii. Class?
      iii. Gender?
      iv. Law?

      4. Characterization

      a. Example: Grapes of Wrath

      b. Say
      c. Think
      d. Do
      e. Look like
      f. What others say
      g. Their past
      h. Names
      5. Characters so far.

      Cultural Values

      Cultural Values (sociology Cliff Notes)

      A culture's values are its ideas about what is good, right, fair, and just. Sociologists disagree, however, on how to conceptualize values. Conflict theory focuses on how values differ between groups within a culture, while functionalism focuses on the shared values within a culture. For example, American sociologist Robert K. Merton suggested that the most important values in American society are wealth, success, power, and prestige, but that everyone does not have an equal opportunity to attain these values. Functional sociologist Talcott Parsons noted that Americans share the common value of the “American work ethic,” which encourages hard work. Other sociologists have proposed a common core of American values, including accomplishment, material success, problem-solving, reliance on science and technology, democracy, patriotism, charity, freedom, equality and justice, individualism, responsibility, and accountability.

      A culture, though, may harbor conflicting values. For instance, the value of material success may conflict with the value of charity. Or the value of equality may conflict with the value of individualism. Such contradictions may exist due to an inconsistency between people's actions and their professed values, which explains why sociologists must carefully distinguish between what people do and what they say. Real culture refers to the values and norms that a society actually follows, while ideal culture refers to the values and norms that a society professes to believe.

      Cultural Values (wikipedia)

      Groups, societies, or cultures have values that are largely shared by their members. The values identify those objects, conditions or characteristics that members of the society consider important; that is, valuable. In the United States, for example, values might include material comfort, wealth, competition, individualism or religiosity. The values of a society can often be identified by noting which people receive honor or respect. In the US, for example, professional athletes are honored (in the form of monetary payment) more than college professors, in part because the society respects personal values such as physical activity, fitness, and competitiveness more than mental activity and education. This may also be the case because the society takes its education for granted and repays its teachers with non-tangible honors of relatively equal value with that of the athlete. Surveys show that voters in the United States would be reluctant to elect an atheist as a president, suggesting that belief in God is a value.

      Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or bad. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral. They reflect the values of respect and support of friends and family.

      Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.

      If a group member expresses a value that is in serious conflict with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its members. For example, imprisonment can result from conflict with social norms that have been established as law.

      Tuesday, October 12, 2010

      Day 16

      H/I Final Drafts

      O/R?

      Y= +3 pts

      N= -3 pts

      Essays back in about a week.

      At the end of the quarter, you will have the chance to revise either your first or your second essay for an improved score.

      Introduction to TKAM and why it matters today.
      Homework: Chapters 1-2 (The reading schedule will be 2 chapters a night until we finish).

      Topic for Second Essay

      Essay 2: To Kill a Mockingbird and the Hero's Journey

      Explain the steps (the call, the mentors, the threshold etc) in the hero's journey for Scout (or Jem or Atticus).

      Consider: What are Scout's Rites of Passage (Separation, Initiation, Return)?

      How does she follow the eight steps of the Hero's Journey?

      What does she learn about race, class, gender, laws/rules as she "comes of age"?

      The challenges of this essay

      This is not a physical journey.

      You have to be good a reading between the lines.

      It's not neatly formulated for archetypal criticism, but it's close.

      Evidence is spread out over 300 pages.

      Her voice is "naïve" and therefore sometimes hard to read. There's sarcasm and misunderstanding and irony in her accounts and we have to see them from adult eyes.

      3-5 pages, double spaced.

      Rough Draft due November 1st
      Final Draft due November 5th.

      To Kill a Mockingbird Background

      Here.

      Study Guide 1-11

      SHORT ANSWER STUDY GUIDE QUESTIONS - To Kill A Mockingbird


      Chapters 1-3


      1. Identify:

      Stephanie Crawford,

      Walter Cunningham,

      Burris Ewell


      2. What did Dill dare Jem to do?



      3. What was Scout's first "crime" at school?



      4. What was Calpurnia's fault?



      5. Why did Scout rub Walter Cunningham's nose in the dirt?



      6. Scout said, " He ain't company, Cal, he's just a Cunningham." What did she mean by

      that, and what was Cal's answer?



      7. What two mistakes did Miss Caroline make on the first day of school?



      8. Why didn't the Ewells have to go to school?



      Chapters 4-7


      1. What did Scout and Jem find in the Radleys' tree?



      2. Identify Mrs. Dubose.



      3. How did Jem get even with Scout for contradicting him about "Hot Steams?"



      4. What was the Boo Radley game?



      5. Identify Miss Maudie.



      6. What does Miss Maudie think of the Radleys?



      7. Why do Dill and Jem want to give Boo Radley a note? What does Atticus say when he

      finds out about their plan?



      8. How did Jem lose his pants? What did he find when he went back for them?



      9. What else did Jem and Scout find in the Radleys' tree?



      10. Why would there be no more surprises in the tree?



      Chapters 8-9


      1. What happened to Miss Maudie's house? What was her reaction?



      2. Identify Cecil Jacobs.



      3. What "disaster" happened at Christmas between Scout and Francis?



      4. What did Scout's Uncle Jack learn from Scout and Atticus?



      Chapters 10-11


      1. What brave thing does Atticus do in Chapter 10? Why are Scout and Jem shocked?



      2. What did Jem do when Mrs. Dubose said Atticus "lawed for niggers?"



      3. What was Jem's punishment?



      4. What did Jem learn from his encounter with Mrs. Dubose and following her death?

      Monday, October 11, 2010

      Day 15

      English 101 Fall 2010 Day 14

      Bonus Point opportunity Wednesday at Allied Arts at 7pm. Open Mic Poetry Reading.

      Final Drafts Due Monday—Bring essay printed and stapled. Bring copy of your introduction and conclusion.

      MLA in text citations—there’s a bit of a tricky part here with the screenplay.
      If you are quoting both dialogue and stage directions, use “xxx” to start and end the quote and use ‘xxx’ for dialogue within the quote.

      Also, if your ONLY source is the screenplay, you do not need to continue to include Alexie in the parenthesis or the signal phrases (365)

      MLA paper format. (404)

      Works cited page (406)

      1. Works Cited Page
      a. Film

      i. Smoke Signals
      ii. Directed by Chris Eyre
      iii. Adam Beach, Evan Adams, Irene Bedard
      iv. Miramax
      v. 1998
      vi. DVD

      b. Book (383 in Hacker)
      i. The Hero’s Journey: A Guide to Literature and Life
      ii. Reg Harris and Susan Thompson
      iii. Harris Communication
      iv. Napa, California
      v. Copyright 2005

      c. Book
      i. The Lone Ranger and Tonto Fistfight in Heaven
      ii. Sherman Alexie
      iii. HarperPerennial
      iv. New York, New York
      v. 1993

      2. Motion Picture (view detail)

      Provide the title of the film, the director, the film's distribution company, and the year of release. Between the title and the distributor you may also list other parties that are relevant to your paper or that will help with identification of the film, including screenwriters, actors, producers, etc.

      3. Gigli. Screenplay by Martin Brest. Dir. Martin Brest. Perf. Ben Affleck, Jennifer Lopez, and Christopher Walken. Columbia, 2003. Film.

      Sample Smoke Signal Essays

      View sample-smoke-signals-docx
      (This is the best of the bunch)


      Here's another:
      View smoke-signals-essay-2-docx


      And one more:
      View smoke-signals-3-doc

      Friday, October 8, 2010

      English 101 Fall 2010 Day 14

      Bonus Point opportunity tonight in Tieton.
      Complete Peer Review.
      Peer Review, Review—due Monday with essay.

      Introductions and conclusions powerpoint.

      MLA in text citations—there’s a bit of a tricky part here with the screenplay.
      If you are quoting both dialogue and stage directions, use “xxx” to start and end the quote and use ‘xxx’ for dialogue within the quote.

      Also, if your ONLY source is the screenplay, you do not need to continue to include Alexie in the parenthesis or the signal phrases (365)

      MLA paper format. (404)

      Works cited page (406)

      1. Works Cited Page
      a. Film

      i. Smoke Signals
      ii. Directed by Chris Eyre
      iii. Adam Beach, Evan Adams, Irene Bedard
      iv. Miramax
      v. 1998
      vi. DVD

      b. Book (383 in Hacker)
      i. The Hero’s Journey: A Guide to Literature and Life
      ii. Reg Harris and Susan Thompson
      iii. Harris Communication
      iv. Napa, California
      v. Copyright 2005

      c. Book
      i. The Lone Ranger and Tonto Fistfight in Heaven
      ii. Sherman Alexie
      iii. HarperPerennial
      iv. New York, New York
      v. 1993

      2. Motion Picture (view detail)
      Provide the title of the film, the director, the film's distribution company, and the year of release. Between the title and the distributor you may also list other parties that are relevant to your paper or that will help with identification of the film, including screenwriters, actors, producers, etc.

      3. Gigli. Screenplay by Martin Brest. Dir. Martin Brest. Perf. Ben Affleck, Jennifer Lopez, and Christopher Walken. Columbia, 2003. Film.


      Final Drafts Due Monday—Bring essay printed and stapled. Bring copy of your introduction and conclusion.

      Wednesday, October 6, 2010

      Day 12

      English 101 Fall 2010 Day 12
      1. The peer review concept
      a. You remember more when you teach the material to others.
      b. You learn differently from peers than from instructors.
      c. Thick skin.
      d. Kind honesty.

      2. The peer review process
      a. In groups of four. (working in pairs)
      b. Number paragraphs on your essays.
      c. Write a question you’d like to have answered about your essay on the top of each copy.

      d. Exchange essays with another person in your group.
      i. Apologize.
      ii. Give them permission to tear your paper apart.

      e. Read silently with a pen in your hand and mark it as you go.
      f. Complete the peer review worksheet.
      g. Discuss worksheet and author’s question with author.
      h. Then, they discuss your essay with you.

      i. Switch partners and repeat until you’ve had your essay read by the entire group.
      j. If there’s no time for the third reader, it’s homework.

      k. Please complete one of the peer review forms for your own essay, too

      3. Peer Review, Review
      Meet tomorrow in the lab.

      Tuesday, October 5, 2010

      Day 11

      English 101 Fall 2010 Day 10
      1. Essay One
      a. Rough Draft Due—October 6th
      b. Final Draft Due— October 11th

      c. Planning
      i. Assess the situation.
      ii. Exploring ideas
      iii. Formulating a tentative thesis.
      iv. Sketching a plan.

      d. Drafting
      i. Introductions and thesis (Powerpoint)
      ii. Body
      iii. Conclusion

      e. Thesis statements on the board.
      i. Quick votes. A=Great; B=Good; C=Not quite there; D=Needs Work

      More on Good Ideas

      Rethink Scholarship at Langara 2010 Call for Entries from Rory O'Sullivan and Simon Bruyn on Vimeo.

      Outlines

      Here's the outline Powerpoint.

      Friday, October 1, 2010

      Day 10

      English 101 Fall 2010 Day 10
      No class on Monday (English Department Retreat)
      Keep notes until Wednesday.
      Homework for Tuesday: A Thesis statement and a "scratch outline"--that is: Topic sentences for each paragraph you intend to write.

      1. Essay One
      a. Rough Draft Due—October 6th
      b. Final Draft Due— October 11th

      Planning
      i. Assess the situation.
      ii. Exploring ideas
      iii. Formulating a tentative thesis.
      iv. Sketching a plan.

      Drafting (On Tuesday)
      i. Introductions and thesis
      ii. Body
      iii. Conclusion

      Wednesday, September 29, 2010

      Tuesday, September 28, 2010

      Monday, September 27, 2010

      Smoke Signals Study Guide

      1. The first time we see Arnold Joseph, he says he's magic. What kind of magic is he talking about?
      2. Why does Arlene Joseph make Victor promise he'll come back?

      3. What are Victor's 3 conditions for accepting Thomas's money for the trip?

      4. Thomas tells a story about Arnold Joseph as a way of payment to Velma and Lucy. What does the story tell us about Arnold?

      5. Victor tells Thomas, Just remember…You can't trust anybody. Why does he say this?

      6. Thomas tells Victor a story about a dream that told him to go to Spokane Falls. He says he was waiting for a vision. What was that vision and what does it tell us about Arnold Joseph?

      7. Why does Arnold Joseph go?

      8. Why doesn't he explain this to Victor?

      9. Arlene Joseph says Arnold is magic, too. What does she mean by this?

      10. According to Victor, what does it mean to be a "real Indian"?

      11. What does Thomas's monologue about traveling have to do with the lesson Victor needs to learn?

      12. What is the significance of Victor's refusal to take his father's ashes from Susy when they arrive.

      13. Thomas says Arlene was magic, too. What biblical story is adapted by Thomas to demonstrate her magic? What kind of magic does Arlene have?

      14. Why did Susy Song come to Arizona?

      15. Why did Arnold come to Arizona?

      16. What's the most evil thing Arnold Joseph ever done?

      17. What does Arnold's basketball story tell us about him?

      18. Susy says Arnold was a magician. What does she mean?

      19. What attracted Susy to Arnold?

      20. What secrets does Susy keep?

      21. Why does Victor cut his hair?

      22. What are the two kinds of people in the world, according to Susy Song?

      23. What evidence do we see of Victor's transformation after the photo is found?

      24. What evidence do we see that he has not completed his transformation?

      25. Who's fault is the accident?

      26. During his race for help, Victor has a vision. Describe that vision:

      27. What were the "two wrecks last night"?

      28. What was Thomas right about?

      29. What is his mother's reaction?

      30. Is the ceremony at the river like a salmon or like cleaning out the attic?

      31. What does it mean to say Phoenix, Arizona?

      Day 6

      English 101 Fall 2010 Day 6

      1. Essay One
      a. Rough Draft Due—October 5th
      b. Final Draft Due— October 11th

      2. Warming Up: Exploring Ideas
      a. Talking and Listening
      b. Annotating Texts
      c. Listing
      d. Clustering
      e. Freewriting
      f. Asking Journalist's Questions
      g. Read/Research

      3. Smoke Signals part one, with study guide.

      Friday, September 24, 2010

      Here's the movie

      http://www.megavideo.com/?v=CU5R7BTU

      Hit the play button twice.

      Day 5

      English 101 Fall 2010 Day 5
      1. Names Quiz

      2. Scene from “Little Buddha”

      3. The Legend of the Buddha questions.

      4. Essay One
      a. Rough Draft Due—October 5th
      b. Final Draft Due— October 11th

      5. The Writing Process—C1

      a. Planning
      i. Assess the situation.
      ii. Exploring ideas
      iii. Formulating a tentative thesis
      iv. Sketching a plan

      b. Drafting
      i. Introductions and thesis
      ii. Body
      iii. Conclusion

      c. Revising
      i. Global
      ii. Revising and editing sentences
      iii. Proofreading

      d. Presenting
      i. Layout and format.
      ii. Headings.
      iii. Lists
      iv. Visuals
      v. Academic formatting

      6. Assessing the writing situation
      a. Subject
      b. Sources
      c. Purpose and Audience
      d. Length and format
      e. Reviewers and deadlines

      7. Warming Up: Exploring Ideas
      a. Talking and Listening
      b. Annotating Texts
      c. Listing
      d. Clustering
      e. Freewriting
      f. Asking Journalist's Questions
      g. Read/Research

      8. Homework: Read “This is What it Means to Say Phoenix Arizona

      Thursday, September 23, 2010

      ox herding pictures

      http://www.jaysquare.com/ljohnson/ox-herding.html

      Little Buddha

      Day 4

      English 101 Fall 2010 Day 4

      1. Log-in to computers.

      2. Bonus Points/Absences
      a. www.yvccenglish101.blogspot.com
      b. comments must be 12 words or more (at least a sentence or two), and must be related to the post.
      c. One point for each comment. Limit of one point per post—but you can continue to comment.
      d. If it gets ugly, somebody tell me.
      e. You will collect them at the end of weeks 3, 5, and 7.
      f. You need a google account to sign in.

      3. Review of The Hero's Journey--with notes.

      a. A pattern of all human experience—reflected in all literature and film.
      b. Like the Rite of Passage, the Hero's Journey involves a separation, initiation and a return.
      c. The stages of the Hero's Journey usually—but not always—follow a standard sequence.
      d. We all go through many Journeys in our lives as we grow and learn.

      4. Key Concepts from Gawain and the Green Knight

      a. We may not know our real goal when we start our Journey, or our goal may change along the way.
      b. The challenges we face in our Journey always reflect our own needs, fears and weaknesses.
      c. We will face our greatest fear or weakness in the Abyss.
      d. Objects can become symbols of concepts.

      5. Demeter and Persephone—food for thought in class.
      6. Read “The Legend of the Buddha” and complete the Questions and log the journey on page 103. (Homework?)
      7. Scene from “Little Buddha”

      8. Essay One
      a. Rough Draft Due—October 5th
      b. Final Draft Due— October 11th

      9. The Writing Process—C1
      a. Planning
      i. Assess the situation.
      ii. Exploring ideas
      iii. Formulating a tentative thesis
      iv. Sketching a plan

      b. Drafting
      i. Introductions and thesis
      ii. Body
      iii. Conclusion

      c. Revising
      i. Global
      ii. Revising and editing sentences
      iii. Proofreading

      d. Presenting
      i. Layout and format.
      ii. Headings.
      iii. Lists
      iv. Visuals
      v. Academic formatting

      10. Warming Up: Exploring Ideas
      a. Talking and Listening
      b. Annotating Texts
      c. Listing
      d. Clustering
      e. Freewriting
      f. Asking Journalist's Questions
      g. Read/Research

      Try some research--Sherman Alexie using bing, youtube, google and wikipedia.

      Wednesday, September 22, 2010

      Day 3

      English 101 Fall 2010 Day 3

      1. Food for Thought—Hand in w/names. (10pts)
      2. Create Your Own Ritual? Hand in. (10 pts)
      3. Hero’s Journey Overview, cont.
      4. Read aloud 71 to end.
      5. Understanding Gawain’s Journey in class.
      6. Homework, read 77-86 in HJ packet.

      Animated Gawain

      Gawain and the Green Knight

      Tuesday, September 21, 2010

      Day 2

      English 101 Fall 2010 Day 2

      1. Photographs, part two.
      a. Quiz Friday

      2. Food for Thought—Review and hand in w/names. (10pts)

      3. Rituals and Rites of Passage

      a. What is a ritual?
      i. Any regular activity done in a set pattern can be ritualistic.

      2. How do rituals help?

      Tell us how to relate to and give meaning to experience.

      Aid or guide life’s transitions.

      4. Homework: Create Your Own Rite of Passage. Due Tomorrow. Some of the five steps can use same language. Must be “do-able” at YVCC. Bring props if you’d like us to try your rite of passage.

      5. What makes a hero?
      6. Star Wars or Avatar or Lion King or Harold and Kumar?
      7. Hero’s Journey Overview.
      8. Homework, read 49-72 in packet.

      Path to Adulthood Longer

      Here's an article from NYTimes on the subject of prolonging the rites of passage.

      Monday, September 20, 2010

      Day 1

      English 101 Fall 2010 Day 1

      1. What is your morning ritual?
      a. Why do you do things this way?

      2. Stonehenge at Solstice and in 3 days at Equinox.
      a. Traditional/“Primitive” v. Modern rituals
      b. What’s missing from modern rituals?

      3. What is the meaning of an experience?
      a. For example, First Day of Class or Autumnal Equinox?
      i. Polysemous. (many potential meanings)
      ii. How does a culture stick together this way?

      4. Rituals and Rites of Passage
      a. What is a ritual?
      i. Any regular activity done in a set pattern can be ritualistic.
      1. Other examples? Greeting friends, performance, dress, athletics, getting ready to go out.

      2. How do rituals help?
      b. Why do we ritualize?
      i. We all ritualize, some may not recognize it.
      ii. Tell us how to relate to and give meaning to experience.
      iii. Aid or guide life’s transitions.
      iv. Healing.

      5. Rites of Passage
      a. Modern? 21ers/Driver’s License/Teams/Graduations/Gangs/Religious/

      6. Specifically, Rites of Passage
      a. growth of individuals and communities.
      b. Examples of traditional and modern rites of passage.

      7. Read Rituals and Rites of Passage H/O if time.

      8. Syllabus.

      9. Photographs.

      10. For Homework: Read Rituals and Rites of Passage, complete Food for Thought.

      11. Read in class for in class tomorrow: Create Your Own Rite of Passage for the “First Day of Class”—it has to be “doable” at YVCC.
      a. If you need to bring props, bring props.

      Buy To Kill a Mockingbird and suggested, A Writer’s Reference.

      Tuesday, August 10, 2010

      Last Day

      Last day

      H/I “Second Chance” Draft?
      Essays must include my comments

      H/I bonus points.

      MLADM2KX, round two, the reckoning.

      Complete Feedback.

      Return of Essays, etc
      Starting Thursday, ask Kelley in English Department.

      Grades due Thursday, posted online under schedule that day

      My schedule
      Fall: English 101x2 and Creative Writing.
      Winter 102x3: Here's what we're reading.
      Spring 70 x2 and Creative Writing, I think

      Also, you can ask about anything anytime.
      You can say hi to me on campus. Say your name and I'll say mine.
      You can say hi to each other.

      And now:

      Thursday, August 5, 2010

      Day 25

      English 101 Summer 2010 Day 25

      Peer review review?

      Narrative Rubric Point Spread.

      Structure—Hero's Journey Plot Log—Due Monday with Final Draft.

      Monday-final draft, plot log and round one of Modern Language Association Death Match 2010 (MLADM2KX).

      Tuesday: Revised essays due.

      MLADM2KX: Round Two: The Reckoning.

      Now, time for your hero's journey, revision work, questions, research

      Wednesday, August 4, 2010

      Day 24

      English 101 Summer 2010 Day 24

      Meet in the lab tomorrow. Work on essays and stories.

      Complete peer review.

      Peer review review.

      Structure—Hero's Journey Plot Log.

      Revision tips and techniques. (powerpoint)

      Sample essays

      Smoke Signals—Kari, Layla

      TKAM—Jim, Anna, David

      Monday, August 2, 2010

      Another shot at plagiarism

      A new article.

      Tom and Barack and Harold

      Here's an ad aimed at Harold Ford.
      Here's this picture.
      And then, this ad.

      Is this the same "race baiting" as in TKAM?

      And then, more recently, as in July, race became a big issue again, briefly.
      What is the difference between "reverse" racism and racism?
      What can Zebo really do about it?

      Finally, here's the president addressing race during the campaign.

      Day 22

      English 101 Summer 2010 Day 22

      Homework: Rough Draft of Your Journey Due Tomorrow. Bring Four copies, please.

      TKAM Essays returned.

      Notes:

      Better job with applying HJ definitions this time.

      Still working on this

      Better job with topic sentences and summaries.

      Still working on weaving in ample evidence.

      MLA improved.

      I liked the risks of Atticus and Jem as topics.

      Clean copies?

      On Wednesday, we'll look at successful essays for the first two assignments.

      845 avg: 83.4 (Jasmin, Luis, Dora, Jim, Justin, Lisa and Jessica all improved scores)

      1030 avg: 84.1 (Julio, Caroline, Sandra, Lloyd and Moya all improved their scores)

      Expert Performance Movement.

      Rubric for narrative prompt.

      Review from Last Wednesday:

      Narrative in Creative Non-fiction

      1. Characters (186)
        1. You become a character
        2. Major ones should be round, have more than one attribute, change over time
        3. My father was a great guy v. Mosquitos would not bite him (186)
      1. Consistency, Complexity, (these first two are in tension) Individuality

      Setting (187)

      "If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it's not going to be fired, it shouldn't be hanging there."

      –Anton Chekhov

      1. Time & Place (physical environment)

      For example: Greasy Lake, Death of a Salesman, To Build a Fire, The Storm

      New notes:

      Dialogue (118)

      Short

      Vivid

      Believable

      Tips on Dialogue

      In two's: I'm sorry but…

      1. The first writer pulls out a piece of paper and begins their dialogue with the words "I'm sorry, but…". They complete the sentence and pass the journal to their partner.
      2. The partner, after reading the sentence, writes a line (or paragraph) of dialogue which heightens the tension.
      3. Keep passing the journal back and forth, trying to throw curve balls at one another without delving into the absurd.
      4. Try not to rely on dialogue tags to reveal how the character is speaking.
      5. In fact, don't use dialogue tags at all. Rely on your word choice and punctuation.

      Listen to how people talk to each other

      • Most of it is the weather.
      • He's like a bull in a china shop…
      • Eating out. Bars. Waiting rooms. Cell phone jerks. At the checkout.

      More notes on dialogue:

      Dialogue is not real speech, but it should sound like it.

      • Cut words and phrases that don't move things along

      Don't use dialogue to provide exposition—keep it to three sentences or less

      Break it up with action—remind us they are physical

      Vary signal phrases, but keep it simple. Don't use elaborate signal phrases (she expostulated, he interjected)

      Avoid stereotypes in dialect, but…

      • Huck Finn
      • To Kill a Mockingbird

      Don't over use slang/profanity. "Slang goes sour in a short time." --EH

      Read a lot. Note good/bad

      Punctuate correctly

      • Use quotation marks.

      Start a new paragraph when changing speakers.

      Point of View (131)

      Tense (132)

      Structure—Hero's Journey.

      We'll talk about Wednesday or Thursday.

      For now, ¼, ½, ¼: Separation, Initiation, Return/Arrival

      Exposition: 104

      And "in media res"—Great Beginnings 1 and 2; Memorable Endings

      Slides on Revision

      Wednesday, July 28, 2010

      Don't click if you are easily offended


      Who's Afraid of Virginia Woolf?

      http://www.youtube.com/watch?v=jB4xlYKAVCQ
      Slacker


      Waking Life--some people think this goes too far and becomes "preachy"


      Glenngary Glen Ross


      Reservoir Dogs


      Pulp Fiction Hamburger Scene


      Casablanca Ending



      China Town


      Aaron Sorkin Talks to Charlie Rose


      Clerks Jedi


      Ellen Page and Cody Diablo talk about their favorite lines from Juno


      Improvised Lines from Spinal Tap (Christopher Guest, also--Best in Show, Waiting for Guffman)

      Day 21

      English 101 Summer 2010 Day 21

      Vonnegut

      Narrative in Creative Non-fiction

      1. Characters
        1. You become a character
        2. Major ones should be round, have more than one attribute, change over time
        3. My father was a great guy v. Mosquitos would not bite him (186)
        4. Five senses

      Characterization

      1. Say
      2. Think
      3. Do
      4. Look like
      5. What others say
      6. Their past
      7. Names
      1. Scout, Cal, Dill
      2. Consistency, Complexity, (these first two are in tension) Individuality

      Exercises:

      1. Naming exercise
      2. Senses/Images
      3. He/She was the kind of person who... (five telling details).
      4. How well do you know your characters.


      Dialogue (187)

      Short

      Vivid

      Believable

      Tips on Dialogue

      In two's: I'm sorry but…

      1. The first writer pulls out a piece of paper and begins their dialogue with the words "I'm sorry, but…". They complete the sentence and pass the journal to their partner.
      2. The partner, after reading the sentence, writes a line (or paragraph) of dialogue which heightens the tension.
      3. Keep passing the journal back and forth, trying to throw curve balls at one another without delving into the absurd.
      4. Try not to rely on dialogue tags to reveal how the character is speaking.
      5. In fact, don't use dialogue tags at all. Rely on your word choice and punctuation.

      Movies with great dialogue: Tarantino, Juno, Linklater, Kevin Smith, Coen Brothers, David Mamet, Casablanca, China Town, Aaron Sorkin

      Listen to how people talk to each other

      • Most of it is the weather.
      • He's like a bull in a china shop…
      • Eating out. Bars. Waiting rooms. Cell phone jerks. At the checkout.

      Right now: Field work

      • Hub. (x8)
      • Deccio. (x3)
      • Lobby downstairs. (x4)
      • Lobby upstairs. (x4)
      • Library (x3)
      • Outside. (x2)

      Come back in 15 minutes with dialogue.

      Find a line or two.

      More notes on dialogue:

      Dialogue is not real speech, but it should sound like it.

      • Cut words and phrases that don't move things along

      Don't use dialogue to provide exposition—keep it to three sentences or less

      Break it up with action—remind us they are physical

      Vary signal phrases, but keep it simple. Don't use elaborate signal phrases (she expostulated, he interjected)

      Avoid stereotypes in dialect, but…

      • Huck Finn
      • To Kill a Mockingbird

      Don't over use slang/profanity. "Slang goes sour in a short time." --EH

      Read a lot. Note good/bad

      Punctuate correctly

      • Use quotation marks?

      Start a new paragraph when changing speakers.

      Setting (187)

      "If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it's not going to be fired, it shouldn't be hanging there."

      –Anton Chekhov

      1. Time & Place (physical environment)
      2. TKAM

      For example: Greasy Lake, Death of a Salesman, To Build a Fire, The Storm, Grapes of Wrath

      Exercise:

      • Write about the time: (five minutes)
        • you watched light settle on the water
        • you saw the first smudge of dawn
        • you woke before the others


      • Write about something from memory that seems lit by a particular kind of light. (from Grapes of Wrath, Steinbeck)
      • There was this one tree.

      5 w's

      Senses/Imagery