Saturday, December 17, 2011

Thoughts on Grading

Dear Writing 2 Class,

I've just finished calculating the grades for this first semester.  As tutors, these are suggested grades for you as homeschooling families to consider.
 
Before I send them, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took. 
 
Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reward for working hard, being diligent, and understanding the materials.
 
When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.
 
For this class, I gave points for attendance, participation, short assignments and longer papers.  I also offered a few extra credit opportunities.  I tend to be an "easy grader" and like to see my students encouraged to do their best.
 
Each student (and parents) will get an e-mail with percentages and suggested grades for this semester. 
 
Blessings,
Tammy Prichard
 
PS.  I will be gone to England and without internet options from December 28 to January 9.  Feel free to contact me after that date if you have any questions about the scores.

Wednesday, December 7, 2011

Writing 2 Spring Semester Initial Syllabus


Writing 2 Syllabus
Semester 2
Tammy Prichard (tamprichard@gmail.com)

Resources:
·         Short, Short Stories  (Paul Negri, ed.)   Dover Publications
·         101 Great American Poems  (Literacy Project, ed.)  Dover Publications
·         The Adventures of Sherlock Holmes  (Sir Arthur Conan Doyle)  Dover Publications
·         various worksheets and handouts

Objectives:
Literature
            Short stories, as a genre, contain many of the literary devices of novels but in concentrated form.  As we read American, European, and mystery short stories, we’ll discuss character development, plot, themes, and figurative language.  We will also compare various authors and stories.  Reading various well-known selections of American poetry,  we’ll analyze (“take apart and put back together”) poems for their meaning and artistry.
Writing
            The students will write 4 papers for this class.   We will continue our work of supporting a thesis with accurate and well-organized details.  The three essays assigned will challenge the students to use critical thinking skills.  Each of these papers will be longer and will follow a 3-step process (pre-writing to rough draft to final copy).  The final writing assignment gives the students an opportunity to re-write any paper written this year for Writing 2.
Grammar
            We will continue to deal with grammar issues and difficulties as they arise in the context of written assignments. 

Initial Draft – Subject to change
Week
Literature
Writing
        1          
Holmes:  “A Scandal in Bohemia” & “The Red-Headed League”

        2          
Holmes: “The Five Orange Pips” & “The Blue Carbuncle”
Problem/Solution OR
Cause/Effect Pre-Write
        3          
Holmes:  “The Noble Bachelor” & “The Copper Beeches"
Problem/Solution OR
Cause/Effect Rough Draft
        4          
Pushkin, Tolstoy, Chekhov

        5          
Dickens, Wilde, Kipling, Munro
Problem/Solution OR
Cause/Effect Final Copy
        6          
Hawthorne, Poe, Bierce
Evaluation Essay Pre-Write
        7          
Harte, Twain, Jewett, Crane
Evaluation Essay Rough Draft
        8          
Chopin, London, Mansfield, Gilman

        9          
Pirandello, de Maupassant, O. Henry
Evaluation Essay Final Copy
      10        
Larsen, Anderson, Hardy
Argument Essay Pre-Write
      11        

Argument Essay Rough Draft
      12        
Bradstreet, Wheatley, Emerson, Longfellow

      13        
Whitman, Dickinson, Thayer, Robinson, Dunbar
Argument Essay Final Copy
      14        
Frost, Sandburg, Williams, Hughes
Re-Write #1
      15        
Final Exam
Re-Write #2

Tuesday, December 6, 2011

Writing 2 Class Notes -- December 6

Greetings!

We are in Week 14 of our Fall term!  Next week will be our last week of classes before Christmas break.  The students have worked hard this fall.

Our Quick Write for today was work with cliches. Cliches are just one type of figurative language.  Cliches are phrases that don't mean what they literally say.  For this exercise, the students had to write something that had at least 3 cliches.

We didn't do any Vocabulary Work today.

Last week the students took a short multiple choice test as a final for the Gulliver's Travels book.  I'm not a big fan of multiple choice tests because they test a student's surface knowledge of a topic and not the depth to which they understand the material.  However,surface knowledge is a part of knowing a topic.

Today we discussed the rough drafts of the Comparison/Contrast Essays.  Even though we had talked at length about possible strategies for organizing this kind of essay, I went over some ideas again.  We also discussed pronoun-verb-noun agreement, who/whom and that, and using numbers in an essay.


We're ending the term with 2 Christmas-related short stories.  We read "Bertie's Christmas Eve" by Saki (H. H. Munro) and "How Good Gifts were used by Two" by Howard Pyle.  The Saki story was almost an anti-Christmas story because the bad guy locks family in the cowshed and has a party with some revelers.  The other story is a more typical Christmas story in whichthe  rich, selfish man misses out, but the poor generous brother comes out ahead.

Assignments for Next Week:
-- Bring a Christmas poem and be ready to recite.  It can be one that someone else wrote or that's written by the student
-- Final copy of Comparison/ Contrast Essay

Next week, in addition to reciting poetry, we'll play some word/writing/literature -related games.  Students can bring treats if they want.

Have a great week!
Mrs. Prichard

Friday, December 2, 2011

"How the Good Gifts Were Used By Two"


How the Good Gifts Were Used By Two
by
Howard Pyle


THIS is the way that this story begins:

Once upon a time there was a rich brother and a poor brother, and the one lived across the street from the other.

            The rich brother had all of the world's gear that was good for him and more besides; as for the poor brother, why, he had hardly enough to keep soul and body together, yet he was contented with his lot, and contentment did not sit back of the stove in the rich brother's house; wherefore in this the rich brother had less than the poor brother.
            Now these things happened in the good old times when the saints used to be going hither and thither in the world upon this business and upon that. So one day, who should come travelling to the town where the rich brother and the poor brother lived, but Saint Nicholas himself.
            Just beside the town gate stood the great house of the rich brother; thither went the saint and knocked at the door, and it was the rich brother himself who came and opened it to him.
            Now, Saint Nicholas had had a long walk of it that day, so that he was quite covered with dust, and looked no better than he should. Therefore he seemed to be only a common beggar; and when the rich brother heard him ask for a night's lodging at his fine, great house, he gaped like a toad in a rain-storm. What! Did the traveller think that he kept a free lodging house for beggars? If he did he was bringing his grist to the wrong mill; there was no place for the likes of him in the house, and that was the truth. But yonder was a poor man's house across the street, if he went over there perhaps he could get a night's lodging and a crust of bread. That was what the rich brother said, and after he had said it he banged to the door, and left Saint Nicholas standing on the outside under the blessed sky.

            So now there was nothing for good Saint Nicholas to do but to go across the street to the poor brother's house, as the other had told him to do. Rap! tap! tap! he knocked at the door, and it was the poor brother who came and opened it for him.
            "Come in, come in!" says he, "come in and welcome!"
            So in came Saint Nicholas, and sat himself down behind the stove where it was good and warm, while the poor man's wife spread before him all that they had in the house—a loaf of brown bread and a crock of cold water from the town fountain.
            "And is that all that you have to eat?" said Saint Nicholas.
            Yes; that was all that they had.
            "Then, maybe, I can help you to better," said Saint Nicholas. "So bring me hither a bowl and a crock."
            You may guess that the poor man's wife was not long in fetching what he wanted. When they were brought the saint blessed the one and passed his hand over the other.
Then he said, "Bowl be filled!" and straightway the bowl began to boil up with a good rich meat pottage until it was full to the brim. Then the saint said, "Bowl be stilled!" and it stopped making the broth, and there stood as good a feast as man could wish for.

            Then Saint Nicholas said, "Crock be filled!" and the crock began to bubble up with the best of beer. Then he said, "Crock be stilled!" and there stood as good drink as man ever poured down his throat.
            Down they all sat, the saint and the poor man and the poor man's wife, and ate and drank till they could eat and drink no more, and whenever the bowl and the crock grew empty, the one and the other became filled at the bidding.
            The next morning the saint trudged off the way he was going, but he left behind him the bowl and the crock, so that there was no danger of hunger and thirst coming to that house.
            Well, the world jogged along for a while, maybe a month or two, and life was as easy for the poor man and his wife as an old shoe. One day the rich brother said to his wife. "See now, Luck seems to be stroking our brother over yonder the right way; I'll just go and see what it all means."
            So over the street he went, and found the poor man at home. Down he sat back of the stove and began to chatter and talk and talk and chatter, and the upshot of the matter was that, bit by bit, he dragged out the whole story from the poor man. Then nothing would do but he must see the bowl and the crock at work. So the bowl and the crock were brought and set to work and -- Hui!—how the rich brother opened his eyes when he saw them making good broth and beer of themselves.
            And now he must and would have that bowl and crock. At first the poor brother said "No," but the other bargained and bargained until, at last, the poor man consented to let him have the two for a hundred dollars. So the rich brother paid down his hundred dollars, and off he marched with what he wanted.
When the next day had come, the rich brother said to his wife, "Never you mind about the dinner to-day. Go you into the harvest-field, and I will see to the dinner." So off went the wife with the harvesters, and the husband stayed at home and smoked his pipe all the morning, for he knew that dinner would be ready at the bidding. So when noontide had come he took out the bowl and the crock, and, placing them on the table, said, "Bowl be filled! crock be filled!" and straightway they began making broth and beer as fast as they could.
            In a little while the bowl and the crock were filled, and then they could hold no more, so that the broth and beer ran down all over the table and the floor. Then the rich brother was in a pretty pickle, for he did not know how to bid the bowl and the crock to stop from making what they were making. Out he ran and across the street to the poor man's house, and meanwhile the broth and beer filled the whole room until it could hold no more, and then ran out into the gutters so that all the pigs and dogs in the town had a feast that day.
            "Oh, dear brother!" cried the rich man to the poor man, "do tell me what to do or the whole town will soon be smothered in broth and beer."
            But, no; the poor brother was not to be stirred in such haste; they would have to strike a bit of a bargain first. So the upshot of the matter was that the rich brother had to pay the poor brother another hundred dollars to take the crock and the bowl back again.
            See, now, what comes of being covetous!
            As for the poor man, he was well off in the world, for he had all that he could eat and drink, and a stocking of money back of the stove besides.
            Well, time went along as time does, and now it was Saint Christopher who was thinking about taking a little journey below. "See, brother," says Saint Nicholas to him, "if you chance to be jogging by yonder town, stop at the poor man's house, for there you will have a warm welcome and plenty to eat."
But when Saint Christopher came to the town, the rich man's house seemed so much larger and finer than the poor man's house, that he thought that he would ask for lodging there.
            But it fared the same with him that it had with Saint Nicholas. Prut! Did he think that the rich man kept free lodgings for beggars? And—bang!—the door was slammed in his face, and off packed the saint with a flea in his ear.
            Over he went to the poor man's house, and there was a warm welcome for him, and good broth and beer from the bowl and the crock that Saint Nicholas had blessed. After he had supped he went to bed, where he slept as snug and warm as a mouse in the nest.


"Bertie's Christmas Eve" by Saki

Bertie's Christmas Eve

    It was Christmas Eve, and the family circle of Luke Steffink, Esq., was aglow with the amiability and random mirth which the occasion demanded. A long and lavish dinner had been partaken of, waits had been round and sung carols; the house-party had regaled itself with more caroling on its own account, and there had been romping which, even in a pulpit reference, could not have been condemned as ragging. In the midst of the general glow, however, there was one black unkindled cinder.
         Bertie Steffink, nephew of the aforementioned Luke, had early in life adopted the profession of ne'er-do-weel; his father had been something of the kind before him. At the age of eighteen Bertie had commenced that round of visits to our Colonial possessions, so seemly and desirable in the case of a Prince of the Blood, so suggestive of insincerity in a young man of the middle-class. He had gone to grow tea in Ceylon and fruit in British Columbia, and to help sheep to grow wool in Australia. At the age of twenty he had just returned from some similar errand in Canada, from which it may be gathered that the trial he gave to these various experiments was of the summary drum-head nature. Luke Steffink, who fulfilled the troubled role of guardian and deputy-parent to Bertie, deplored the persistent manifestation of the homing instinct on his nephew's part, and his solemn thanks earlier in the day for the blessing of reporting a united family had no reference to Bertie's return.
         Arrangements had been promptly made for packing the youth off to a distant corner of Rhodesia, whence return would be a difficult matter; the journey to this uninviting destination was imminent, in fact a more careful and willing traveller would have already begun to think about his packing. Hence Bertie was in no mood to share in the festive spirit which displayed itself around him, and resentment smouldered within him at the eager, self-absorbed discussion of social plans for the coming months which he heard on all sides. Beyond depressing his uncle and the family circle generally by singing "Say au revoir, and not good-bye," he had taken no part in the evening's conviviality.
    Eleven o'clock had struck some half-hour ago, and the elder Steffinks began to throw out suggestions leading up to that process which they called retiring for the night.
     "Come, Teddie, it's time you were in your little bed, you know," said Luke Steffink to his thirteen-year-old son.
     "That's where we all ought to be," said Mrs. Steffink.
     "There wouldn't be room," said Bertie.
     The remark was considered to border on the scandalous; everybody ate raisins and almonds with the nervous industry of sheep feeding during threatening weather.
     "In Russia," said Horace Bordenby, who was staying in the house as a Christmas guest, "I've read that the peasants believe that if you go into a cow-house or stable at midnight on Christmas Eve you will hear the animals talk. They're supposed to have the gift of speech at that one moment of the year."
     "Oh, DO let's ALL go down to the cow-house and listen to what they've got to say!" exclaimed Beryl, to whom anything was thrilling and amusing if you did it in a troop.
     Mrs. Steffink made a laughing protest, but gave a virtual consent by saying, "We must all wrap up well, then." The idea seemed a scatterbrained one to her, and almost heathenish, but if afforded an opportunity for "throwing the young people together," and as such she welcomed it. Mr. Horace Bordenby was a young man with quite substantial prospects, and he had danced with Beryl at a local subscription ball a sufficient number of times to warrant the authorised inquiry on the part of the neighbours whether "there was anything in it." Though Mrs. Steffink would not have put it in so many words, she shared the idea of the Russian peasantry that on this night the beast might speak.
     The cow-house stood at the junction of the garden with a small paddock, an isolated survival, in a suburban neighbourhood; of what had once been a small farm. Luke Steffink was complacently proud of his cow-house and his two cows; he felt that they gave him a stamp of solidity which no number of Wyandottes or Orpingtons could impart. They even seemed to link him in a sort of inconsequent way with those patriarchs who derived importance from their floating capital of flocks and herbs, he-asses and she-asses. It had been an anxious and momentous occasion when he had had to decide definitely between "the Byre" and "the Ranch" for the naming of his villa residence. A December midnight was hardly the moment he would have chosen for showing his farm-building to visitors, but since it was a fine night, and the young people were anxious for an excuse for a mild frolic, Luke consented to chaperon the expedition. The servants had long since gone to bed, so the house was left in charge of Bertie, who scornfully declined to stir out on the pretext of listening to bovine conversation.
     "We must go quietly," said Luke, as he headed the procession of giggling young folk, brought up in the rear by the shawled and hooded figure of Mrs. Steffink; "I've always laid stress on keeping this a quiet and orderly neighbourhood."
     It was a few minutes to midnight when the party reached the cow-house and made its way in by the light of Luke's stable lantern. For a moment every one stood in silence, almost with a feeling of being in church.
     "Daisy -- the one lying down -- is by a shorthorn bull out of a Guernsey cow," announced Luke in a hushed voice, which was in keeping with the foregoing impression.
     "Is she?" said Bordenby, rather as if he had expected her to be by Rembrandt.
     "Myrtle is --"
     Myrtle's family history was cut short by a little scream from the women of the party.
     The cow-house door had closed noiselessly behind them and the key had turned gratingly in the lock; then they heard Bertie's voice pleasantly wishing them good-night and his footsteps retreating along the garden path.
     Luke Steffink strode to the window; it was a small square opening of the old-fashioned sort, with iron bars let into the stonework.
     "Unlock the door this instant," he shouted, with as much air of menacing authority as a hen might assume when screaming through the bars of a coop at a marauding hawk. In reply to his summons the hall-door closed with a defiant bang.
     A neighbouring clock struck the hour of midnight. If the cows had received the gift of human speech at that moment they would not have been able to make themselves heard. Seven or eight other voices were engaged in describing Bertie's present conduct and his general character at a high pressure of excitement and indignation.
     In the course of half an hour or so everything that it was permissible to say about Bertie had been said some dozens of times, and other topics began to come to the front -- the extreme mustiness of the cow-house, the possibility of it catching fire, and the probability of it being a Rowton House for the vagrant rats of the neighbourhood. And still no sign of deliverance came to the unwilling vigil-keepers.
     Towards one o'clock the sound of rather boisterous and undisciplined carol-singing approached rapidly, and came to a sudden anchorage, apparently just outside the garden-gate. A motor-load of youthful "bloods," in a high state of conviviality, had made a temporary halt for repairs; the stoppage, however, did not extend to the vocal efforts of the party, and the watchers in the cow-shed were treated to a highly unauthorised rendering of "Good King Wenceslas," in which the adjective "good" appeared to be very carelessly applied.
     The noise had the effect of bringing Bertie out into the garden, but he utterly ignored the pale, angry faces peering out at the cow-house window, and concentrated his attention on the revellers outside the gate.
     "Wassail, you chaps!" he shouted.
     "Wassail, old sport!" they shouted back; "we'd jolly well drink y'r health, only we've nothing to drink it in."
     "Come and wassail inside," said Bertie hospitably; "I'm all alone, and there's heap's of 'wet'."
     They were total strangers, but his touch of kindness made them instantly his kin. In another moment the unauthorised version of King Wenceslas, which, like many other scandals, grew worse on repetition, went echoing up the garden path; two of the revellers gave an impromptu performance on the way by executing the staircase waltz up the terraces of what Luke Steffink, hitherto with some justification, called his rock-garden. The rock part of it was still there when the waltz had been accorded its third encore. Luke, more than ever like a cooped hen behind the cow-house bars, was in a position to realise the feelings of concert-goers unable to countermand the call for an encore which they neither desire or deserve.
     The hall door closed with a bang on Bertie's guests, and the sounds of merriment became faint and muffled to the weary watchers at the other end of the garden. Presently two ominous pops, in quick succession, made themselves distinctly heard.
     "They've got at the champagne!" exclaimed Mrs. Steffink.
     "Perhaps it's the sparkling Moselle," said Luke hopefully.
     Three or four more pops were heard.
     "The champagne and the sparkling Moselle," said Mrs. Steffink.
     Luke uncorked an expletive which, like brandy in a temperance household, was only used on rare emergencies. Mr. Horace Bordenby had been making use of similar expressions under his breath for a considerable time past. The experiment of "throwing the young people together" had been prolonged beyond a point when it was likely to produce any romantic result.
     Some forty minutes later the hall door opened and disgorged a crowd that had thrown off any restraint of shyness that might have influenced its earlier actions. Its vocal efforts in the direction of carol singing were now supplemented by instrumental music; a Christmas-tree that had been prepared for the children of the gardener and other household retainers had yielded a rich spoil of tin trumpets, rattles, and drums. The life-story of King Wenceslas had been dropped, Luke was thankful to notice, but it was intensely irritating for the chilled prisoners in the cow-house to be told that it was a hot time in the old town tonight, together with some accurate but entirely superfluous information as to the imminence of Christmas morning. Judging by the protests which began to be shouted from the upper windows of neighbouring houses the sentiments prevailing in the cow-house were heartily echoed in other quarters.
     The revellers found their car, and, what was more remarkable, managed to drive off in it, with a parting fanfare of tin trumpets. The lively beat of a drum disclosed the fact that the master of the revels remained on the scene.
     "Bertie!" came in an angry, imploring chorus of shouts and screams from the cow-house window.
     "Hullo," cried the owner of the name, turning his rather errant steps in the direction of the summons; "are you people still there? Must have heard everything cows got to say by this time. If you haven't, no use waiting. After all, it's a Russian legend, and Russian Chrismush Eve not due for 'nother fortnight. Better come out."
     After one or two ineffectual attempts he managed to pitch the key of the cow-house door in through the window. Then, lifting his voice in the strains of "I'm afraid to go home in the dark," with a lusty drum accompaniment, he led the way back to the house. The hurried procession of the released that followed in his steps came in for a good deal of the adverse comment that his exuberant display had evoked.
     It was the happiest Christmas Eve he had ever spent. To quote his own words, he had a rotten Christmas.

Writing 2 Class Notes -- November 29

Greetings!

A quick recap of this week's class:
Our Quick Write required them to write about Thanksgiving from the perspective of an inanimate object.  We had a story about a shredded napkin and a turkey gone to heaven. 

Our Vocabulary Building exercises included some rhyming practice.  Sometimes at our dinner table, family members start a string of rhyming sentences.  (Think of the giant in Princess Bride.)  The students did well; they might have done better if we were sitting around a table full of food!

Rough drafts of the Comparison/Contrast Essays were handed in this week.  Their writing improves with each assignment, and I look forward to reading them this week.  The final copies of these papers are due the last week of class.

We finished Gulliver's Travels with two tests this week.  I gave them a short, multiple choice test and we played "Baseball."  In order to "get on base," the students had to answer questions about the book that their classmates wrote.  Some of the questions were very easy ("singles") and some were almost impossible ("triples/home runs").  The students not only test how much they know, but they have to interact more with the book as they look for questions.  They did a great job.

Next Week Assignments:
-- Read the 2 short stories:  "Bertie's Christmas" and "How Good Gifts were Used by Two."  (Both stores are on Dropbox and on the blog.)

Have a great week!
Mrs. Prichard

Wednesday, November 16, 2011

Writing 2 Class Notes -- November 15

Greetings!

We had a great class yesterday.  I really enjoy that they stay so well-engaged for a 90 minute class. 


Our
Quick Write for today was created with their help.  Using my husband's storytelling abilities as inspiration, I asked them to give me four first names, four animals, and four adjectives.  With that information, they wrote stories about a squishy sloth named Bob and a fast platypus named Alex.

Our
Vocabulary Activity was a mix of "Scrabble," "Bananagrams," and their literature assignments.  We built a Scrabble-like form making words that we could use in a sentence to discuss Gulliver's Travels.

We finished
Gulliver's Travels, and I think the students are glad to be done.  As I've said before, the beginning of the book was fun and light-hearted, but the last two adventures were more serious.  Swift had some serious statements to make against many mindsets and attitudes of the current English culture.  In our last discussion, we discussed Gulliver's hypocrisy and the faults of the Houyhnhnms.  Next week I'll give a final and we'll play baseball

Since we had discussed at the length the next essay assignment (a
Comparison/Contrast paper), we took a short time to review the specifics of this paper. 

CHAT
doesn't have classes next week due to Thanksgiving.  That means only three weeks left in our semester:  November 29, December 6 and December 13.

Next Assignments:

-- Prepare for the final and "game"
-- Read the short story "Berties Christmas."
-- Write rough draft of Comparison/Contrast Essay.

Enjoy your family and the Thanksgiving holiday!
Mrs. Prichard


Wednesday, November 9, 2011

Writing 2 Class Notes -- November 8

Greetings!

What a great group of students!  I especially enjoy the measure of cohesiveness and collegiality to which they've come.  We have good, insightful discussions.  Occasionally they interrupt because they have something important they can't wait to contribute to the class or chat too much between themselves.  If you ever walk by my room and hear single, double, or triple claps, it's because I'm doing something I learned from a director of a grade school.  When the students were gathered for all-school gatherings, she would quietly stand at the front and say, "If you can hear my voice clap once ... if you can hear my voice clap twice ... clap three times."  Without raising her voice, she got their attention and then quieted 180 kids.

For some reason, the some students found the Quick Write a bit difficult.  Entitled "Mama's Soup Surprise," they were required to write 12 sentences about food -- 4 facts, 4 opinions, 4 lies.  Here's a link to the Nancy Cassidy song:  Mama's Soup Surprise

No Vocabulary Words this week.  I have a fun activity for next week, though!

We were briefly interrupted by some wild turkeys outside our door.  I allowed a couple students to go after them.

The students handed in their Final Copies of their Extended Definition/ Classification Essays. I l look forward to reading them.  They're doing a great job editing and revising their papers.  Our next paper assignment is a Comparison/Contrast Essay.  We took a long time to go over the difference between a report and an essay.  In an essay like this, students are not to only list similarities and differences but are do it in a manner as to promote a position or stand.  We worked through a couple of examples and especially went over how to develop a thesis statement.  Here's the "equation" that I gave them:

    main topic/subject
+  position/stand/opinion
    thesis statement

We spent the last part of our class discussing Gulliver's Travels.  We discussed Gulliver's discussion of wars, the English legal system, health care, and lawyers.  In the book, he's trying to explain such things to the virtuous race of horses who never lie, steal or express any unkindness.  We tried an experiment:  I pretended to be "Aunt Bea" from the Andy Griffith series and asked them to try to explain the internet to me.  They found putting common, everyday terms in language that someone from the 1950's would understand.  We will finish the book next week.

Assignments for Next Week:
-- Read Part IV, Chapters 9 - 12 of Gulliver's Travels
-- Bring in any final Baseball questions
-- Pre-Writing for Comparison/ Contrast Essay.  Bring something you can hand in!

Have a great week!
Mrs. Prichard

Tuesday, November 1, 2011

Writing 2 Class Notes -- November 1

Greetings!

A brief recap of our class today --

Quick Write:  Write sentences with alliteration (repetition of beginning sounds)

Vocabulary:
Write as many synonyms as you can for the following words:  wealth, conversation, little, big.

I left the room for a moment, leaving Korie, Daniel, and Josh O. in charge.  While I was out, the students chose to write their sentences with alliteration on the board.  This class is a creative group!

Extended Definition and Classification Essay Rough Drafts
I handed back the rough drafts for the current assignment.  As I usually do, we went over common problems.
Some notable items:
-- numbers:  write out in words numbers 100 or under; use figures for larger numbers, dollar amounts, decimals, or to be consistent in form
-- 1 inch paragraphs and indent 1/2 inch for first lines of the paragraphs
-- parallel constructions (see link 1 or link 2)
-- avoid using the generic word "things;" find a more accurate word
-- no contractions
-- commas with dates
-- the difference between then (an adverb) and than (a conjunction used in comparisons)
-- conclusions:  sum up and reassert the thesis in the conclusion; don't add extra information
-- introductions:  lead your readers into your topic, state your opinion about the topic, give a road map for the body

Gulliver's Travels
We are now in the last adventure of the book in which Gulliver finds himself in a land of talking horses who rule human-like characters called "Yahoos."  I have the 1996 version of the movie which stays pretty close to the book.  We watched a short portion that pertains to this week's reading assignment.  We are on the home stretch with this book, and I think the students have mixed feelings about this piece of literature.  Parts have been great fun; others have been more challenging.

Assignments for Next Week:
-- Read Chapters 5 - 8 of Part IV
-- Look over the study questions for this section; you don't need to write
-- Write 2 - 3 baseball questions for this section
-- Finish the final copy of the assigned essays

They say it might snow this weekend.  Time to find that box of boots, hats, and mittens.
Mrs. Prichard

Friday, October 28, 2011

Writing 2 Class Notes -- October 25

Greetings!

We began our day with a Quick Write complements of Michael L. The writing prompt he chose was "It's always darkest before the dawn."  Daniel P. selected 5 unusual Mystery Words from my etymological dictionary:  tympanum, unguent, Valhalla, vichy and viscacha.  What a great and diverse language we have!

The students handed in their rough drafts of their extended definitions or classification essays.  I'm enjoying their progress.  The more they write, the better they become.

We spent a good amount of time discussing Gulliver's Travels.  We looked at the section about the "strulbrugs," people who live forever.  Before meeting these people, Gulliver had many assumptions about what it might be like to live for hundreds of years.  Over all that time, one could amass amazing skills, knowledge and finances.  Contrary to his ideas, the struldbrugs were frail, decrepit, and abhorrent.  Attached is a link to an interesting article about an elderly man with a mental illness who thought he was a struldbrug and would never die.

We also discussed the section of the book in which Gulliver meets with historical figures from the past.  We gave thought to the question, "Who from history would you like to meet and what questions would you ask?"

As I explained to the students, the first 2 parts of the book are more light-hearted and enjoyable to read.  The final 2 sections are more serious and more challenging to read.  In these last 2  portions of the book, Swift probes some of the deeper issues of life and makes subtle judgments about the motivations of men.

Assignments for Next Week:
--  Read Part IV, Chapters 1 - 4.
--  Answer 3 of the 5 study questions.  Write/type your answers and hand them in a class time.
--  Write 3 "baseball questions" for this section of the book.

Have a great week!  Enjoy these beautiful fall days.
Mrs. Prichard

Tuesday, October 18, 2011

Writing 2 Class Notes -- October 18


Greetings!

This morning we engaged in a lot of discussion.  We did our best to keep the noise down because the wall separating our room from Mrs. Nelson's math class wasn't properly put together.

For our Quick Write, the students wrote a first person account of themselves as either a 1-year old or a 100-year old.  One student entertained us with a great "baby" voice.  Our Vocabulary Words study was an exercise in thinking of derivatives of the following Latin words:  amo (to love), delecto (to delight or please), dignitas (importance, honor, prestige), familaris (friend, relative), fugio (to run away).  We encountered an interesting word, "subterfuge," which we decoded using Latin roots.  Sub = under; ter = ground; fuge = runaway.  (subter also means secret)  Subterfuge means "deception by artifice or strategem in order to conceal, escape, or evade."
I handed back most of the final copies of their Process Essays.  I'm afraid that a couple were still on my computer and a couple were left at home.  (Our family had to make a quick, unexpected trip to Iowa for a family funeral.  I was a little unorganized with my paperwork.)  This week's writing assignment was pre-writing for their Extended Definition or Classification Essays.  We briefly discussed the parameters of each kind of essay.  The students didn't seem to have any questions about this assignment.  Please have them contact me if they are running into trouble.

We have finished reading the second half of the third adventure in Gulliver's Travels.  Gulliver finds himself in a Grand Academy full of "projectors" coming up with all kinds of innovative inventions.  I read aloud through most of chapter 5.  We discussed the proposal to get sunshine from cucumbers, the plan to build houses from the roof downwards, and the blind men making paints.  We did not read the section on reverse manufacturing food. 

Last year in Writing 1 we played a game of "baseball" using questions from the book A Connecticut Yankee in King Arthur's Court.  We're going to do a similar activity.  The students will come up with the questions that we'll ask.

Next Week's Assignments:
--  Rough Draft of Extended Definition or Classification Essays.
--  Read Part IV, Chapters 1 - 4
--  Write 3 questions for each part/adventure

It seems like the warm fall weather may be leaving.  Make sure you "bundle up."
Mrs. Prichard


Wednesday, October 12, 2011

Writing 2 Class Notes -- October 11

Greetings!

Again, I had another enjoyable time with this class.  It's a pleasure teaching students eager to learn.  Our Quick Write was to discuss what person (real, famous, or fictional) with whom they'd like to have lunch.  They could include what they might eat, where they might go, and anything else they might do.

I called our word building activity "Vocabulary Fun."  I listed 5 Latin words and their meanings; from these we discussed derivatives.  [circum (around), dens, dentis (tooth), cogito (to think), diabolus (devil), dominus (master)]  We thought of many words for circum (circumvent, circumnavigate, circumscribe, circumference, circus, circle) and dominus (dominate, domineering, domocile, domino, domestic).

The students handed in their Final Copies of their Process Essays.  A few students were planning to hand in their essays via e-mail.  For our next essay, the students may choose between an Extended Definition or a Classification Essay.  (More on these types of essays later.)  We discussed at length the difference between a report and an essay.  In a report, they restate facts and details they've discovered about a topic.  In an essay, they write a thesis in which they take a position or take a stand.  The rest of the essay contains information that supports the assertions of the thesis.  This assignment will be completed in 3 parts:  pre-writing, rough draft, and final copy.  During the pre-writing stage, the students will brainstorm, organize, and research their topic.  Pre-writing information is due next week; rough drafts are due the following week.

I must apologize again to the class.  I brought the wrong teacher's writing handbook to use in explaining the Extended Definition and the Classification essays.  The book I had with me was more confusing than helpful.  I'll briefly explain the types here and will have more information on the blog.

An extended definition essay is one which expands a concept by giving specific descriptions, examples, analogies, or comparisons.  You might include information that tells what it is and what it isn't.  Think about the difference between an entry in a dictionary and an entry in an encyclopedia. Sometimes a complex subject can be broken into parts.  The end goal of this type of essay is a more complete understanding of the topic.  Possible topics for this type of essay include abstract entities (freedom, love, friendship, family, compassion, courage, etc.) and specific items.  I once read a creative extended definition essay about a pencil and eraser.  On the blog you will find links to some helpful sites, including one that gives topic suggestions.

In writing a classification essay, the student sorts and organizes a topic into useful categories using a single organizing principle. If a student were to write about sports cars, he would define the different types/categories and give examples.  A paper on significant historical events in America might include the categories of wars, economic developments, and social movements with examples for each category.n  In other words, the topic must be broad enough to break into sections that can be further explained.  According to one website, "The aim of classification essay is to categorize a number of items and sort them into few groups in order to be able to investigate the subject further. When writing an essay the students will have to find characteristics of different objects which belong in the same category and write their essays accordingly."  On the blog, you will find another page with more information and links to more helpful sites, including one that gives topic suggestions.

In our reading of Gulliver's Travels, we are half-way through our third adventure.  Gulliver has just left the floating island and is about to visit the Academy where they promote all kinds of innovative projects.  I divided the class into four groups to discuss the following analytical questions:  1) Proverbs 16:18 states that "pride goes before a fall."  How is this illustrated in the book?  2) For Swift, "everything is a matter of proportion and balance, of keeping proper perspective."  Explain the idea of proportions and perspectives.  3) Swift holds up a magnifying mirror to show us our faults.  What faults does Swift point out and how does he do it?  and 4) Ironic juxtaposition is a technique that puts something really important next to something trivial and seemingly gives  them equal weight.  Give examples.  The four groups discussed these questions among themselves and shared their insights with the class.  These were very challenging questions -- ones you would find in a college class -- and I was quite proud of the students for tackling them.

Next Week's Assignments:
--  Read Part III, Chapters 5 - 8 of Gulliver's Travel's
--  Pre-Writing for Extended Definition or Classification essay


Have a great week!  Enjoy the fall colors!
Mrs. Prichard

Classification Essay

In writing a classification essay, the student sorts and organizes a topic into useful categories using a single organizing principle. If a student were to write about sports cars, he would define the different types/categories and give examples.  A paper on significant historical events in America might include the categories of wars, economic developments, and social movements with examples for each category.n  In other words, the topic must be broad enough to break into sections that can be further explained.

Below is a list of helpful sites:
Essay Start Article
50 Writing Topics
Essay Info
essayacademia

Extended Definition Essay

An extended definition essay is one which expands a concept by giving specific descriptions, examples, analogies, or comparisons.  You might include information that tells what it is and what it isn't.  Think about the difference between an entry in a dictionary and an entry in an encyclopedia. Sometimes a complex subject can be broken into parts.  The end goal of this type of essay is a more complete understanding of the topic.  Possible topics for this type of essay include abstract entities (freedom, love, friendship, family, compassion, courage, etc.) and specific items.  I once read a creative extended definition essay about a pencil and eraser.

For more information, go to the following links:
HyperTextBooks
Definition Essay Article
Essay Start website
60 Essay Topics

Wednesday, October 5, 2011

Rough Draft Notes

As the students write their essays, they find out what grammar they know and what they don't know.  Writing is really a better test of their knowledge than quizzes or exercises.  Most of the students in this class have a good foundation in the basics of grammar.

Below is a list of some of the topics that have come up with these rough drafts:

-  parallel constructions
- sentences that are too long and have too many ideas and clauses
- sentences with "there is/are ...
- using contractions (not good for essays)
- consistent verb tenses, especially when telly about events in the past
- writing out numbers as words
- commas and coordinate adjectives
- hyphens and adjectives
- punctuating prepositional phrases at the beginning of the sentences
- using quotations for setting apart words that are being defined
- using italics for foreign or scientific words
- matching pronouns with their antecedent
- punctuating dialogue
- punctuating names and dates
- language use for essays (avoiding non-standard and colloquial expressions)
- capitalizing names of relatives
- using the right prepositions
- proper use of parentheses and dashes
- using the same word multiple times

Over time, the students will be experts at these more complicated grammar situations.

Writing 2 Class Notes -- October 4

Greetings!

Yesterday's class went well.  We were productive, creative, and thoughtful.  Our Quick Write was to write about the life of a dollar bill in the first person.  I have a Daily Sparks book that gives short writing assignments.  One of the students picked this exercise from the book.  A lot of writing teachers feel it's helpful to get the bad writing out of the system.  Hopefully we did some of that yesterday.  I chose 4 words from the SAT Prep book for our Mystery Words. I don't necessarily believe the students will remember all of the words that we discuss, but they'll have an appreciation for new words and for word roots.

I handed back the rough drafts of the process essays.  We spent a good part of the class time going over common grammar problems found in the papers.  I'll list and discuss some of these on the blog.

I had sent around an e-mail hinting that that I might give a "pop quiz" for our reading of Gulliver's Travels.  The students have done a good job keeping up to date with their reading, but I wanted to check for their comprehension.  It was such a beautiful day that we took our books and the quiz outside.  We answered the questions as a group, and I included more discussion in between the students' answers.

Next week's Assignments:
--  Read Part III, Ch. 1 - 4.  (Read the discussion questions before reading the chapters, student's are not required to write out any answers.)
--  Final copy of Process Essay

Enjoy this beautiful weather!
Mrs. Prichard

Tuesday, September 27, 2011

Writing 2 Class Notes -- September 28

Greetings!
We had a productive class today. But then, this is always an enjoyable group of students.
Our Quick Write was to write a short story that ends "So the moral of the story is to be careful what you wish for." For our Vocabulary Exercises we listed various verbs that could be used for a persons movement, e.g. walking, prancing, jumping, jogging, spinning, etc. I discussed the value of finding more sophisticated words for their essays. I also brought out one of my copies of Roget's Thesaurus and listed about 25 words related to "traveling on foot." Our English language is so wonderfully diverse and colorful. The students have one extra credit option related to our word study: find the definition and word roots for "peregrinate."
We completed a worksheet dealing with choosing the correct preposition. We also looked at parallel structures, pronouns, and the Oxford comma.
I handed back the students' final copies of their personal essays. They all did a wonderful job. I grade them in three areas: content & organization & mechanics. For these papers, each section was worth 10 points for a total of 30 possible points for the essay. They handed in rough drafts today of their narrative essays.
We had a wonderful discussion about the book, Gulliver's Travels. We've reached the point in Gulliver's travels where he lands on the island with giants and is kept by the king and queen of this island. In addition to the narrative of his adventures, I continue to work with the students to help them find the satire and social commentary in Swift's writings. One student wondered if people reading this at that time would see and understand what Swift was trying to say. Great question!
As always, if you have any questions about the class and the assignments, feel free to to contact me.

Assignments for Next Week:
-- Extra Credit option: find the meaning and roots for the word "peregrinate."
-- Extra Credit option: find the origin of the Oxford comma.
-- Read Chapters 5 - 8.
-- Answer 3 of the 4 questions in the section from the study guide.
Have a great week!
Mrs. Prichard

Wednesday, September 21, 2011

Process Essay

PROCESS ESSAY
A process paper either tells the reader how to do something or describes how something is done. As you write your process essay, consider the following:

  • What process are you trying to explain? Why is it important?
  • Who or what does the process affect?
  • Are there different ways of doing the process? If so, what are they?
  • Who are the readers? What knowledge do they need to understand this process?
  • What skills/equipment are needed for this?
  • How long does the process take? Is the outcome always the same?
  • How many steps are there in the process?
  • Why is each step important?
  • What difficulties are involved in each step? How can they be overcome?
  • Do any cautions need to be given?
  • Does the process have definitions that need to be clarified?
  • Are there other processes that are similar and could help illustrate the process that you are writing about?
  • If needed, tell what should not be done or why something should be done.

Process essays are generally organized according to time: that is, they begin with the first step in the process and proceed in time until the last step in the process. It's natural, then, that transition words indicate that one step has been completed and a new one will begin. Some common transitional words used in process essays are listed below:



Transition
After a few hours,
Immediately following,
Afterwards,
Initially,
At last
In the end,
At the same time,
In the future,
Before
In the meantime,
Before this,
In the meanwhile,
Currently,
Last, Last but not least, Lastly,
During
Later,
Eventually,
Meanwhile,
Finally,
Next, Soon after,
First, Second, Third, etc.
Previously,
First of all,
Simultaneously,
Formerly
Subsequently,
Immediately before,
Then,



Guidelines for Essay
·  350 – 500 words long or longer
·  1” margins and double-spaced
·  Title
·  Name, date and type of essay in the corner
·  Page numbers in the bottom right corner