Saturday, March 29, 2014

Writing 2 Class Notes -- Week 10 (March 27)

Greetings!

We had a good, productive week after our “Spring Break.”  The Quick Write this week was “What did you NOT do during Spring Break?”  Some students wrote their quick writes in double negatives.  For example, “I didn’t not watch a movie.” 

Our Words of the Day were all “Janus words.”  Named after the Roman god who had two faces, these are words that have meanings that are almost opposites.  Below is the list of words that we looked at:
   To weather can mean "to endure" or "to erode."
   Sanction can mean "to allow" or "to prohibit."
   Fix can mean "a solution" (as in "find a quick fix") or "a problem" ("left us in a fix").
   Clip can mean "to separate" (as in "clip the coupon from the paper") or "to join" (as in "clip the answer sheets together").
   Left as a verb in the past tense means "to have gone"; as an adjective, it means "remaining."
   Wear can mean "to last under use" or "to erode under use."
   Buckle can mean "to fasten" or "to bend and then break."
   The verb bolt can mean "to secure, lock" or "to start suddenly and run away."
   Fast can mean "moving quickly" (as in "running fast") or "not moving" (as in "stuck fast").

We discussed our next essay, which is an Evaluation Essay.  Since the pre-write was due today, they have chosen their topics and have begun some preliminary research.  For this essay, we will do some work citing sources and using in-text citations with the MLA style.  As they work on their rough drafts this week, they should keep track of where they find information and where they insert this information in their papers.  We will look next week at their particular papers for practice with the citations.

Continuing with our Short Stories, we read two stories for this week by European writers, Luigi Pirandello (“With Other Eyes”), and Guy de Maupassant (“The Piece of String”).  Neither stories were particularly cheerful, but both were insightful regarding human interactions with each other.  To finish our literature portion of the day, I read aloud a short story, “Thank you Ma’am” by Langston Hughes.  Next week, I will hand out the poetry books.


Assignments for Next Week:
-- Read the following stories:  Larsen (p. 110); Anderson (p. 1); Hardy (p. 56)
-- No short story worksheets or discussion questions
-- Rough Draft of Evaluation Essay
-- There is/are Practice worksheet

This week's blog post
Class Notes

Have a great weekend,
Mrs. Prichard

Friday, March 14, 2014

Evaluation Essay

Evaluation Essay

Definition
            In an essay of evaluation, a writer acts like a roving critic, exploring the significance of your topic.  The purpose of an evaluation essay is to demonstrate the overall quality (or lack thereof) of a particular product, business, place, service, or program.  To develop an essay of this type, think in terms of a subject’s value, impact, and significance; its strengths and weaknesses; its place in the scheme of things.

Choosing a Subject
            An Evaluation Essay explores a particular event, a current trend, an extended project, a recent decision, a new product, and so on.  Consider recent experiences, conversations, and headlines for possible ideas.  It can focus on current events, political or social events, or developments in medicine or technology.

Thesis Development
While any evaluation involves injecting some form of opinion, if an evaluation is done properly, it should not come across as opinionated.  Instead, the evaluation should seem reasoned and unbiased. 

Organization
In order to give a clear representation and reasonable, unbiased discussion of your topic keep the following elements in mind:
  • Critera – This refers to the elements or qualities that demonstrate an ideal for any similar situation.  Having clear criteria establishes your paper with facts and details so that it does not appear to be only an opinion.  For example, if evaluating a restaurant, you would choose the common characteristics of menu items, cleanliness, staff, prices, etc. 
  • Judgment – This establishes whether or not your topic meets the appropriate criteria that you’ve chosen to consider in your evaluation.  Using the example of a restaurant, if you’ve chosen as a criteria the quality of food, the judgment states whether or not the particular restaurant offers food that meets or exceeds this stated quality.
  • Evidence – These are the details that support your judgment of the criteria.  Again, in the restaurant example, if you have determined that the quality does not meet a certain standard, give an explanation that serves as evidence.

Generally, each body paragraph of an evaluation essay is going to focus on one specific criterion, which should be fully explained, followed by the judgment and a variety of evidence offered as support.  Because of this, it is important that any evaluation contains several different criteria, judgments, and evidence.

Essay Guidelines
Due dates:  Pre-Write due March 27; Rough Draft due April 3;  Final Draft due April 24
Essay length:  800 – 1000 words (between 3 and 6 pages)
Rough drafts can be typed or hand-written, but must be double-spaced.
Final draft format:
Typed (if this is not possible, please let me know)
1 inch margins
Name and date on the upper right hand corner
Number the pages on the lower right hand corner

Title centered above the text of the essay

Writing 2 Class Notes -- Week 9 (March 13)

Greetings!  

We're starting to feel a little Spring in the air.    Days are getting longer, and our Spring Break is here.  

Our Quick Write this week was about communication.  On March 10, 1876, Alexander Graham Bell made the first telephone to his assistant, Watson.  The students wrote about their favorite mode of communication and then we listed as many types of communication that we could think of:  smoke signals, Morse code, carrier pigeons, Pony Express, etc.  

The Words of the Day were:
pathetique -- Italian; a musical term that means with feeling; moving
che sera sera -- Italian; "Whatever will be, will be."  
Jai alai -- Basque; a game similar to handball but using a wicker basket to catch and throw the ball
Nihil ad Rem -- Latin; "nothing to the point/matter;" inconsequential, irrelevant
zabaglione -- Italian; a whipped custard made with egg yolks, sugar and Marsala

The final drafts of their Cause/Effect Essays were handed in this week.  They worked hard on their rough drafts, and I look forward to reading these essays.  Our next writing assignment is an Evaluation Essay.  This essay requires a little research.  They are to take a well-rounded look at some event, person, place, item, etc. and evaluate it in a number of categories.  For next week, the Pre-Write is due.

Though we had read three short stories for this week, we only discussed one, “The Silk Stockings” by Kate Chopin.  We stayed on this one in part because I’ve always been fascinated by the varied responses to this story by the students.  I think this is one of the first classes that had a wise, balanced perspective.  Follow this link to the story.  I’d love to hear what any parents might interpret the actions of Mrs. Sommers.

I handed out slips of paper to some of the students with missing assignments.  I usually do this near the end of the term, but I thought that with the extra week between classes, this would be a better time.  Sometimes, an assignment has been handed in and graded, but in my enthusiasm to continue reading and grading, the score doesn’t get put in my grade book.  If a student has completed an assignment that I have down as “missing,” he/she can either send me an e-mail telling me of the score, or bring it to the next class.

If students have any questions about their assignments, they should e-mail me, especially if they missed a class. If any worksheets or handouts are needed, be sure to let me know.  (I've had more students gone, sick, or injured this semester than any other that I've taught.)  Missing classes and turning in work at different times has added a little to the confusion about homework.

Assignments for March 27 (No classes next week)
-- Read Pirandello (p. 149); de Maupassant (p. 134);
-- Fill out 1 short story worksheet per story
-- Evaluation Essay Pre-write  (Outlining & research)

This Week’s Links:
Class Notes
Evaluation Essay

Enjoy your break!
Mrs. Prichard

Friday, March 7, 2014

Writing 2 Class Notes -- Week 8 (March 6)

Greetings!
It's March.  Do you think Spring will be here soon?
Our Quick Write for today was fairly light-hearted -- "What would happen if you were invisible?" The consensus for both Writing 1 and Writing 2 is that  this could be fun, mischievous, and even temporarily advantageous, but it might not be that great if it were permanent.

The Words of the Day:
chamois -- (French "sha-mwah") -- an agile, goat-like antelope; a soft leather cloth
charade -- (French; chatter, riddle) -- an intentional pretense or deception; a game where you act out a word or phrase
chapeau -- (French, fr. Latin; capella; hat, hood) -- a hat
chandelier -- (French; fr. chandler -- a candle-seller) -- a branched , light fixture
The students were assigned to bring to class 2 discussion questions for each of the four Short Stories which they were to read this week.  We used these questions as springboards for our discussions of these stories.
Our last portion on the class was spent in discussing the rough drafts of the Cause/Effect Essays that I handed back to the class.  As I point out common writing errors, this is an opportunity to talk about grammar in the context of their own writing.  Three highlights from this discussion:  1) No using the word "things;" 2) No contractions; and 3) No "there is/are/was/were/will be/etc." sentences.  If students have any questions about the comments I made on their rough drafts, they should feel free to send me an e-mail.
Assignments for Next Week:
--  Final Draft Cause/Effect Essay
-- No "5 Corrections" explanation for this essay
-- Read the short stories by Chopin (p. 30); London (p. 122); Mansfield (p. 130); and Gilman (p. 50)
-- Complete Worksheet for  "The Silk Stockings" story
-- Write 2 discussion for the other 3 stories.



This week's blogs
Class Notes

Have a great weekend!
Mrs. Prichard

Silk Stockings Presentation

Follow this link to a PowerPoint presentation about Kate Chopin's short story, "The Silk Stockings."


 Below is a blog post that posted after discussing this with last year's class:

My Writing 2 classes have read this story for the past three years.  And every year, I have been solitary in my personal  interpretation of the story.  My students have always seemed  to read it from a different perspective.  The primary question seems to center on whether or not Mrs. Sommers deserved her little splurging or was overly careless.  Read it for yourselves, and let me know what you think.  (taken from the Electronic Text Library, University of Virginia.)





"A Pair of Silk Stockings" by Kate Chopin
Little Mrs Sommers one day found herself the unexpected possessor of fifteen dollars.  It seemed to her a very large amount of money, and the way in which it stuffed and bulged her worn old porte-monnaie gave her a feeling of importance such as she had not enjoyed for years.

The question of investment was one that occupied her greatly.  For a day or two she walked about apparently in a dreamy state, but really absorbed in speculation and calculation.  She did not wish to act hastily, to do anything she might afterward regret.  But it was during the still hours of the night when she lay awake revolving plans in her mind that she seemed to see her way clearly toward a proper and judicious use of the money.

A dollar or two should be added to the price usually paid for Janie's shoes, which would insure their lasting an appreciable time longer than they usually did.  She would buy so and so many yards of percale for new shirt waists for the boys and Janie and Mag.  She had intended to make the old ones do by skilful patching.  Mag should have another gown.  She had seen some beautiful patterns, veritable bargains in the shop windows.  And still there would be left enough for new stockings – two pairs apiece – and what darning that would save for a while!  She would get caps for the boys and sailor-hats for the girls.  The vision of her little brood looking fresh and dainty and new for once in their lives excited her and made her restless and wakeful with anticipation.

The neighbors sometimes talked of certain ‘better days’ that little Mrs Sommers had known before she had ever thought of being Mrs Sommers.  She herself indulged in no such morbid retrospection.  She had no time – no second of time to devote to the past.  The needs of the present absorbed her every faculty.  A vision of the future like some dim, gaunt monster sometimes appalled her, but luckily to-morrow never comes.

Mrs Sommers was one who knew the value of bargains; who could stand for hours making her way inch by inch toward the desired object that was selling below cost.  She could elbow her way if need be; she had learned to clutch a piece of goods and hold it and stick to it with persistence and determination till her turn came to be served, no matter when it came.

But that day she was a little faint and tired.  She had swallowed a light luncheon – no! when she came to think of it, between getting the children fed and the place righted, and preparing herself for the shopping bout, she had actually forgotten to eat any luncheon at all!

She sat herself upon a revolving stool before a counter that was comparatively deserted, trying to gather strength and courage to charge through an eager multitude that was besieging breastworks of shirting and figured lawn.  An all-gone limp feeling had come over her and she rested her hand aimlessly upon the counter.  She wore no gloves.  By degrees she grew aware that her hand had encountered something very soothing, very pleasant to touch.  She looked down to see that her hand lay upon a pile of silk stockings.  A placard near by announced that they had been reduced in price from two dollars and fifty cents to one dollar and ninety-eight cents; and a young girl who stood behind the counter asked her if she wished to examine their line of silk hosiery.  She smiled, just as if she had been asked to inspect a tiara of diamonds with the ultimate view of purchasing it.  But she went on feeling the soft, sheeny luxurious things – with both hands now, holding them up to see them glisten, and to feel them glide serpent-like through her fingers.

Two hectic blotches came suddenly into her pale cheeks.  She looked up at the girl.

“Do you think there are any eights-and-a-half among these?”

There were any number of eights-and-a-half.  In fact, there were more of that size than any other.  Here was a light-blue pair; there were some lavender, some all black and various shades of tan and gray.  Mrs Sommers selected a black pair and looked at them very long and closely.  She pretended to be examining their texture, which the clerk assured her was excellent.

“A dollar and ninety-eight cents,” she mused aloud.  “Well, I'll take this pair.”  She handed the girl a five-dollar bill and waited for her change and for her parcel.  What a very small parcel it was!  It seemed lost in the depths of her shabby old shopping-bag.

Mrs Sommers after that did not move in the direction of the bargain counter.  She took the elevator, which carried her to an upper floor into the region of the ladies' waiting-rooms.  Here, in a retired corner, she exchanged her cotton stockings for the new silk ones which she had just bought.  She was not going through any acute mental process or reasoning with herself, nor was she striving to explain to her satisfaction the motive of her action.  She was not thinking at all.  She seemed for the time to be taking a rest from that laborious and fatiguing function and to have abandoned herself to some mechanical impulse that directed her actions and freed her of responsibility.

How good was the touch of the raw silk to her flesh!  She felt like lying back in the cushioned chair and reveling for a while in the luxury of it.  She did for a little while.  Then she replaced her shoes, rolled the cotton stockings together and thrust them into her bag.  After doing this she crossed straight over to the shoe department and took her seat to be fitted.

She was fastidious.  The clerk could not make her out; he could not reconcile her shoes with her stockings, and she was not too easily pleased.  She held back her skirts and turned her feet one way and her head another way as she glanced down at the polished, pointed-tipped boots.  Her foot and ankle looked very pretty.  She could not realize that they belonged to her and were a part of herself.  She wanted an excellent and stylish fit, she told the young fellow who served her, and she did not mind the difference of a dollar or two more in the price so long as she got what she desired.

It was a long time since Mrs Sommers had been fitted with gloves.  On rare occasions when she had bought a pair they were always ‘bargains’, so cheap that it would have been preposterous and unreasonable to have expected them to be fitted to the hand.

Now she rested her elbow on the cushion of the glove counter, and a pretty, pleasant young creature, delicate and deft of touch, drew a long-wristed ‘kid’ over Mrs Sommers's hand.  She smoothed it down over the wrist and buttoned it neatly, and both lost themselves for a second or two in admiring contemplation of the little symmetrical gloved hand.  But there were other places where money might be spent.

There were books and magazines piled up in the window of a stall a few paces down the street.  Mrs Sommers bought two high-priced magazines such as she had been accustomed to read in the days when she had been accustomed to other pleasant things.  She carried them without wrapping.  As well as she could she lifted her skirts at the crossings.  Her stockings and boots and well fitting gloves had worked marvels in her bearing – had given her a feeling of assurance, a sense of belonging to the well-dressed multitude.
She was very hungry.  Another time she would have stilled the cravings for food until reaching her own home, where she would have brewed herself a cup of tea and taken a snack of anything that was available.  But the impulse that was guiding her would not suffer her to entertain any such thought.

There was a restaurant at the corner.  She had never entered its doors; from the outside she had sometimes caught glimpses of spotless damask and shining crystal, and soft-stepping waiters serving people of fashion.
When she entered her appearance created no surprise, no consternation, as she had half feared it might.  She seated herself at a small table alone, and an attentive waiter at once approached to take her order.  She did not want a profusion; she craved a nice and tasty bite – a half dozen blue-points, a plump chop with cress, a something sweet – a crème-frappée, for instance; a glass of Rhine wine, and after all a small cup of black coffee.

While waiting to be served she removed her gloves very leisurely and laid them beside her.  Then she picked up a magazine and glanced through it, cutting the pages with a blunt edge of her knife.  It was all very agreeable.  The damask was even more spotless than it had seemed through the window, and the crystal more sparkling.  There were quiet ladies and gentlemen, who did not notice her, lunching at the small tables like her own.  A soft, pleasing strain of music could be heard, and a gentle breeze, was blowing through the window.  She tasted a bite, and she read a word or two, and she sipped the amber wine and wiggled her toes in the silk stockings.  The price of it made no difference.  She counted the money out to the waiter and left an extra coin on his tray, whereupon he bowed before her as before a princess of royal blood.

There was still money in her purse, and her next temptation presented itself in the shape of a matinée poster.
It was a little later when she entered the theatre, the play had begun and the house seemed to her to be packed.  But there were vacant seats here and there, and into one of them she was ushered, between brilliantly dressed women who had gone there to kill time and eat candy and display their gaudy attire.  There were many others who were there solely for the play and acting.  It is safe to say there was no one present who bore quite the attitude which Mrs Sommers did to her surroundings.  She gathered in the whole – stage and players and people in one wide impression, and absorbed it and enjoyed it.  She laughed at the comedy and wept – she and the gaudy woman next to her wept over the tragedy.  And they talked a little together over it.  And the gaudy woman wiped her eyes and sniffled on a tiny square of filmy, perfumed lace and passed little Mrs Sommers her box of candy.

The play was over, the music ceased, the crowd filed out.  It was like a dream ended.  People scattered in all directions.  Mrs Sommers went to the corner and waited for the cable car.


A man with keen eyes, who sat opposite to her, seemed to like the study of her small, pale face.  It puzzled him to decipher what he saw there.  In truth, he saw nothing – unless he were wizard enough to detect a poignant wish, a powerful longing that the cable car would never stop anywhere, but go on and on with her forever.



Saturday, March 1, 2014

Writing 2 Class Notes -- Week 7 (February 27)

Greetings!

From the comments coming from students, they are able to make the most of this cold weather by snowboarding, skiing, etc.  I keep reminding them to be safe out on the slopes.

Our Quick Write this week was "Follow Shakespeare's Example."  I read a quote the other day that whenever Shakespeare couldn't find the right word, he would make one up.  I wanted the students to either make up new words that they thought should be a part of our vocabulary OR share their favorite word.  Taking comments from the class, they had a lot of words to share.  

Our Words of the Day were:
rinforzando -- Italian -- a sudden crescendo or increase in volume
balalaika -- Russian -- a three-stringed, triangular shaped instrument similar to a guitar
chapati -- Hindhi -- a round, flatbread
laus Deo -- Latin -- praise be to God

We discussed the three short stories for this week.  While some stories are funny and light-hearted, or deep and profound, these were were darker and more depressing.  Short stories give us an opportunity to get a "taste" of some of our classic American authors.

For next week, we will read stories by Bret Harte, Mark Twain, Sarah Orne Jewett, and Stephen Crane.  They are writers from the early 1800's.  Instead of filling out the charts that we've used for the past two weeks, I would like the students to come to class with 2 discussion/ critical thinking questions for each story.  As we discussed in class, these should be questions that do not require simple, one-word answers.  These are questions that could have multiple answers; they usually ask "how" or "why" as opposed to "what" or "when" or "who."

For the remainder of the class, the students worked in groups to edit some sample sentences.  One of the hardest activities for young writers to do is to edit their own works.  Any easy way to orient their thinking towards re-writing and revising is by working through someone else's sentences.

I have their Cause/Effect Rough Drafts and will hand them back next week.  No writing assignments for the week.

Assignments for Next Week:
-- Read Harte (p. 64); Twain (p. 175); Jewett (p. 87); Crane (p. 34)
-- Write 2 Discussion Questions for each story
-- no grammar or other writing

This week's blog & links:
Class Notes


Have a great weekend!
Mrs. Prichard