Showing posts with label spring semester. Show all posts
Showing posts with label spring semester. Show all posts

Saturday, January 25, 2020

Writing 2 Spring Words of the Day

Week 1
Today's words were for those little bits and pieces that we might simply call "thingamajigs" or "whatchamacallits."
meme -- fr. Greek mimeme; to imitate -- a digital image combined with text to express a cultural comment.
pintle -- the pin or bolt that is used in hinge.
ferrule -- the metal cap on the end of an umbrella
aglet -- the cover of the end of a shoe lace


Week 2

coup-- fr. Greek kolaphos, "a blow, buffet, slap, punch," -- a sudden, decisive actlicit-- fr. Latin licitus, "permitted, lawful" -- Something that is allowed by the law; usually used more often in its opposite, "illicit"lasagna -- fr. Latin lasanum, "chamber pot" -- a baked Italian dish consisting of wide strips of pasta cooked and layered with meat or vegetables, cheese, and tomato sauce.


Week 3

zenana-- fr. Hindi, zan, "wife"   -- a part of a house in which women and girls are secluded; harem
caddy -- fr.French, cadet, "chief, captain"; fr. Latin capitellum, "small head" -- a rack, container, or device for storing small items; i.e. a tea caddy; also a person who carries a golf players equipment
triskaidekaphobia -- fr. Greek, triskaideka, "thirteen"-- a fear of the number 13.



Week 4


acronym -- fr. Greek, akron, "or tip" -- an abbreviation formed from the initial letters of other words and pronounced as a word (e.g. NASA, SCUBA)
aptronym -- fr. Latin, aptus, "fitting" -- a person's name that is regarded as amusingly appropriate to their occupation (e.g. a florist named Katie Gardener)
capitonym -- fr. Latin caput, "head" -- a word that changes its meaning (and sometimes pronunciation) when it is capitalized.  (e.g. Concord/ concord; Polish/polish)
homonym -- fr. Greek homos, "same" -- a word spelled and pronounced like another but has a different origin and meaning  (e.g. the small flying bat and the baseball bat.)  Homophones are words that sound the same but have different spellings and meanings, e.g. sea and see.
pseudonym -- fr. Greek pseudos, "false" -- having or using a false name, a pen name, or an alias.  For example, Mark Twain was a pseudonym for Samuel Clemens.



Week 5


coup de main -- French, coup de main, "stroke of hand" -- a sudden surprise attack
xertz-- Urban Dictionary -- to eat or drink extremely quickly, heartily, enthusiastically
eponym -- Greek, epi, "called after," nym, "named"   -- a person after whom a discovery, invention, place, etc., is named or thought to be named.  Examples:  Kleenex, chapstick, sandwich, cardigan.
plagiarism -- Latin, plagiarius, "kidnapper" -- a group of pirates known to kidnap children -- to take someone else's writing as their own


Week 6
nekhedonia -- fr. Greek, Nike, the godess of victory, and  hedone, "pleasure"  -- the excitement and exultation of an anticipated victory
mambo-- fr. Haitian Creole, "to talk" -- a Latin American dance, similar to a rumba or cha cha.
kitsch-- fr. German "gaudy, trash" -- something that has popular or sentimental value but not of great artistic quality



Week 7Our Words of the Day dealt with fears.  I've been using a book by Richard Lederer, Crazy English, for some of our words. The Greek root phobia means "fear"
acrophobia -- fr. Greek, akron, tip, heights -- a fear of high places  (by the way, the word "acrobat" has the same root, akron)
nyctophobia -- fr. Greek nux, "night" -- a fear of darkness or night
ombrophobia -- fr. Greek ombros, "storm or rain" -- fear of rain or storms (by the way, the word "umbrella" also has the same root.)
phengophobia -- origin unknown  -- fear of daylight
basophobia -- fr. Latin bas, base -- a fear of falling; a fear of standing
arachibutyrophobia -- a fear of getting peanut butter stuck on the room of your mouth
And one more
hippopotomonstrosesquippedaliophobia -- the fear of long words



Tuesday, May 16, 2017

Writing 2 -- Grades are Coming!

Dear CHAT Writing 2 Students & Parents,

I've just finished calculating the grades for the Spring semester, and you will be finding them in your inbox by the end of the week.  As tutors, these are suggested grades for you as homeschooling families to consider.


For those who are new to my classes, 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.  In a class setting, knowing where each student is with regards to his/her understanding of a topic is not possible, so any grade given is not a complete representation of what the student learned or accomplished this year.

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 reflection and 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, literature assignments, grammar exercises, and longer essays. (I tend to be an "easy grader" and like to see my students encouraged to do their best.)  For this essay assignments, the final drafts were graded using a rubric that divided the papers into the following categories:  focus, content, organization, and mechanics.  The grades will be divided into the following categories:  Assignments (Quick Writes and in class activities), Literature, and Writing.  A student may have been strong in one area and not in another, and this will be reflected in these categories.  The categories are not evenly weighted; in other words, 100% in Assignments, which were almost all Quick Writes, does not have the same value as 100% in Grammar, which included lots of worksheets and new material to learn.

Each student (and parents) will receive an e-mail with percentages and suggested grades for this semester.  I’ve seen each student improve with each paper.  Good Work!

Blessings,
Tammy Prichard

Links:
Writing 2 -- Grades are coming!
Grades, Percentages, and Scores Clarification

Friday, May 15, 2015

Spring Grades Clarification

Greetings!

In addition to my earlier comments about grades in general, I want to clarify how I have scored and graded my students this semester.  Firstly, I've divided the work done in the class into categories:  Assignments, Writing, Grammar, and Literature.  Each category is somewhat self-explanatory, except for perhaps the "Assignments" section.  This is where I put our Quick Writes, vocabulary work, and any other class participation scores.

For the past two years I've been using Engrade, an online grade book.  With this program, I can assign a category to each assignment, for example, Writing, Literature, Grammar, Assignments (in-class work.)  Engrade figures percentages for total scores and for scores within each of these categories. 

However, the four categories used for Writing 1 and Writing 2 did not have the same number of assignments, so a straight averaging of the scores does not give an accurate total percentage/grade.  For example, the Assignments category had 16 scores, and 15 of them were small, 5-point Quick Writes.  Writing section had fewer assignments, but the scores were higher per assignment.

Though the categories are not exactly even, I feel that dividing the scores like this is helpful because it helps parent, students, and teacher have a better picture of the work done in the semester.  For example, if a student scores 100% on this Assignments section, I know that he showed up and participated well in class.  A low score in the Literature section is most likely a sign of a significant number of missing assignments.  Likewise, a low score in grammar could be because assignments were not handed in, or it could be a lack of knowledge in this area. As it is with all homework assignments for any subject area, the scores reflect a mix of quantity and quality. 

I hope I haven't further confused the grading for this class.  Working with students to help them develop into first-rate thinkers and writers is my  primary goal.  Points, scores, percentages, and grades are only small parts in the learning process.

Blessings to all of you,
Tammy Prichard

Spring Grades Comments

Dear CHAT Writing 2 Students & Parents,

I've just finished calculating the grades for the Spring semester, and you will be finding them in your inbox by the end of the week.  As tutors, these are suggested grades for you as homeschooling families to consider.


For those who are new to my classes, 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 reflection and 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 essays.  We also did a few grammar exercises.  I tend to be an "easy grader" and like to see my students encouraged to do their best.  For this class, the final drafts were graded using a rubric that divided the papers into the following categories:  focus, content, organization, and mechanics.

Each student (and parents) will receive an e-mail with percentages and suggested grades for this semester.  I’ve seen each student improve with each paper.  Good Work!

Blessings,
Tammy Prichard

Saturday, January 18, 2014

Spring Semester Syllabus

Spring Semester Syllabus

Week/Date
Literature
Assign. Due
Writing
Grammar
Week 1
(1/16)
Introduction to Sherlock Holmes


Discuss:  Phrases

Week 2
(1/23)
Holmes:  “A Scandal in Bohemia” & “The Red-Headed League”

Problem/ Solution Pre-Write & College Essay
Discuss:  Phrases
Due:  Worksheets 6-1, 6-2, 6-3
Week 3
(1/30)
Holmes: “The Adventure of the Speckled Band” & “The Engineer’s Thumb”
Short Writing Assignment
Problem/ Solution Rough Draft
Discuss:  Phrases
Due:  Worksheet 6-4
Week 4
(2/6)
Holmes:  “The Final Problem” & “The Adventure of the Empty House"


Discuss:  Phrases
Due:  Worksheet 6-5
Week 5
(2/13)
Pushkin (p. 162); Tosltoy (p. 169); Chekhov (p. 26)
2 Short Story Worksheets
Problem Solution Final Draft
Discuss:  Phrases
Due:  Worksheet 6-6
Week 6
(2/20)
Dickens (p. 45); Wilde (p. 189); Kipling (p.101); Munro (p. 140)
2 Short Story Worksheets
Cause/Effect
Pre-Write & College Essay
Discuss:  Phrases
Due:  Worksheet 6-7
Week 7
(2/27)
Hawthorne (p. 73); Bierce (p. 10); Poe (p. 156)
2 Short Story Worksheets
Cause/Effect
Rough Draft
Discuss:  Clauses
Due:  Worksheet 7-1
Week 8
(3/6)
Harte (p. 64); Twain (p. 175)
Jewett (p. 87); Crane (p. 34)
2 Short Story Worksheets

Discuss:  Sentences
Due:  Worksheet 10-1
Week 9
(3/13)
Chopin (p. 30); London (p. 122); Mansfield (p. 130); Gilman (p. 50)
2 Short Story Worksheets
Cause/Effect
Final Draft
Discuss:  Sentences
Due:  Worksheet 10-2





Week 10 (3/27)
Pirandello (p. 149); de Maupassant (p. 134); Henry  (extra handout)
2 Short Story Worksheets
Evaluation Pre-Write
Discuss: Sentences
Due:  Worksheet 11-1
Week 11
(4/3)
Larsen (p. 110); Anderson (p. 1); Hardy (p. 56)
2 Short Story Worksheets
 Evaluation Rough Draft
Discuss: Sentences
Due:  Worksheet 11-3
Week 12
(4/10)
Bradstreet (p. 1); Wheatley (p. 1); Holmes (p. 21); Emerson (p. 4, 5); Longfellow (p. 6 – 10); Whitman (p. 22 – 26); Dickinson (p. 29 – 32)
Poetry worksheet for 3 of the poems.

Discuss:  Sentences
Due:  Worksheet 11-4





Week 13
(4/24)
Wilcox (p. 33); Thayer (p. 34); Dunbar (p. 41 – 43) Frost (p. 44 – 50); Sandburg (p.53 – 54); Williams (p. 60 – 61); Hughes  (p. 75 – 78)
Poetry worksheet for 3 of the poems/

Presentation of poetry recitations.
Evaluation Final Draft
Discuss:  Sentences
Due:  Worksheet 11-6
Week 14
(5/1)
Poetry Presentation
Poetry worksheet for 3 of the poems.
Presentation of poetry recitations.
Re-Write
Discuss:  Sentences
Due:  Worksheet 11-7
Week 15
(5/8)
Poetry Presentation, Final Exam

Saturday, January 19, 2013

Spring Semester Syllabus



Writing 2 Spring Semester Syllabus
Week/Date
Literature
Assign. Due
Writing
Grammar
Week 1 (1/17)
Holmes:  “A Scandal in Bohemia” & “The Red-Headed League”


Mastering the Comma &
Worksheet
Week 2 (1/23)
Holmes: “The Adventure of the Speckled Band” & “The Engineer’s Thumb”
Short Writing Assignment
Problem/ Solution Pre-Write & College Essay
Mastering the Comma &
Worksheet
Week 3 (1/30)
Holmes:  “The Final Problem” & “The Adventure of the Empty House"

Problem/ Solution Rough Draft
Mastering the Comma &
Worksheet
Week 4 (2/6)
Pushkin (p. 162); Tosltoy (p. 169); Chekhov (p. 26)
Short Story Worksheet for each story

Mastering the Comma &
Worksheet
Week 5 (2/13)
Dickens (p. 45); Wilde (p. 189); Kipling (p.101); Munro (p. 140)
Short Story Worksheet for each story
Problem Solution Final Draft
Mastering the Comma &
Worksheet
Week 6 (2/20)
Hawthorne (p. 73); Bierce (p. 10); Poe (p. 156)
Short Story Worksheet for each story
Cause/Effect
Pre-Write & College Essay
Mastering the Comma &
Worksheet
No CHAT (2/28)
Week 7 (3/6)
Harte (p. 64); Twain (p. 175)
Jewett (p. 87); Crane (p. 34)
Short Story Worksheet for each story
Cause/Effect
Rough Draft
The Period & Worksheet
Week 8 (3/13)
Chopin (p. 30); London (p. 122); Mansfield (p. 130); Gilman (p. 50)
Short Story Worksheet for each story

The Period & Worksheet
Week 9 (3/20)
Pirandello (p. 149); de Maupassant (p. 134); Henry  (extra handout)
Short Story Worksheet for each story
Cause/Effect
Final Draft
The Period & Worksheet
No CHAT (3/28)
Week 10 (4/3)
Larsen (p. 110); Anderson (p. 1); Hardy (p. 56)
Short Story Worksheet for each story
Evaluation
Pre-Write & College Essay
The Semicolon & Worksheet
Week 11 (4/10)
Bradstreet (p. 1); Wheatley (p. 1); Holmes (p. 21); Emerson (p. 4, 5); Longfellow (p. 6 – 10)
Poetry worksheet for 3 of the poets.
Evaluation
Rough Draft
The Colon & Worksheet
Week 12 (4/17)
Whitman (p. 22 – 26); Dickinson (p. 29 – 32); Wilcox (p. 33); Thayer (p. 34;
Dunbar (p. 41 – 43)
Poetry worksheet for 3 of the poets.
Presentation of poetry recitations.

Quotation Marks & Worksheet
Week 13 (4/24)
Frost (p. 44 – 50); Sandburg (p.53 – 54); Williams (p. 60 – 61); Teasdale (p. 62); Hughes  (p. 75 – 78)
Poetry worksheet for 3 of the poets.
Presentation of poetry recitations.
Evaluation
Final Draft
Misc. Punctuation  & Worksheet
Week 14 (5/1)
Poetry Presentation
Re-Write

Week 15 (5/8)
Final Exam