February 9, 2017 - Thursday

Class Work



1. Peer Editing ... See if you have been assigned a paper to read. If not, I will reassign all, You will be Editor #1 for the paper that was assigned to you. Fill in the author's name. Write your name by Editor #1. 

Author: ______________________________

Editor #1: ____________________________   Editor #2: _____________________  Editor #3: ______________________

Editor #1:

Do you, the reader, understand the definition? Why or why not?

Pick out your favorite example and note it here. What made it strong? Why was it interesting?

Ask questions and give suggestions:  What else needs to be said? What else do you, the reader, need to know? (“Nothing” is not what you want to say here!)

 Is the definition accurate? Explain.

 Locate the author of the paper.
Give the peer editing sheet to the author.

Author, get out a paper copy of your essay or make it visible on your computer screen. Invite someone to be Editor #2.  Be sure to give the editor your peer editing paper.

 Editor #2

How is the paper organized? Did it flow smoothly from beginning to end? Did the introduction capture your attention? Was the conclusion strong and memorable? Explain these points. Use the back if necessary.

What information did the author provide to clarify the definition such as dictionary definition; classmate definition, example from history, art, or music; quotation; example from the news; etc. Explain.

Did the author organize paragraphs, use clear and correct sentences, and select appropriate words? Explain.

Editor #2 - Let the author know that you are finished. Discuss your findings. 

Author: Invite someone to be your GUM editor. Give your editor the peer editing sheet. The editor will need a paper copy or this part of the activity. You can print in here.

Editor #3

You are the editor. Check for GUM. (Grammar/Usage/Mechanics) Make sure that every sentence is, in fact, a sentence! Check for proper punctuation of titles and dates. Don’t be afraid to write on the draft. Use the highlighter to note any sentences that are in need of extra attention. 

Editor #3 - Return the essay and the peer editing sheet to the owner - discuss your findings. 

Author: Take the peer editing sheet home and make revisions as needed. Also, create a powerful conclusion. Here's how: 

Activity #2

A. Table activity ... study the concluding paragraphs. As a group, vote on the top two conclusions and be ready to explain your choices. What made the conclusion powerful? Why did your group like it? (Handouts provided)

Study the following: 

http://grammar.ccc.commnet.edu/grammar/composition/classification.htm  (Links to an external site.)
(Students in English 101)

2) http://grammar.ccc.commnet.edu/grammar/composition/personal.htm (Links to an external site.)
( Art)


3) http://grammar.ccc.commnet.edu/grammar/composition/endings.htm (Links to an external site.)


4) http://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions (Links to an external site.)


5) http://wts.indiana.edu/pamphlets/conclusions.shtml (Links to an external site.)

Homework
A.
Write Draft #2 - make corrections and changes as needed. Add a powerful concluding paragraph. Post in CANVAS. 

B. 
Also post your Works Cited page. We will review it on Tuesday. Bring a paper copy of the Works Cited page.