Writing 2 Class Notes -- Week 10 (October 30)

Greetings!

We had a good class today.  We've developed a good sense of camaraderie and collaboration in this class.  

I had the students do a Quick Write today from the College Application Essay Prompts.  Our prompt today was #40 -- If you were a door to door salesperson, what would you be able to sell?  Again, the goal of the college application prompts is to help students think creatively and reflectively. 

Our Words of the Day from A Connecticut Yankee were

Shindies -- origin unknown -- a row, noisy party of people, shindig

Ambuscade -- fr. M. French, embuscade, ambush -- an ambush

Crusader -- fr. Latin crux, cross -- a fighter, normally someone who was a part of the crusades held by Christians in the early Middle Ages

Picket -- fr. French piquet, fr. M. English pik, pointed staff -- a post or stake

I handed back the rough drafts of their Extended Definition or Classification Essays.  As they make the revisions and edits, they have two other activities to accompany this.  I gave them two handouts for this:  a list of common mistakes and an essay rubric.  Both are for self-evaluation.  On the list of common mistakes, they need to highlight or mark in some way the mistakes that were in their own papers.  Using the rubric, I want them to evaluate their own final drafts of their essays.

We spent the bulk of the class time going over the list of common mistakes as I explained many of the Grammar rules related to this list.

I showed a video that was a spoken word presentation about words, conviction, and the tendency of today's society to end declarative sentences with that little lift of the voice that makes it a questions.  Though it had a humorous bent, it encouraged people to speak boldly about their convictions.

During the final minutes of class, they worked together on a short quiz for A Connecticut Yankee in King Arthur's Court.  Next week we will have our "Final Exam," a baseball game.

Assignments for Next Week:

-- Final Draft of Extended Definition or Classification Essay

-- Highlight or mark items on the list of common mistakes

-- Complete the self-evaluation using the rubric

-- Complete the Parallel Structure Worksheet (using the handout for reference)

-- Bring any outstanding assignments related to the A Connecticut Yankee in King Arthur's Court.

This week's links:

Class Notes

Taylor Mali -- Conviction

Reformation Polka

Have a great weekend!

Mrs. Prichard

Writing 2 Class Notes -- Week 9 (October 23)

Greetings!

My apologies for the lateness of the week's e-mail; it's been a busy week at the Prichard home.  You never know when it's going to be this nice again for yard work.

This past week's class was a beautiful day and a wonderful class.  We began our class with the Quick Write taken from the list of college application prompts:  "What's wrong with the word."  I must say that this sparked a wonderful conversation and a little sermonette from Luke 10 about blessing others and meeting their needs as a means for evangelism.

Our Words of the Day from A Connecticut Yankee were:

Sepulchral -- fr. Latin sepilire, to bury -- N.  a tomb; Adj. gloomy, dismal

Gossamer -- fr. ME gosesomer, referring to late autumn   -- a fine, filmy cobweb; a thin airy fabric

Folderol -- late 17th century nonsense refrain in a song -- mere nonsense, foolish talk; gimcrack, gew-gaw

Clandestine -- fr. Latin, clandestinus, secretly -- characterized by secrecy and concealment 

The students had finished their mid-book quizzes, and we talked about the answers.  An intriguing result of the quiz is that students had varying opinions about whether the story was "romantic" and about the character of King Arthur. We had a long discussion about our book, A Connecticut Yankee in King Arthur's Court, and discovered that in part, both sides are right.  The students have done a wonderful job reading and interpreting the book.  We are nearing the end.

As a part of our Final for this book, each student is to bring four questions to use as part of a "Baseball Game."  (Hank brought the game of baseball to the knights in Camelot.)  They should have a Single, Double, Triple and Home Run.  In other words, the questions, and answers, range from simple to difficult.

The students have handed in the rough drafts of either the Classification or Extended Definition Essays along with the Pre-Writes.  I will hand these back to them next week.

Assignments for Next Week:

-- Read Ch. 42 - Final PS.

-- 8 Vocabulary Words

-- 4 Baseball Questions

-- No grammar

Have a great week!

Mrs. Prichard

Writing 3 Class Notes -- Week 8 (October 16)

Please go to this link on the Writing 3 blog.  The Class Notes were mistakenly posted on the Writing 2 blog.

Reverse Outline

Please go to this link on the Writing 3 blog for the Reverse Outline post.  It was mistakenly posted on the Writing 2 blog

Writing 2 Class Notes -- Week 8 (October 16)

Greetings!

Another beautiful fall day and another great class!

 Our Quick Write today was a prompt taken from a list of college application prompts.  Some of our Quick Writes at the beginning of class are light-hearted nonsense, but some of it has a purpose.  I talked for a while about the importance of the essay in the college application.  One of the key aspects of these essays is that they are intended for the student to show some his/her personality and character.  Admissions counselors are looking for those characteristics that cause the student to stand out.  Today’s prompt was about family traditions and family uniqueness.

Our Words for the Day, from A Connecticut Yankee, were:

Augmentation – fr. Latin, augmentare, to increase – to make larger, enlarge in size, number, strength

Dubious – fr. Latin dubius; wavering -- doubtful

Sumptuousness – fr. Latin, sumptus, expensiveness – costly, rich, or luxurious

Gimcrack – origin unknown– a showy, useless trifle

We discussed our current writing assignment, an Extended Definition or Classification Essay.  The pre-write for the essay is due this week.  They didn’t need to be handed in this week, but should be handed in next week with the rough drafts.  Pre-write activities include brainstorming, outlining, and researching.

 I also discussed the format for the essays.  Rough drafts can be handwritten, but the following guidelines still need to be followed:

1 inch margins

Double spaced

Name, Type of essay, and rough or final draft should be in the upper left or right corner

Title between the heading and the body of the paper

We discussed the reading assignment for this week, which was Chapters 32 – 36.  At this point of the book, Hank and the King are incognito, traveling as average people among the peasants of the time.  However, Hank pushes his theatrics a bit too far the people run them off only to be captured as slaves. 

We are nearing the end of the book.  We have two more weeks of reading assignments, one week for a Take Home Final exam, and an in-class “Final” activity.  Since Hank introduced the game of Baseball to King Arthur’s court, we’ll play a game using questions that the class writes as a means to go around the bases.

 No Grammar this week.

Assignments for Next Week:

-- Write Rough Draft of Extended Definition or Classification Essay

-- Read Chapters 37 – 41

-- Answer 3 Study Questions and write out 5 Vocabulary Words.

     -- Extra credit Study Questions may be done.

This week’s blogs

Class Notes

ClassificationEssay  

ExtendedDefinition Essay  

Have a great weekend!

Mrs. Prichard

Writing 2 Class Notes -- Week 7 (October 9)

Greetings!

We had another wonderful class this week.  This is a bright group of students, and I enjoy my Thursday class times with them.

We began with our usual Quick Write.  This week our topic was Benjamin Banneker, a scientist, mathematician, astronomer surveyor, and writer who died on this date in 1797.  Though called the "first black man of science," he only went to school as a child.  Most of his knowledge and skills were self-taught.  I gave the students 2 options for the Quick Write:  1) Write about something you taught yourself; 2) If you could invent something, what would it be. 

Our Words of the Day came again from the vocabulary lists that we're developing from Connecticut Yankee.  This week's words came to us, complements of  Dane, James and Annika:

Varlet -- fr. ME, valette, fr. OF vaslet, valet, fr LL. vassellitus, vassal, slave -- a menial servant

Emaciated -- fr. L. emaciatus, wasted away -- thin, puny, gaunt, haggard

Alacrity -- fr. L. alacritas, lively -- cheerful readiness, prompt, eager

The students handed in their final drafts of their Process Essays.  A couple of students had problems with computers and/or printers.  Those essays can be e-mailed to me.  Also, if a student forgot the rough draft to hand in with the final draft, that can be scanned in and sent to me.  I handed out to them the instructions for the next round of essays.  This time, they can choose between an Extended Definition Essay or a Classification Essay.  I spent some time explaining the two styles of essays and giving examples of types of topics that would work.  (The descriptions for these are attached.)  The first two essays for Writing 2 were written with a 2-step process:  rough draft then final draft.  For the rest of our essays, we will be following a 3-step procedure:  pre-writing, then rough draft, then final draft.  They are to do the pre-writing (brainstorming, mind mapping, outlining, researching, and thesis developing) for next week.  I will check to see that these are done, but they will be handed in with the rough drafts in 2 weeks.

After correcting their worksheets dealing with pronoun agreement, I felt that we needed to go over this Grammar topic a little more.  Using a handout, we discussed indefinite and impersonal pronouns, both plural and singular.  

The class has a take home quiz for our book, A Connecticut Yankee in King Arthur's Court.  The quiz is open book, so it should not be too hard.  

Assignments for Next Week:

-- Take Home (open book) Quiz

-- Read Ch. 32 - 36

-- Answer 4 Study Guide questions and 8 Vocabulary words

-- Extended Definition or Classification Pre-Write

This week's links:

Class Notes

Extended Definition Essay

Classification Essay

Agreement -- pronouns

Have a great weekend!

Mrs. Prichard

Agreement: Subject/Verb and Noun/Pronoun

Agreement:  Subject-Verb; Pronoun-Antecedent

The rules for agreement are simple, but need emphasizing because breaking them often goes unnoticed.  Simply, every verb must agree with its subject in number (singular or plural); every pronoun must agree with its antecedent in number (singular or plural).

SUBJECT-VERB AGREEMENT

With ordinary nouns and verbs, most writers are aware of their status as singular or plural.  Problems arise in complex sentences with multiple phrases and/or clauses that confuse the matter.  Also, some words seem to defy logic and are “special problems.”

Special Problems of Subject-Verb Agreement

1.  Using “either … or” and “neither … nor.”

If these correlatives join singular subjects, the verb must be singular.

Example:  Either my sister or my brother visits China every year.

If these correlatives join plural subjects, the verb must be plural. 

Example:  In the Olympics, neither the Chinese nor the Americans compete well against the Russians.

If these correlatives join a singular noun with a plural noun, the verb agrees with the noun closest to it.

Examples: 

Neither Jake nor his brothers play the violin.

Either the 6000 fans or the announcer misunderstands the official’s ruling.

2.  Nouns joined by “and” govern a plural verb.

                Examples:

                Respectability and contentment accompany old age.

                Blocking for the quarterback and carrying the ball are two requirements of fullbacks.

3.  The verb should not be affected by a phrase between the subject and verb.

Examples:

The faculty, as well as many of the students, does not understand the new policy. (subj. and verb are both singular)

The space between the two cars allows no room for opening the doors.

4.  Using “a number of” or “the number of”

As a subject, “a number” followed by “of” takes a plural verb.

Example:  A number of travelers in the Southwest have witnessed meteor showers.

As a subject, “the number” followed by “of” takes a singular verb.

Example:  The number of different ideas students can generate astounds me.

5.  The following pronouns are singular, and therefore take a singular verb:

another

anybody

anyone

anything

each

either

everybody

everyone

everything

much

neither

nobody

no one

nothing

one

other

someone

something

somebody

Examples:

Each of the books is over a thousand pages long.

Anything my brother paints amazes me.

Nobody has the right to steal from another.

6.  The following pronouns are plural:  several, few, many, others, both.

Examples:

Several of the participants knew the answers.

A few of the students were enthusiastic.

Many of the papers were torn.

Both of the brothers played baseball.

7.  The following pronouns are singular or plural, depending on what follows them:  some, none, most, all.

Examples:

Some of the movies were funny.

Some of the cake was left over.

None of my students like me.

None of the field was plowed.

Most of my students are brilliant.

Most of the food is awful.

All of the books in the library are damaged.

All of the time was spent in mourning.

8.  Collective nouns are singular in form and usually take a singular verb.

Examples:

The pod of whales clusters around the biggest male for protection.

That choir sings beautifully.

The flock of geese travels south.

Note:  Exceptions to this rule occur when the writer thinks of the elements of the collective noun as individuals rather than as a groupl

Examples:

The Board of Education flounder during budget considerations.

As the gaggle of geese on the ground waddle here and there, they make a mess.

PRONOUN-ANTECEDENT AGREEMENT

Pronouns must agree with their antecedents in both number and gender.  Also, pronouns should be placed as closely as possible to the antecedent.

Special Problems of Pronoun-Antecedent Agreement

1.  The indefinite pronouns listed under No. 5 (above) need a singular pronoun.

Examples:

Anyone can succeed if she tries.

Everyone brought a gift for his writing teacher.

Someone should admit his unwillingness to excel in grammar.

2.  Plural indefinite pronouns require plural pronouns.

Examples:

Several of the participants quit because they were tired.

A few in the front row had paid significant amounts for their tickets.

I kept my seat on the bus, but others had to change theirs.

3.  Those indefinite pronouns that are either singular or plurl take singular or plural pronouns accordingly.

Examples:

Some of the dog’s leash twisted itself around the clothesline.

None of the students had their pencils with them and were scolded by their teacher.

Classification Essay

Classification Essay

Definition

            Classification has to do with sorting things into groups.  When you classify, you generally break a subject down into the most meaningful parts.  Think categories or varieties.  You may also classify a subject by explaining how it fits into a larger category or grouping.  When writing an essay of classification, your goal is to help readers better understand the whole (your topic) by presenting the parts.  Your goal may also be to show how your subject fits into the larger scheme of things. 

Thesis Development

            The thesis statement should name the subject (what is being classified), the mode of classification (classify, group, kinds), and the categories.  The thesis often includes the differentiating characteristics.

            Examples:

– Electricians are classified as foremen, journeymen, and apprentices based on their education experience, and salary.

– Nurses can be classified as registered nurses, licensed practical nurses, or nurse assistants.  These nurses can be differentiated based on their education, salary, and duties.

– Tennis enthusiasts are aware of the three types of racquets:  wood, graphite, and steel.  These racquets differ in price, flexibility, size, and durability.

Organization

            Classification is a rather easy pattern to use because it is so structured. Once you’ve decided on your topic, its categories, and their differentiating characteristics, it is a matter of plugging in the differentiating characteristics in the same order for each category.  You must be careful to keep everything in the same order that you listed in your thesis.  When you do this, the essay almost writes itself.

            Classification essays are structured first by category (classes or types you have divided your subject into), and then by differentiating characteristics (the ways your categories can be distinguished from one another).

            Examples:

I. Introduction with Topic Sentence or Thesis

II.  Category #1

            A.  Characteristic #1

            B.  Characteristic #2

            C.  Characteristic ##

            D.  Characteristic #4

III.  Category #2

            A.  Characteristic #1

            B.  Characteristic #2

            C.  Characteristic ##

            D.  Characteristic #4

IV.  Category #3

            A.  Characteristic #1

            B.  Characteristic #2

            C.  Characteristic ##

            D.  Characteristic #4

V.  Conclusion

Tips on Writing

– Determine the purpose of your classification.  Are you intending to inform your reader about the differences or to persuade him that on category is superior to the rest?

– Determine the categories of your classification, making sure that there is no overlap in the categories.

– Determine the differentiating characteristics.

– Outline your essay and make sure you present the characteristics in the same order.

Pitfalls to Avoid

– Avoid oversimplification, stereotypes, or misrepresentation.

– Avoid overlapping categories.  Make sure the categories are clearly different from each other and that your types fit into only one category.

– Avoid missing categories.  Make sure your categories account for all the types in your subject.

Essay Guidelines

– Due dates:  Pre-Write due October 16; Rough Draft due October 23; Final due November 6

– Essay length:  700 – 900 words (about 2 – 3 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

Extended Definition Essay

Extended Definition Essay

Definition

            In an essay of definition, you clarify a complex concept, an abstract idea, or a complicated ideal. (Ex.:  inflation, hope, democracy) As a writer, you will put boundaries around a term, concept, or idea.  To develop and extend a definition, you can give a dictionary definition, make a comparison, provide a fitting quotation, offer a negative definition (tell what it is not), and so on.  The effectiveness of your essay depends upon your ability to understand your subject, to know what really sets it apart from all other members (related ideas) in its class.  In an extended definition, your explanation will limit, distinguish, or clarify a topic.

Thesis Development

            The thesis statement names the subject of the definition and makes it apparent that the term will be defined.  Sometimes a thesis names the class to which the subject belongs and gives the particular features or categories that sets it apart.  In addition, a thesis may reflect the writer’s purpose or attitude forward the term, concept, idea, or ideal.

Organization

            In your introduction, you will set up the order for your paper.  In your brainstorming and pre-writing, you should come up with distinguishing characteristics for your topic.  Do these fall neatly into categories?  Consider giving examples or opinions (quotes) by experts.  The extended definition essay does not require a specific organizational structure.  You may find yourself incorporating a variety of organizational patterns.

Tips on Writing

– Consider giving examples, including those of what your subject is not.  Is it similar but different to something else?

– Can your find concrete ways to explain abstract ideas?  Analogies or object lessons work well.

Pitfalls to Avoid

Avoid giving only the dictionary definition.  Consider including the denotations (objective perceptions) and the connotations (emotional associations) with your subject.  These can be both positive and negative.

Avoid circular definitions.  Don’t use the term to define it.  For example, you wouldn’t define a mystery novel as something mysterious.

Avoid oversimplification.  Dig deep into your topic.

Essay Guidelines

– Due dates:  Pre-Write due October 16; Rough Draft due October 23; Final due November 6

– Essay length:  700 – 900 words (about 2 – 3 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 6 (Oct. 2)

Greetings!

We had a good class yesterday.  The class has a good rapport with one another and participates will in class discussions.  

Our Quick Write was more fun than profound.  We played a variation of a game called Man Bites Dog.  I passed out cards with words that the students were to use to create headlines.  Then, they were to write a short news story to go with the headline.  We had some pretty creative stories to go with our headlines.

Our Words of the Day from ACY were:

Incognito -- fr. Latin in + cognoscere, to know -- with your true identity kept secret

Scrofulous -- fr. Latin scrofula, the lymph glands, a tuberculosis of the lymph glands -- having a diseased, run-down appearance

Slovenliness -- fr. ME sloveyn, careless -- careless, loose, disorderly

The class had been assigned to read Chapters 24 - 27 from A Connecticut Yankee, so I divided the class into 4 groups, one group for each chapter.  As a group they discussed the events of their chapter, looked to key points, and talked about the development of Hank's character.  I not only enjoyed listening to their conversations, but appreciated the thoughtfulness and thoroughness of their presentations.

I handed back the rough drafts of their Process Essays.  As they edit and revise their essays for the Final Drafts, I asked them to list the First 5 and Last 5 corrections from their papers.  They should tell why they made the corrections; in other words, what's the grammar rule behind the needed change.

Assignments for Next Week:

-- Read Chapters 28 - 31 in ACY

-- Answer 3 Study Questions and do 5 Vocabulary Words

-- Prepare the Final Drafts of the Process Essay

This week's blog:

Class Notes

Have a great weekend.  Stay warm and dry!

Mrs. Prichard