Writing 2 – Fall 2014 Classroom Policies

Writing 2 – Fall 2014

Classroom Policies

Classroom Conduct

·        As we explore the topics in our literature selections and the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each others time and comments.

·        We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.  (They may be confiscated until the end of the CHAT school day.)

Communication

·        Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)

·        I’m using two other on-line resources: a blog and a document storage site, Dropbox.  Here’s how they will work:

–  Writing 2 – www.chatwriting2.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  I’m hoping these entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.

–  Dropbox – www.dropbox.com.  Most of the handouts will be available on the Dropbox website.  Parents and students will receive an e-mail and be invited to view the “Writing 2” folder.  These documents can be downloaded and printed from home computers.

Homework Guidelines

·        Short writing assignments should be handed in when due or e-mailed by midnight on the Sunday after it was assigned.  They will also be accepted after that but with a reduction in score.

·        Keep on schedule with the reading assignments.  Students who have read the assigned portions will engage more actively, learn more effectively and enjoy more fully the class discussions.

·        Rough drafts must be handed in on time, either in class or via e-mail so that they can be corrected and handed back on time.  If a rough draft does not get handed in, the student will miss out on the opportunity to learn from mistakes.  His/her composition will be graded as a final draft.

·        Final copies of assigned essays should be handed in when due or e-mailed by midnight on the Sunday after it was assigned.  With special permission, an essay will be given an extension of up to 4 days.  Papers handed in later will receive a reduction in score.

·        Extra credit activities will be offered from time to time.  The thrust of these will be mostly “fun and interest.”  Even though the scores will be added to the cumulative scores for the class, they are not a substitute for regular assignments.

Grading Policy

·        Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.

·        Points will be given in the following areas:

– Attendance – 1 pt. /day (However, if a student is sick or excused, adjustments will be made.)

– Participation – 5 pt. /day.  This includes good attitudes, helpful comments in the discussions, respect of others.

– Quick Writes & Vocabulary Builders – 2 pt. /day.  These exercises at the beginning of each class will not be graded for content, but will receive points for participation.

– Short writing assignments, including lists, grammar exercises, 1 paragraph answers, etc. – points are dependent on the assignment.

– Extra Credit – 2 – 10 pt. each, depending on the assignment.

– Pre-Writes – 5 points for outlines, mindmaps, and any activity that shows brainstorming and researching.

– Rough Drafts – 10 points for handing it in on time.

– Final Essays – 40 pt.  Essays will be graded in three areas:  Focus, Content, Organization, and Mechanics /Grammar.

Drafting the Essay

DRAFTING THE ESSAY

Writing a Thesis

– A thesis statement expresses a main idea that can be developed with stated reasons.  This statement is usually an opinion, feeling attitude, belief, or point of view about the topic.  It should not be a statement of fact that needs no development.

– The thesis must create an adequate focus for the paper.  If the main idea is too broad, it cannot be adequately developed on one paper; if it is too narrow, an entire paper is not needed to develop it.

– The thesis can be the first sentence of the introduction, or can be placed anywhere in the introductory paragraph.

What kind of information to include?

– Include information that proves, illustrates, explains, or defines the thesis.

– Support your thesis and give specific information and concrete details that include examples, facts, statistics, and other concrete information.

– The specific details should relate directly to the main idea.  Supporting sentences often explain how the specific detail proves the thesis statement.

– Supporting sentences should express unity.  Every sentence should support the thesis.

Building Strong Sentences

– Plan your sentences using a map or outline

– Put your sentences in a logical order.  Sentences that have a logical connection and consistency illustrate cohesion.

– Two tools that help make sentences coherent are transitions and repeated key words.  These help clarify the relationship between ideas.

Organizing Supporting Sentences

– The most logical ways to organize supporting statements are

            Time relation (present to past OR past to present)

            Space relation (near to far OR far to near; circular; height positions)

            Order of importance (often the strongest supporting sentences come first and last)

Writing the Introduction

– Because the introduction establishes the reader’s attitude toward the topic and toward the writer, it is the most important part of the essay.

– The introduction should

            Get the reader interested in the topic (attention-getter)

            Provide background information about the topic (factual material)

            State the thesis of the essay (main idea)

– Attention-Getter and Background Information  

Some essays start gradually by getting the reader ready for the thesis.  Background information gets the reader in the mood for the rest of the essay.

– Strategies for attention-getting and background information:

A good story or anecdote

History, facts, or initial information

An appropriate quotation

A problem the reader should know about concerning the topic

A question that limits your topic

A statement that popular ideas about your topic are wrong

A reference to something historical, something in the news, a current event, or a literary work

A strong opinion.

– Appeal to Audience:  address the audience of the essay. 

– Length and Placement:  how much background information to provide depends upon the length of the essay and the strategy the writer uses to get the reader prepared for the thesis.

– Thesis or Thesis statement:  This sentence should be in the introduction in order to create a focus for the essay.

Body Paragraphs

– Each paragraph in the body of the essay develops one main point that supports the thesis.

– The body paragraphs usually follow the traditional paragraph pattern of topic sentence, supporting sentences, and conclusion.  Not every paragraph necessarily has a stated topic sentence, but every paragraph has a main idea.

– Effective body paragraphs use transitions within and between paragraphs to create coherence.

Order of Body Paragraphs

– You can organize your paragraphs in a number of ways; the important consideration is to make the order clear and logical to the reader.

– Possible presentations:

            Chronological order

            Order of importance

            Combination of plans

Conclusion

– The conclusion is the final paragraph.  If the essay is very long, the conclusion might be more than one paragraph, but usually have only one paragraph.

– Strategies for concluding:

– Refer back to the story, problem, question, or quote that began the introduction

– Emphasize the important point.  Remind the reader of the thesis of the essay and how its major details are developed.

– Avoid beginning the conclusion with “in conclusion” or “finally” or “to summarize.”  This is obvious to the reader.

– Do not repeat the thesis statement word for word and list the major details explained in the introduction.

– Avoid beginning a new argument in the conclusion.

Essay Rubric for Writing 2

Criterion	Beginning (2 – 0)	Developing (5 – 3)	Proficient (8– 6)	Advanced (10 - 9)
Focus:  Thesis, Introduction, Conclusion	Specific topic is unclear and no statement of an opinion or a stand. Lacks a clear introduction. No conclusion.	Thesis statement expresses the topic but not an opinion or a stand. Weak introduction that states the topic but is missing a clear thesis. The focus of the paper is unclear. Conclusion does not fully summarize the main points nor restates the thesis statement.	Thesis statement includes the topic and expresses a stand or opinion. Introduction states topic and thesis and gives direction to the paper. Conclusion reiterates main points and restates the thesis statement.	Clearly-stated, thoughtful & compelling thesis statement. Strong introduction with a thesis statement that grabs attention and directs the course of the essay. Strong conclusion that summarizes the main points and restates the thesis statement.  Satisfactorily wraps up the essay.
Content	No major points to support the thesis are included.  Few details have been used. Ideas are disconnected.	Some of the major points are covered. Some specific details are included. Lacks sufficient material to fully support thesis.	All major points are covered. Appropriate details are included with each point.	All major points are thoroughly and insightfully discussed. All points are fully supported with strong details.
Organization	Ideas are arranged randomly.  There may be no division of paragraphs.	Like ideas are grouped together, and paragraphs are present, but ideas within may not be organized logically.  Transitions may be lacking.	An apparent progression of ideas that allows the reader to move through the text without confusion. Sentences with paragraphs are organized and flow smoothly	Expresses a clear, logical sequence of ideas within paragraphs and throughout the paper. Sentences within paragraphs flow smoothly with good use of transitions.
Mechanics	Frequent errors, seriously impairs flow & meaning of paper	Errors noticeable, and occasionally detract from flow or meaning of paper	Some errors, which are minor in nature and don’t detract from overall meaning of paper	Essentially faultless; errors may result from risk-taking and do not detract from meaning of paper.

Total Score – 40 possible points

Pre-Writing Exercises

Pre-Writing Exercises

Getting Started

·         Think right:  believe in yourself and ability to learn; keep trying and learn from mistakes

·         Get organized

–  Use a notebook:  keep track of handouts and assignments

–  Take notes:  notes help you to retain important information and stay focused; write down whatever your teacher writes on the board and specific information about assignments.

–  Schedule study time:  don’t leave assignments to the last minute; schedule regular time

–  Use good resources:  teachers, books, on-line sources, classmates

           

First Steps to Writing

·         Understanding the assignment

–  Make sure you are clear on requirements:

Due Date

Length

Format of paper

Topic restrictions

·         Narrowing the topic

–  Find an area of the topic that you can write about

–  Narrowing tree to divide a general topic or subject into more specific parts until you find a specific topic of interest

–  Brainstorming by thinking of the aspects of the topic or of specific examples and writing down all the ideas that come to mind (can be done in a group)

·         Determining the writing context

–  Purpose:  why are you writing, what your goals are, and what you hope to accomplish; what to include and what to leave out; most writing is to inform, to persuade, or to entertain.

–  Audience:  tailor your statements to the person or group to whom you are speaking; keep in mind your audience’s interests, concerns, values, educational backgrounds, and attitudes.

–  Tone:  the writer’s attitude toward the subject or audience; can range from serious, sarcastic, angry, humorous, condescending, insensitive, compassionate, etc.

·         Formulating a main idea:  think about the direction you might be heading in or what you might write about; stating a tentative main idea will help you generate ideas about your narrowed topic more effectively.

Generating Supporting Ideas

·         Brainstorming:  write down everything you think of regarding this topic; be aware of all the senses; can be done in phrases; can be done individually or in a group

·         Freewriting:  start writing sentences and paragraphs; write everything that comes to mind

·         Listing:  visualize and write what comes to mind;

·         Clustering/ Mind map:  cluster related ideas together; group or organize ideas

·         Dividing:  break the topic into its components; use journalistic questions (who, what, where, when, why how)

Organizing Ideas

·         State the main idea:  narrow your topic into a thesis statement; sometimes this will need to be revised as you gather materials

·         Map your topic:  Use the a table similar to the one below the develop your ideas

Supporting Ideas	Specific Details	Relation to Thesis

·         Outline:  use the formal outline structure to help organize topics of support and subtopics.  The outline below is an example of style.

I.  Introduction

            A.  Specifics

            B.  Specifics 

II.  Suppporting idea #1

            A.  Specifics

            B.  Specifics

                        1.  Details

                        2.  More details

III.  Supporting idea #2

            A.  Specifics

                        1.  Details

                        2.  More details

            B.  Specifics

IV.  Conclusion

Personal Commentary Essay

Personal Commentary

Definition

            A commentary is essentially a thoughtful reaction to some aspect of life.  Similar to an editorial in  which a writer attacks or applauds a specific newsworthy item, commentaries speak about some aspect of culture, society, beliefs, etc.  Unlike editorials, they are usually more even-handed and reflective.  Current affairs, trends, developments, business dealings, politics, etc. are all good source of subject matter for a personal commentary.

Thesis Statements

            Select the main point and the focus you want to convey.  Determine your opinion about this topic and craft a thesis statement that expresses it clearly.

Organization of the essay

            In an essay of this kind, you will need to give some background information, especially if it is a complicated topic.  This should be brief and give important information that will connect with the rest of your essay.  Include not only concrete details that support your thesis, but your personal opinions and the reasons behind those opinions.

Tips on Planning

– Focus your efforts.  A topic that is too broad will be hard to cover in a short essay.  Also, too many details confuse the reader.

– Present your experience or information in an engaging way so that your readers can appreciate its importance; present your ideas in an organized way.

Essay Guidelines

– Due dates:  Rough Draft due September 4; Final Draft due September 18

– Essay length:  at least 300 words (about 1 page)

– 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

A Connecticut in King Arthur’s Court (Mark Twain) Study Questions

A Connecticut in King Arthur’s Court (Mark Twain)

Study Questions

BEFORE READING

Read the Introduction to A Connecticut in King Arthur’s Court.

Read the handout of Literary Terms

WEEK 1 -- Intro & Ch. 1 – 6 (p. vii – 31)

Discussion

1.      What does Twain write in the beginning to “frame” the story and to set it up as a believable set of circumstances?

2.      What has Twain included that could make this story less creditable?

3.      For centuries, stories and legends about King Arthur and Camelot have been told.  What does it tell you about Hank that he is unfamiliar with the tales and the place?

4.      What is Hank’s first impression of the King, the Knights, and the Round Table?

5.      Give examples of verbal humor used in these chapters.

6.      Explain Hank’s perspective on the supernatural and magic.  Why do you think he tells the people that he’s using magic to cause the eclipse?

WEEK 2 -- Ch. 7 – 13 (p. 31 – 67)

Discussion

1.      Why does Hank feel as if he was “just another Robinson Crusoe?” (p. 33)

2.      Why does Hank choose his title, “The Boss?”

3.      How does Hank describe the people and purpose of the nation?  What American ideals lead him to think this way?

4.      What ideas about nobility & rank does Twain discuss?

5.      Why was Hank afraid of the Church? (see Ch.10)

6.      Describe Clarence and the role he has begun to play.

7.      How was this nation a “country of wandering liars?” (p. 51)

8.      Explain the “quest” Hank must go on.

9.      Give 3 examples of metaphors that Hank uses in his descriptions and comments.

10.  What political and/or business ideas does Hank express?

WEEK 3 -- Ch. 14 – 19 (p. 68 – 100)

Discussion

1.      How does Hank subdue the knights attacking him?

2.      Describe Sandy.  What phrases does Hank use to describe her?

3.      Give examples of the language barrier between Hank and Sandy.

4.      How is Hank using knights for advertising?  What is his motive and purpose for doing this?

5.      Give an example of verbal humor or an unusual metaphor.

6.      What does Hank mean when he refers to Morgan le Fay’s “petrified training?” (p.87, 91)

7.      What is knight-errantry and why does Hank call it “a most chuckle-headed trade?” (p. 99)

8.      What causes Sandy to be speechless?

WEEK 4 -- Ch. 20 – 23 (p. 101 – 131)

1.      Describe what Hank and Sandy find at the Ogre’s Castle.

2.      How is the meeting of Sandy and the “ladies” both sweet and sad?

3.      Hank mentions the “power of training! Of influence! Of education!”  Why are these so important?

4.      Who does Hank meet on his way to the Valley of Holiness?  Describe them.

5.      Why does Hank go to the Valley of Holiness?

6.      How does Hank use one of the hermits for his purposes?

7.      Why does the fountain not work?  How will Hank remedy the problem?

8.      If Hank is so opposed to magic and superstition, why does he keep pretending to use his own “magical” powers?

9.      Why does Hank use such theatrical performances?

WEEK 5 – Ch. 24 – 27 (p. 132 – 158)

Discussion

1.      What new invention appears at the beginning of Chapter 24?  How does it give Hank an advantage?

2.      Explain the differences between Hank’s qualifications for soldiers and the King’s qualifications.

3.      What scheme does Hank devise to help save the kingdom money, give nobility a place in the army, and yet guarantee qualified soldiers?

4.      Explain what the “king’s-evil” is.

5.      What were Hank’s opinions about his first newspaper?

6.      Why did the King and Hank embark on a trip in disguise?

7.      What adjustments did the King need to make?  Why?

WEEK 6 -- Ch. 28 – 31 (p. 159 – 187)

Discussion

1.      How does Hank compare the cares of the kingdom with the cares of the lowly born?

2.      What are Hank’s opinions about intellectual work and manual labor? (Ch. 28)

3.      How does the King’s “kingliness” serve him well in the smallpox hut?

4.      Describe the tragedy at the Manor House. 

5.      What tragedy do Hank and the King prevent?

6.      What name does the King go by while staying in the village with Marco?

WEEK 7 -- Ch. 32 – 36  (p. 188 – 219)

Discussion

1.      How does Hank express his need to be theatrical and to attract attention to himself?

2.      In what way is he a hypocrite in his interactions with Dowley?

3.      How does Hank manage to get all of the peasants angry with him?

4.      Explain the irony in the King’s and Hank’s responses to the low price they bring as slaves.

5.      Why do you think the King is not worth more as a slave?

6.      The 19^th century audience enjoyed melodramas.  Define “melodrama” and explain how this genre is reflected in Ch. 35.

7.      Why did Hank not escape earlier?

WEEK 8 -- Ch. 37 – 41  (p. 220 – 245)

Discussion

1.      Describe the sequence of events that leads the King and Hank to prison.

2.      What kind of response was Twain looking for from his readers when he chose to have the knights appear in armor and riding bicycles?

3.      Why does Hank have to fight Sir Sagramor?

4.      How does Hank again act as if he believes in Merlin’s magic and yet makes fun of him?

5.      Why does Hank wait to reveal his mines and factories until after he has subdued the knights?

6.      Give at least 5 examples of “technological” advances that have happened since Hank has come to Camelot.

7.      Describe Hank’s & Sandy’s relationship.

WEEK 9 – Ch. 42 – Final PS  (p. 246 – 268)

Discussion

1.      What changes have been made that make the 6^th century look more like the 21^st century?

2.      Why is Hank not in England when the Interdict comes?

3.      What causes the knights to fight among themselves and to ultimately split the kingdom?

4.      Describe England’s condition when he returns.

5.      Explain the following phrase from Chapter 44:  “We had conquered; in turn we were conquered.”

6.      At the very end, which civilization does Hank want to be in?  Why?

FINAL QUESTIONS

Twain wrote to the illustrator of this story that Hank Morgan was “a perfect ignoramus; he is boss of a machine shop, he can build a locomotive or a Colt’s revolver, he can put up and run a telegraph line, but he’s an ignoramus nevertheless.”  In other words, Hank was not a person of intellect but of inventiveness and ingenuity.  How is this important to the story?  How would the story have been different it Hank had been a deep thinker, a philosopher?