You'll see the schedule says you should be doing a RP of the Rudin posting. Don't do that quite yet.
To be clear, due Tues: Rhetorical Precis of 3 "This I Believe" essays from thisIbelieve.org and a typed rough draft of your own "This I Believe" essay. Use the packet I handed out in class to get this done.
Friday, May 29, 2009
Thursday, May 28, 2009
This I Believe
Monday, May 25, 2009
Welcome
Hi, Welcome to Engl. 122--Summer Edition
This blog will feature prominently in this class. It is a place where I will post lectures and other materials we go over in class. It is a place I will post readings and viewings that I want to talk about in class.
Also, they syllabus and schedule will be posted here, as well as any class business that I need to take care of.
To receive emails each time I update this page, please sign up in subscription thing over there in the corner. See it? Now just enter your email and you will stay informed with this class (you can also unsubscribe when this class is over).
Welcome.
This blog will feature prominently in this class. It is a place where I will post lectures and other materials we go over in class. It is a place I will post readings and viewings that I want to talk about in class.
Also, they syllabus and schedule will be posted here, as well as any class business that I need to take care of.
To receive emails each time I update this page, please sign up in subscription thing over there in the corner. See it? Now just enter your email and you will stay informed with this class (you can also unsubscribe when this class is over).
Welcome.
Wednesday, April 29, 2009
Optional Conferences: No Class 4/29 and 5/4
Class,
We will not have class today (4/29) and next Monday (5/4) as that time is reserved for optional conferences.
Please return to class on 5/6 at 7 am to take the final.
Thanks
We will not have class today (4/29) and next Monday (5/4) as that time is reserved for optional conferences.
Please return to class on 5/6 at 7 am to take the final.
Thanks
Sunday, April 26, 2009
20 Minutes Of Grammer
A Twenty-Minute Lesson in Grammar
Fragments
A sentence consists of a subject and a predicate. Period. The subject announces what the sentence is about and the predicate tells us something about the subject.
Subject Predicate
I like bacon.
Hulk Hogan was a great body slammer.
The book is on the shelf.
Fragments are incomplete sentences because they lack a subject or a predicate.
Like: “And then went to Michigan.”
To fix them: Incorporate the fragment into an adjoining, and related sentence.
Like: “I went to Ohio State, and then went to Mighican. Football rules!”
Run-ons
Jamming together two or more sentences or independent ideas.
I do not recall what kind of wrestler he was all I remember is the Hulkster had a red face and blonde hair and always fought Rowdy Roddy Piper.
If you have sentences that are very long and your name is not A) James Joyce or B) William Faulkner then: Woah. Slow down and put some periods in there.
Comma splices
Run-ons, now with commas!
The concept of nature depends on the concept of human “culture,” the problem is that “culture” is itself shaped by “nature.”
Overwriting
Using more words than you need to. Remember, don’t write beyond your capabilities. Complex ideas are best present in clear language. These are some of the most valuable lessons I’ve been taught by two of my favorite professors.
Balancing the budget by Friday is an impossibility without some kind of extra help.
Boo.
Balancing the budget by Friday will be difficult without extra help.
Yea.
Eliminate redundancies. Ie: Cooperate together, close proximity, basic essentials, true fact (Hacker, 137)
Don’t repeat the same word in a sentence. The ball player was the best player ever to play.
Cut out inflated phrases.
Along the lines of = like
As a matter of fact = in fact
At the present time = now, currently, presently
Because of the fact that = because
Also, always delete “really.”
Active verbs
Passive: The coolant pumps were destroyed by a surge of power
Active: A surge of power destroyed the coolant pumps.
Do this by limiting your To Be verbs; ie; be am is was were being been.
Homonyms
Know I really have to know a lot to do well on my history test.
No I am going to study until I have no time left.
Affect Changing the way you eat will affect your health.
Effect I can’t see what effect these new laws will have on me.
Accept My insurance will accept the charges for the accident.
Except I like all vegetables, except for asparagus.
To We went to the store.
Too I am going, too. I have too much sand in my mouth.
Two There are two birds and they are looking at me.
There You can put the dinner in the trash. You’ve ruined everything.
Their Their house was full of people, so they remained outside.
They’re They’re just walking around barefoot right now.
Your Your dog is bigger than my dog.
You’re You’re going to have to keep him on a leash.
Whose Whose scarf is this?
Who’s Who’s going to the movie with us?
Than I am tanner than her.
Then We were both on the beach, but then she went inside.
Apostrophes.
The ‘ mark, as in “Jeff’s class” marks a possessive. Ie: The teacher’s lounge. The driver’s side. The children’s money. It marks ownership, even if it is loosely implied.
They also mark contractions. Don’t, can’t, won’t, should’ve, It’s, etc.
They are NOT used to make a word plural.
There are a few exceptions: It’s = It is.
Semi-colons.
You get one. In your entire career. Use it wisely. Otherwise, try to avoid them. The semi-colon is a strange misunderstood piece of punctuation and it is best to keep your distance.
The English language is complicated. There is so much more to writing than mere grammatical rules. However, you must know them before your can break them.
Fragments
A sentence consists of a subject and a predicate. Period. The subject announces what the sentence is about and the predicate tells us something about the subject.
Subject Predicate
I like bacon.
Hulk Hogan was a great body slammer.
The book is on the shelf.
Fragments are incomplete sentences because they lack a subject or a predicate.
Like: “And then went to Michigan.”
To fix them: Incorporate the fragment into an adjoining, and related sentence.
Like: “I went to Ohio State, and then went to Mighican. Football rules!”
Run-ons
Jamming together two or more sentences or independent ideas.
I do not recall what kind of wrestler he was all I remember is the Hulkster had a red face and blonde hair and always fought Rowdy Roddy Piper.
If you have sentences that are very long and your name is not A) James Joyce or B) William Faulkner then: Woah. Slow down and put some periods in there.
Comma splices
Run-ons, now with commas!
The concept of nature depends on the concept of human “culture,” the problem is that “culture” is itself shaped by “nature.”
Overwriting
Using more words than you need to. Remember, don’t write beyond your capabilities. Complex ideas are best present in clear language. These are some of the most valuable lessons I’ve been taught by two of my favorite professors.
Balancing the budget by Friday is an impossibility without some kind of extra help.
Boo.
Balancing the budget by Friday will be difficult without extra help.
Yea.
Eliminate redundancies. Ie: Cooperate together, close proximity, basic essentials, true fact (Hacker, 137)
Don’t repeat the same word in a sentence. The ball player was the best player ever to play.
Cut out inflated phrases.
Along the lines of = like
As a matter of fact = in fact
At the present time = now, currently, presently
Because of the fact that = because
Also, always delete “really.”
Active verbs
Passive: The coolant pumps were destroyed by a surge of power
Active: A surge of power destroyed the coolant pumps.
Do this by limiting your To Be verbs; ie; be am is was were being been.
Homonyms
Know I really have to know a lot to do well on my history test.
No I am going to study until I have no time left.
Affect Changing the way you eat will affect your health.
Effect I can’t see what effect these new laws will have on me.
Accept My insurance will accept the charges for the accident.
Except I like all vegetables, except for asparagus.
To We went to the store.
Too I am going, too. I have too much sand in my mouth.
Two There are two birds and they are looking at me.
There You can put the dinner in the trash. You’ve ruined everything.
Their Their house was full of people, so they remained outside.
They’re They’re just walking around barefoot right now.
Your Your dog is bigger than my dog.
You’re You’re going to have to keep him on a leash.
Whose Whose scarf is this?
Who’s Who’s going to the movie with us?
Than I am tanner than her.
Then We were both on the beach, but then she went inside.
Apostrophes.
The ‘ mark, as in “Jeff’s class” marks a possessive. Ie: The teacher’s lounge. The driver’s side. The children’s money. It marks ownership, even if it is loosely implied.
They also mark contractions. Don’t, can’t, won’t, should’ve, It’s, etc.
They are NOT used to make a word plural.
There are a few exceptions: It’s = It is.
Semi-colons.
You get one. In your entire career. Use it wisely. Otherwise, try to avoid them. The semi-colon is a strange misunderstood piece of punctuation and it is best to keep your distance.
The English language is complicated. There is so much more to writing than mere grammatical rules. However, you must know them before your can break them.
Friday, April 24, 2009
Final Paper--Turn In
Please turn in:
A. A final draft
B. All your old drafts and peer comments
C. A letter to me detailing what you are most proud of in this draft, what you struggled with, and what you need help with.
Turn it in in a manilla envelope.
A. A final draft
B. All your old drafts and peer comments
C. A letter to me detailing what you are most proud of in this draft, what you struggled with, and what you need help with.
Turn it in in a manilla envelope.
Wednesday, April 22, 2009
Putting It All Together
Writing Process--Putting It Together
This is a direct quote of a page at:
http://writing.colostate.edu/guides/documents/arguedraft/deductive.cfm
Example
Notice how this paper connects its points
Claim of Paper: Decreasing the average work week to 32 hours would help support family values.
From Body of Paper: Although most of us know that working too much affects family time and thus family structure, we usually assume that this is the case only for people who work 40+ hours a week. Studies of how work-related stress influences family time, however, suggest that too much work, even within what is considered "normal," has detrimental effects on family time. [Topic sentence connects evidence (studies) to the point that 40-hour work weeks have negative affects on families.]
For example, in Smith's 1987 study of 15 average, middle-class families, he describes the undue pressure a 9-5 schedule puts on families. In particular, he notes that this time schedule translates to at least three forms of unnecessary family stress: (1) "rushed" mornings where parents desperately try sticking to a rigid time schedule that gets the children off to school and themselves to work between the hours of 7 and 9; (2) financial pressure of paying babysitters or day care facilities during school holidays and the 2 or 3 hours after school while parents are still at work; (3) overly frantic weekends where, since many businesses close at 5:00, all errands must be done before then. [Note how the author highlights only the parts of the study that influence family pressures.]
The stresses Smith documents are not in families where parents work 60-70 hours a week. The parents working 40 hours a week are secretaries, mechanics, bank employees, etc. The effects on them, he notes, clearly translate to less time spent with family members because of work demands as well as increased pressure when the family is together. [Warrant explaining why proof shows the problem is the 40-hour work week discussed in the initial point made]
Such pressures can't help but influence the quality of time the family spends together, influencing its ability to stay together or to have the type of time most conducive to instilling family values. [Topic sentences which ties point 1 to overall claim of paper] In fact, as psychological studies show, the type of time spent together has a great influence on family cohesiveness. [Transition connecting point 1--effect of 40 hour week on families--to point 2: the influence of time pressures on keeping family together]
Parts and Paragraphs in Your Paper.
Introduction: Introduce your paper, yes. But introduce each new turn in the text, too. You are the guide here. The reader is the wide-eyed follower. Don’t lead them into a Croc nest without first telling them why you are heading there.
Context/Background. It helps, in a lot of situations, to discuss the history of your topic, the various positions held, the posed solutions, the failed plans, etc, as a lead-in to your idea on the matter.
Narration: These are parts of your paper that narrate (tell the story of) certain events or circumstances so that the reader will agree with you. In addition to citing a law, it also helps to narrate what that means (by showing how it is enforced).
Evidence/Proof Paragraphs: This is where you really make your argument.
Counter Arguments and Responses to Counter Arguments: Where you consider and rebut opposing views.
Conclusion. This IN NOT merely restating your thesis. It is drawing conclusions. It is saying, “therefore, then this.” It is expanding the ramifications or consequences of your argument. If what you are saying is right, good thinking, then what. Conclusions are very hard to write. It is that final line that is so often the hardest to pen because, well, it’s the FINAL LINE. However, you also have to conclude each idea in your paper. Use words like “Therefore…,” “Thus…,” “As a result…” “This shows that…” Etc. This reconnects your evidence to your thesis.
This is a direct quote of a page at:
http://writing.colostate.edu/guides/documents/arguedraft/deductive.cfm
Example
Notice how this paper connects its points
Claim of Paper: Decreasing the average work week to 32 hours would help support family values.
From Body of Paper: Although most of us know that working too much affects family time and thus family structure, we usually assume that this is the case only for people who work 40+ hours a week. Studies of how work-related stress influences family time, however, suggest that too much work, even within what is considered "normal," has detrimental effects on family time. [Topic sentence connects evidence (studies) to the point that 40-hour work weeks have negative affects on families.]
For example, in Smith's 1987 study of 15 average, middle-class families, he describes the undue pressure a 9-5 schedule puts on families. In particular, he notes that this time schedule translates to at least three forms of unnecessary family stress: (1) "rushed" mornings where parents desperately try sticking to a rigid time schedule that gets the children off to school and themselves to work between the hours of 7 and 9; (2) financial pressure of paying babysitters or day care facilities during school holidays and the 2 or 3 hours after school while parents are still at work; (3) overly frantic weekends where, since many businesses close at 5:00, all errands must be done before then. [Note how the author highlights only the parts of the study that influence family pressures.]
The stresses Smith documents are not in families where parents work 60-70 hours a week. The parents working 40 hours a week are secretaries, mechanics, bank employees, etc. The effects on them, he notes, clearly translate to less time spent with family members because of work demands as well as increased pressure when the family is together. [Warrant explaining why proof shows the problem is the 40-hour work week discussed in the initial point made]
Such pressures can't help but influence the quality of time the family spends together, influencing its ability to stay together or to have the type of time most conducive to instilling family values. [Topic sentences which ties point 1 to overall claim of paper] In fact, as psychological studies show, the type of time spent together has a great influence on family cohesiveness. [Transition connecting point 1--effect of 40 hour week on families--to point 2: the influence of time pressures on keeping family together]
Parts and Paragraphs in Your Paper.
Introduction: Introduce your paper, yes. But introduce each new turn in the text, too. You are the guide here. The reader is the wide-eyed follower. Don’t lead them into a Croc nest without first telling them why you are heading there.
Context/Background. It helps, in a lot of situations, to discuss the history of your topic, the various positions held, the posed solutions, the failed plans, etc, as a lead-in to your idea on the matter.
Narration: These are parts of your paper that narrate (tell the story of) certain events or circumstances so that the reader will agree with you. In addition to citing a law, it also helps to narrate what that means (by showing how it is enforced).
Evidence/Proof Paragraphs: This is where you really make your argument.
Counter Arguments and Responses to Counter Arguments: Where you consider and rebut opposing views.
Conclusion. This IN NOT merely restating your thesis. It is drawing conclusions. It is saying, “therefore, then this.” It is expanding the ramifications or consequences of your argument. If what you are saying is right, good thinking, then what. Conclusions are very hard to write. It is that final line that is so often the hardest to pen because, well, it’s the FINAL LINE. However, you also have to conclude each idea in your paper. Use words like “Therefore…,” “Thus…,” “As a result…” “This shows that…” Etc. This reconnects your evidence to your thesis.
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