Day 11

Fall 11 English 101 Day 11




1. Bonus Points?

a. You can turn blog posts in tomorrow.

b. Library.

c. Three more: October 5th, 1130am MLK Room (sustainable communities); November 3rd 7pm, Parker Room: The Mexican Village Faces the Global Economy; and November 10th 7pm, Parker Room, Native Peoples and Sustainable Communities

2. Thesis statement due Wednesday—5 points.

3. Today: Work time on rough drafts, questions for me.

4. BP TODAY: 750 words=5 BP; 1000 words=10 BP

Sample Outlines

Sample outline using five paragraph style. Probably best to split the DB and Kat. into different paragraphs (so something like 8 paragraphs?)

Rabbits in Flint Michigan. Not for the squeamish, but another example of cruelity in hard times.

Day 10

Fall 11 English 101 Day 10


1. Bonus Points?

2. No class Monday.

3. Read the remaining chapters listed in your schedule for Tuesday.

4. Meet in lab on Tuesday. If you have a good start on the rough draft we can talk about the essay during class.

5. Rough Draft Due Thursday.

6. Thesis statement due Wednesday.

7. Evacuation/Exodus in the chapters 16, 17 and 18?

8. Restoration in chapters 17 and 18?

9. Intro and Conclusions.

10. So far, we’ve done:

a. some pre-writing, (discussion, research, reading, listing)

b. We’ve talked about working thesis statements.

c. We’ve discussed outlines and intros and conclusions.

d. Now it’s time to work on rough drafts.

e. Next week, Thursday and Friday, we’ll work on revision.

f. Final drafts/presentation due on Monday October 10th.

Drought Monitor

Here's the official US Drought Monitor site with scary maps.

Here's another article with pictures and a theory on global warming having an impact.

Day 9

Fall 11 English 101 Day 9



Quiz WHT Sections 1 and 2

Slides on Outline WHT Essay

(Whole to Whole or Point to Point?)

Here’s my pitch for Katrina (as opposed to the other choices, except maybe Chinese dust storms). How my son was working on his numbers yesterday.


Reading schedule: 17-18 tonight, 21, 23 Friday night. Chapter 25 Saturday. Epilogue Sunday.

No class on Monday.
Meet in lab on Tuesday to work on Rough Draft.
Not sure about class on Wednesday.
Rough Draft Due THURSDAY. Final still due Monday.


Time for looking at the links.

Links, lots and lots of links

Links for Katrina, Climate Change, China, Credit Crisis.
Enough to write a paper about each topic.


Climate Change and Dust Bowls, from TODAY'S PAPER

Complete coverage at NYTimes of Credit Crisis

A One Year Anniversary Report on the Bank Crisis from NYTimes

ABC News: Dust Bowl and Katrina


Teaching Tolerance Lesson Plan


NPR Katrina and Dust Bowl

NPR WHT and Dust Bowl

NYTimes on comparing the exodus

New Dust Bowl in AZ? Washington Post, also

New Dust Bowl in South Dakota? Big Time Drought.

From GW Bush's Katrina Speech:

In the life of this nation, we have often been reminded that nature is an awesome force and that all life is fragile. We're the heirs of men and women who lived through those first terrible winters at Jamestown and Plymouth, who rebuilt Chicago after a great fire and San Francisco after a great earthquake, who reclaimed the prairie from the dust bowl of the 1930's. Every time, the people of this land have come back from fire, flood and storm to build anew, and to build better than what we had before. Americans have never left our destiny to the whims of nature and we will not start now.


Pine Beetle & Grasshopper plague

Amazon.com search inside feature

Katrina on Wikipedia

Dust Bowl on Wikipedia

Don't use Wikipedia for academic research?

Whole entry here.

Chinese dust over LA (and of course in China)

The Cost of Cashmere

Cashmere bubble bursts

Is this good for the air?

Day 8

Fall 2011 English 101 Day 8


Quiz Thursday over sections 1 and 2 (Promise and Betrayal)

Bonus Points?

Information Literacy Workshops


Reading Schedule Change—Tonight, Read chapter 16—Black Sunday

Consider essay options: Katrina (warnings, evacuation, recovery, race); Global warming (insects, desertification, current droughts); Banking crisis (boom/bust, frozen credit, no regulation, greed, bubbles); Chinese dust storms (over grazing, over use of land, booming economy, environmental crisis).

By Friday, you should have some idea of which broad topic you will cover.

If you know now, you should be combing through WHT for evidence/quotes and paying attention in class when we mention your topic.

For comparing to today, I'll keep posting links, but research takes time--you should plan on doing some of this over the weekend.

Complete the Good, the Bad and the Ugly from “Betrayal”



What is the big picture of 1935?


What are the big themes?

We’ve seen:

Failure to learn from history

Failure to heed warnings

Environmental devastation brought on by

Overconfidence/Hubris/Hype

Greed

Technology/Machines

Drought

Exodus(ters)

Indifference to the problem by Feds/Rest of us


And on the plus side:

The human spirit

Self reliance

Community building

Connection to the land

Resilience & Persistence

Hopes & Dreams

BLOWUP

The Long Darkness

Find the best, most startling statistic.

Information about the Exodus/Evacuation

Similarities to New Orleans

Ideas of Hugh Bennett



Showdown in Dalhart

Find the best, most startling statistic

Explain the showdown—who is it between?


Reading: Tonight Ch 16

Quiz Thursday over Sections 1 and 2 and chapters 12 and 14.

If you’ve read the book with a pencil/pen you’ll do fine.

Page 168 WHT

Here's another link
and another.

The Bridge to Gretna

Bridge to Gretna


Watch CBS News Videos Online

What Caused Katrina

Here's the big write up about it AFTER the storm from New Orleans paper.

Day 7

Fall 2011 English 101 Day 7


Quiz Thursday over sections 1 and 2 (Promise and Betrayal)

Bonus Points?

Information Literacy Workshops


Draft a working thesis

a. Katrina

b. Credit Crisis

c. China/Australia/Texas/Southwest Dust storms and? Global Warming/Climate change

Thesis: Main idea. 1-3 sentences. Arguable. Usually at end of introduction. Narrow and specific. Roadmap? (often three points work well in a 3-6 page essay, but you could slice it lots of ways).

We might change some of these terms. You could substitute/add climate change or race into the conversation about Katrina and WHT, for example.

Let’s try to find evidence of the “massive exodus” in WHT 6-10.

Now, more generally, “Betrayal” Notes in groups of four

Chapters 6, 7

Chapters 7, 8

Chapters 8, 9

Chapters 9, 10

Look for examples of the GOOD:
the Human Spirit
Self reliance

Community building
Connection to the land
Resilience & Persistence (tough, tough mothers)
Hopes & Dreams


Look for examples of the BAD:
Foolishness
Neglect,
Warnings,
Hype,
Overconfidence,
Greed
Racism/prejudice

And the UGLY:
Violence from the people
and
the brutality of Nature


SO:

What is the big picture of 1935? What are the big themes?

We’ve seen:

Failure to learn from history

Failure to heed warnings

Environmental devastation brought on by:

Overconfidence/Hubris/Hype

Greed

Technology/Machines

Exodus(ters)

Indifference to the problem by Feds/Rest of us

And on the plus side:

The human spirit

Self reliance

Community building

Connection to the land

Resilience & Persistence (tough, tough mothers)

Hopes & Dreams


Reading: Tonight Ch 14

Arizona Dust Storms and Climate Change?

This guy says no.
This site says yes.

Chinese Dust Storms and Climate Change?

Here's a link

Australia's Dust Bowls and Global Warming?

NYTimes article here--differing views.

Dust Bowls are Here

Day 6

Fall 2011 English 101 Day 6


Bonus Points?

 

Information Literacy Workshops

 

Names Quiz

The Writing Process

 

a. Planning

 

• i. Talking and listening
• ii. Annotating texts
• iii. Listing
• iv. Clustering
• v. Freewriting
• vi. Asking journalists questions

b. Draft a working thesis (C1-c)

 

c. Sketch a plan (C1-d)

 

d. Draft (C2)

 

e. Revisinig (C3)

 

f. Final Draft

 

g. Publish/Present (C5)

 

2. Draft a working thesis

 

a. Katrina

 

b. Credit Crisis

 

c. China/Australia/Texas/Southwest Dust storms

 

d. Global Warming/Climate change

 

Last Friday we talked about Katrina and thesis statements. (Egan interview handout to 1255 class and review with 1030 class).

  

Thesis: Main idea. 1-3 sentences. Arguable. Usually at end of introduction. Narrow and specific. Roadmap? (often three points work well in a 3-6 page essay, but you could slice it lots of ways).

 

We might change some of these terms. You could substitute/add climate change or race into the conversation about Katrina and WHT, for example.

  

For the purpose of walking us through the first essay, I’m going to use Katrina as a working thesis. Last week we found good evidence of the “ample warnings”.

  

Let’s try to find evidence of the “massive exodus” in WHT.

 

6, 7, 8, 9, 10

 

Now, more generally, “Betrayal” Notes In groups of four

 

Ch 6-10—Foolishness

 

Warnings,

 

Hype,

 

Overconfidence,

 

Greed

 

Race?

 

Ch 6-10—Characters

 

The human spirit

 

Self reliance

 

Community building

 

Connection to the land

 

Resilience & Persistence (tough, tough mothers)

 

Hopes & Dreams

 

 

What is the big picture of 1935?

 

What are the big themes?

 

 

We’ve seen:

 

Failure to learn from history

 

Failure to heed warnings

 

Environmental devastation brought on by

 

Overconfidence/Hubris/Hype

 

Greed

 

Technology/Machines

 

Exodus(ters)

 

Indifference to the problem by Feds/Rest of us

 

 

And on the plus side:

 

The human spirit

 

Self reliance

 

Community building

 

Connection to the land

 

Resilience & Persistence (tough, tough mothers)

 

Hopes & Dreams

 

 

 

Reading: Tonight Ch 12

 

Quiz Thursday over Sections 1 and 2

Katrina "Ample Warnings"

Wikipedia has you covered.  Go to external links for actual information, but it's here.

Housing Bubble Early Warnings Missed

Credit Crisis explained

See Suitcase Farmers in WHT And The Last of the Great Plowup

Bonus Points

Professors,




I would like to invite you and your students to a special showing of the play THE CRUCIBLE at the Warehouse Theatre Company (Yakima). Wednesday, Oct. 19 at 7:30.Tickets will be $8 (a special discounted price for students this night ONLY). There will also be a special "talk back" session with the plays Director, actors and designers who will be answering any questions anyone might have about the play, the story, the era...etc.



If you or your class are interested please email me back and we can reserve tickets for you!

Syllabus

Yakima Valley Community College—English Composition 101


Glenn-Anthon 119

Dan Peters, Instructor dpeters@yvcc.edu 574.6800.3194

Office Hours: Fall 2011

Course Description:
In the first of two college-level courses, English 101, students will learn to write clear, unified, coherent, and well-developed essays of increasing complexity. These essays may be about literary and nonliterary texts, or they may rely upon such texts as points of departure for the discussion at hand. Through reading, writing, and discussion, students will learn to critically examine their own assumptions and opinions and to consider the facts and reasoning of others. When documenting sources in their essays, students will use the basic citation methods of the Modern Language Association. Students successfully completing English 101 should be adequately prepared to succeed in the second college-level composition course, English 102.
Prerequisites:

ASSET placement score: 46-54

Students who complete English 75 with a minimum grade of S or ESL 102 with a minimum grade of B+ are also eligible for English 101

Course Outcomes:

Upon completion of the course, the student will be able to:

01 Write clear, unified, and coherent essays that show active engagement with a topic

02 Write essays that show a developed analysis

03 Critically read texts

04 Use and articulate an effective writing process

05 Use MLA conventions accurately when integrating and documenting sources


Course Objectives

01 Generate content from personal experience, readings, class discussion or other appropriate means

02 Write essays with a thesis or central idea and develop a narrative, descriptive, or analytical essay according to organizing principles

03 Use evidence to support assertions

04 Paraphrase, summarize, and quote accurately

05 Anticipate and respond to the needs of a reading audience

06 Practice MLA documentation conventions

07 Improve writing through revising, editing, and proofreading drafts

08 Respond to peer's writing and consider feedback from readers

09 Reflect on one's own writing process, strengths and weaknesses, and progress

10 Practice critical reading strategies


Abilities:

Students will have the opportunity to practice the following Abilities as they meet course objectives:

Analytical Reasoning (AR) and Communication (C).

Required Texts/Materials

• A Writer’s Reference, Hacker 7e, recommended

• The Grapes of Wrath, Steinbeck

• The Worst Hard Time, Egan

• Three Ring Binder

• Spiral bound notebook

• A good college-level dictionary

Suggested: highlighter pens, mini-stapler, blue & black ink pens, thumb drive

Labs and Internet:
We will meet Thursdays in the lab. Room number C216.

There is also a blog associated with this class: www.yvccenglish101.blogspot.com

This site is unofficial and updated when I can get to it. I’ll try to post lesson plans, useful links and reading schedules, but you should not rely on this site for anything beyond supplementing your classroom experience. That being said, it will be a big part of this quarter in particular.
Required Work

• Three complete assignment sequences. Sequences will center on three related topics—

Essay 1: Why Talk About the Dust Bowl Now?

Essay 2: A Creative Response/or alternative essay

Essay 2: Why Talk About the Dust Bowl Here?


• These sequences will include various prewriting activities, a rough draft and a second draft of all three essays.

• Reading and commenting on students' papers. Your comments on papers should help others to revise and improve their work.

• Readings as assigned.

• Participation in class discussions and activities.

• Preparation for class activities.

• Quizzes on readings

• A final revised essay for an improved score


Attendance Policy

If you miss 5 classes for any reason, you will lose one letter grade.

If you miss 10 classes you will lose two letter grades

If you miss 12 classes, you will be withdrawn from the course.

Coming 10 minutes late is absent. Leaving 10 minutes early is absent.


Please, come on time. Turn off the electronics. Lean in.


Requirements for essays and homework


All essays and homework are due on the date assigned.

Late work will not be accepted. Don’t push me on this. It works for everybody. You will be given opportunities to make up these lost points through bonus point activities.

1. Essays are required to be between 3 complete pages and 5 pages long, double-spaced, in a normal sized (12 point) font or type comparable to Times New Roman. Essays not meeting the minimum length requirement, whether through failure to complete 3 pages, use of a larger than normal font, or crayon pictures of a house or a kitty, or large margins, will have a reduced grade. Failing to complete page 3 by a line or two won't affect your grade, but stopping your essay on the middle of page 3 certainly will. Works Cited pages, graphics, charts, etc. do not count toward the minimum page requirement.

2. All essays must be typed or printed on a computer printer.

3. Essays must be typed in MLA format: with your name and page number in the top right-hand corner. Double-spaced. Correct heading

4. Keep a HARD COPY of your essay, so that you will have a back-up in case of loss, fire, flood, locust, jelly donuts, terrorists, disk crash, etc. Anyone working on computer should have a back-up copy of his/her essay on disk.

5. Plagiarized work will be scored as a 0 and will not be eligible for revision/rescoring.

Grades

Your grade will be broken into two parts:

1) The first will be for all the work you do prior to a second draft.

a. This work will account for 30% of your final grade.

b. These assignments will either be assigned a point value (ex: 7/10) or be graded on a +, \, - basis.


2) The second part of your grade is your second drafts.

a. This work will account for the 70% of your final grade.

b. These are essays that I will read, give comments on and score from 0-100.

c. See attached rubric for guidance on the scoring.

Scale:

A= 93%

A-= 90

B+= 87

B= 83

C+= 77

C= 73

C-= 70

D= 60

Course Adaptation: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please talk with me as soon as possible.


Take everyday actions to stay healthy.

o Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it. Sneeze into elbows, not hands.

o Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hands cleaners are also effective.

o Avoid touching your eyes, nose or mouth. Germs spread that way.

o Stay home if you get sick. CDC recommends that you stay home from work or school and limit contact with others to keep from infecting them.

Extended interview with Egan

http://blogs.smithsonianmag.com/wellread/2006/09/11/meet-the-author-timothy-egan/

Katrina, Tsunami, Africa and Dust Bowl

Katrina, the Tsunami, the Dust Bowl and how they relate from Chronicle Project on Vimeo.

Links for outside research

Texas today.

Lessons for Katrina survivors

Economic crisis and dust bowl

Ogallala Aquifer

NOAA on today v. 30's

Science on now and past dust bowls

SW could be next?

A Debate about global warming and Australia's dust bowl

Egan on Why Now

Here's the link:
http://www.houghtonmifflinbooks.com/readers_guides/egan_worst.shtml

Day 4

1. Names—Quiz Monday

2. Log on to computers. Be patient.

3. Online Bonus Points

• google account required
• One comment=2+ on topic, thoughtful sentences
• One comment= 1 point per thread
• Comments collected at the end of each month.
• You copy, paste and number them for me.
• For all bonus points—no more than 100% of the 30% grade.

5. Getting started on "Why Now?" question.

1. Try a google search.
Try a bing search?

2. How about just using our minds?

3. Chapter 1 in—two or three interesting things for us to look at.

4. As a class

5. My Notes.

Day 3

Fall 2011 English 101 Day 3

1. Names--Quiz Monday.

2. Book Preview

3. The Writing Process (Hacker C1-b Checklist)

1. Planning

• Talking and listening
• Annotating texts
• Listing
• Clustering
• Freewriting
• Asking journalists questions

2. Form tentative thesis (C1-c)

3. Sketch a plan (C1-d)

4. Draft (C2)

5. Revisinig (C3)

6. Final Draft

7. Publish/Present (C5)

Hand out assignment.
Answer questions on Checklist (page 6 in Hacker).

Let’s try one now

Freewrite:

Why talk about the Dust Bowl Now?

(How about in 2005-6?)

List:

As a class, what is happening today that’s like 30’s?

Quiz: Intro

HW: Read WHT: Chapter 1

How to Read in College

Here's a few tips.
http://yvccenglish102.blogspot.com/2011/01/how-to-read-in-college.html

Day 2

Fall 2011 English 101 Day 2


1. Dust Bowl Video, Complete syllabus reading (1030 clas only)

2. Bonus point opportunities

1. Library Workshops

3. Names--Quiz Monday.

4. Questions about me.

5. Questions about the class.


6. Read actively (A1)

1. Lean in—make assumptions and ask questions

2. Highlighters not good here, but ok other places

3. Not in bed

4. Establish a routine


7. The Writing Process (this may have to wait for tomorrow)

1. Hacker C1-b Checklist

2. Planning (prepared summary at tables)

1. Talking and listening

2. Annotating texts

3. Listing

4. Clustering

5. Freewriting

6. Asking journalists questions

3. Form tentative thesis (C1-c)

4. Sketch a plan (C1-d)

5. Draft (C2)

6. Revisinig (C3)

7. Final Draft

8. Publish/Present (C5)

HW: Read WHT: Introduction and Book Preview Hand out if we don't get it done in class.

Day 1

English 101 Day 1


1. Learning begins with questions. –Aristotle

2. What is your dream for after college?

a. What dream have you given up on?

3. What is your goal this quarter?

4. What do you have to get done this week?

5. Group the tables


6. The Dust Bowl


7. Assumptions

a. Right

b. Class

c. Teacher

8. Questions

a. Front

b. Class

c. Teacher
9. Syllabus

10. Rewrite questions about the class

Another Leon!

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

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.
      
      
   5. 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:

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.

Business Letter Format

Here.

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.

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).

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)

Condi Rice

The Daily Show With Jon Stewart	Mon - Thurs 11p / 10c
Condoleezza Rice Pt. 1
http://www.thedailyshow.com/
Daily Show Full Episodes Political Humor The Daily Show on Facebook

Former Sec. of State discusses growing up in Jim Crow Alabama.

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

Yawn

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

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

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

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.

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.

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

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.

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.

Day 30

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

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.

Putting Yourself in Other Shoes

Here's the science of it all.

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.

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

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

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.

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.

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.

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.

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

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

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

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.

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?

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

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.

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.

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.

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