Writing 2 – 2019/2020 -- 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 other’s 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.  Please see the CHAT Code of Conduct for specific guidelines.)

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 Google Drive as a document storage site.  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.  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.  If students or parents are unsure about an assignment, they have two places to go to find the information.

–  Google Drive –Most of the handouts will be available on a shared folder in Google Drive either as Word documents or PDF files.  Parents and students will receive an e-mail and be invited to view the “Writing 1” folder.  These documents can be downloaded and printed from home computers.

–  MyGradeBook – www.mygradebook.com. This is an online grade book on which I will enter the grades and scores for completed assignments.  Parents and students can log in to check progress.  Note:  Scores may not be immediately added to the website; feel free to contact me for any questions.

Homework Guidelines

·         Short writing assignments, Literature assignments, and Grammar worksheets should be handed in at class time when it is due.  Unless arrangements have been made with Mrs. Prichard, any assignments handed in after this time will be considered late.  While a lot of grace and patience will be given for overdue homework, students must show effort and must communicate about any difficulties they are having.  Please see the Late Homework Guidelines below.

·         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 on the Monday after it was assigned.  With special permission, an essay will be given an extension.

·         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.

Late Homework Guidelines

·         Homework is most useful when it is completed by the due date.  Grammar worksheets and     literature-related homework is not as beneficial for the student if it is done after the class has     covered that topic

·         Any homework handed in more than 2 weeks late will not be scored.  For example, if a worksheet     is assigned in Week 2 and due Week 3, it will not be accepted after Week 5.

·         If a student is absent due to an illness or family situation, parents should contact me.  Extensions       will be given in these circumstances.

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:

–  Quick Writes & Vocabulary Builders – 5 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 four areas:  Focus, Content, Organization, and Mechanics /Grammar.

Comma Usage

Punctuation, one is taught, has a point: to keep up law and order. Punctuation marks are the road signs placed along the highway of our communication -- to control speeds, provide directions and prevent head-on collisions.

1.1 – Compound Sentences

Two or more sentences held together with coordinating conjunctions (for, and, nor, but, or, yet, so) form a compound sentence.  A comma must be used before the conjunction.

1.2 – Complex Sentences

Complex sentences contain on complete sentence and at least one fragment of a sentence.  Do not separate these parts with a comma.

1.3 – Compound/Complex Sentences

A compound/complex sentence contains two or more complete thoughts joined with coordinating conjunctions along with at least one sentence fragment.  Compound sentences require commas before the conjunctions.

1.4 – Introductory Elements

Some sentences begin with phrases.  Separate these phrases from the main part of the sentence with a comma.

1.4a – Using Transitional words

            1.4b – Dependent Adverbial Phrases

1.5 – Restrictive Clauses

Some phrases or clauses limit the meaning of the words they are referring to.  Because they are necessary to the meaning of the sentence, they should not be set off with commas.  

When you use who, which, whom, when, or where, decide whether the sentence would be unclear if you omitted it.  If omitting the phrase makes the sentence unclear or changes the meaning, then that part is necessary to the sentence, and you should not use commas.

1.6 – Appositives

An appositive renames the noun or pronoun it follows.  If omitting the appositive would change the meaning of the sentence, then do not set it apart with commas.  If the “renaming” does not change the meaning, then use commas.

1.7 – Parenthetical Comments

Parenthetical comments are those which can be left out but are included to add color or personality to the sentence.

1.8 – Items in a Series

Use a comma to separate words and phrases in a series.  Present usage advocates the use of the comma before and connecting the last two words of a series; some writers, however, prefer to omit the comma before and.  This comma is called the “series comma” or the “Oxford comma.”  When etc. ends a series, it should be preceded and followed by a comma.  Use commas to separate pairs of words in a series.  Use a comma between adjectives preceding a noun when they are coordinate qualifying words.

1.9 – Names

Use a comma to set off inverted names in bibliographies, in indexes, in directories, or in other reference lists.  Use a comma to separate a name from a title or a degree that it follows.  Use a comma to separate a name from a title or degree that follows it.

Do not use a comma to separate compound personal pronouns from the words they emphasize.  Omit the comma when an appositive has become part of the proper name.

1.10 – For similar or identical words

Use a comma to separate similar of identical words standing next to each other, even when the sense or continuity does not seem to require it.

1.11 – In direct quotations

Use a comma to set off direct quotations.  Not that no comma is needed in an indirect quotation.

1.12 – Short Phrases

A comma should follow yes, no, why, well when one of these words is used at the beginning of a sentence.  Use a comma to set off light exclamations.

1.13 – In Addresses

Use a comma to set off a phrase denoting residence or positions but not before ZIP codes.  Omit the comma before the ZIP code number in an address on an envelope; place the number two spaces after the two-letter state abbreviation.

1.14 – In Dates

Use a comma in dates.  A comma may be used to separate the month from the year when the date is omitted; in some current usage, the comma between the month and year is omitted.

1.15 – In Digits

Use a comma to set off figures in groups of more than four digits.

Use a comma to separate two figures or words indicating figures in order to make their meaning clear.

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.

Problem/Solution Essay

Problem/Solution Essay

Definition

            In a problem-solution essay, you analyze a problem and propose a method for solving it. The problem you choose to analyze should be one that offers some challenges but is still possible to resolve. A

problem-solution essay should have the following characteristics:

• a problem that needs to be solved

• a thesis statement that identifies the problem and points toward the solution

• identification of several possible solutions

• specific facts, details, examples, and reasons indicating why one solution is best

• an analytical tone     

Thesis Development

            Your thesis may vary depending on what your topic is, who your audience is, and how much information you have.  Your thesis will state clearly what you perceive as the problem and your suggested solution to the problem.  

Organization

            The simplest way to organize a problem-solution essay is to begin by identifying the problem in the first paragraph, leading up to your thesis statement.  Present the solution that you think works best, explaining why it is the most promising one.

            The simplest way to organize a problem-solution essay is to begin by identifying the problem in the first paragraph, leading up to your thesis statement. Present the solution that you think works best, explaining why it is the most promising one.   

Tips on Writing

– Make sure you clearly explain the problem.  The “hows” and “whys” of the issue should be accurately clarified.

– Include information about the cause of the problem, especially as it relates to the solution you intend to put forth.

– Alternate solutions can be mentioned; if they are failed ideas, it will further strengthen your argument.

–  

Essay Guidelines

– Due dates:  Pre-Write due January 23; Rough Draft due January 30; Final Draft due February 13

– Essay length:  500 – 700 words (between 2 and 4 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