1. Looking at Art
What is the title of the work? How does the title help you to understand the message? What is the message?
What is the most obvious image in the work. To where is your eye drawn?
Look at the colors. Are they symbolic? Would the message be different if the colors were different? Explain.
Study the shading and shadowing. How do these elements impact the overall message?
Who is the artist? When was the work created? Is the artist's message about a specific event in history? What was going on in the world when the work was created? Is the art universal - speaks to people of all times and in all places, or is it limited to the audience for whom it was created.
How does the work relate to us in 21st century America?
How does the work relate to the literature studied.
The Things They Carried
http://www.rajuabju.com/literature/thingstheycarried.htm
Daedalus and Icarus
http://www.eaglesweb.com/IMAGES/icarus.htm
Art of Daedalus and Icarus
http://www.artchive.com/artchive/b/bruegel/icarus.jpg.html
Poems of The Odyssey
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15642
Decision by Louise Gluck
The great man turns his back on the island.Odysseus' Now he will not die in paradisenor hear againthe lutes of paradise among the olive trees,by the clear pools under the cypresses. Timebegins now, in which he hears againthat pulse which is the narrativesea, ar dawn when its pull is stongest.What has brought us herewill lead us away; our shipsways in the tined harbor water.Now the spell is ended.Giove him back his life,sea that can only move forward.
http://www.poetseers.org/contemporary_poets/w_s__merwin/merwin_poems/odysseus/
http://www.famouspoetsandpoems.com/poets/louise_gluck/poems/15761
http://nzr.mvnu.edu/faculty/trearick/english/rearick/World_Lit_I/tennysons_odyssey_poems.htm
http://www.webwinds.com/odyssey/odysseusyearns.htm
The Odyssey in Art
http://www.philipresheph.com/demodokos/odyssey/books.htm
Tuesday, November 2, 2010
Thursday, October 28, 2010
Thursday - October 28, 2010
Class Work
First: Submit your technology essay - final copy on top of draft(s).
1. Prepare for the great debate.
2. Debate.
3. Write about your personal point of view. Is privacy an issue with you? What are your experiences? What are your expectations? What sources back you up? Write for 15 minutes to get started on your draft. Do you care if "Big Brother" watches? (First person "I" may be used with this paper. Second person "you" may not.)
View: In the Time of the Butterflies. (Reluctant heroes)
Homework
1. Continue with the persuasive paper where you discussion the issue of privacy in 21st century America. Make a point. (Draft is due Tuesday) This is a short essay - two or three pages. Cite at least one source. Obviously, the Works Cited page will be brief.
2. Watch a movie featuring a hero. Write a summary of the movie - one paragraph - and focus on the hero. This could be a serious movie, a true movie, a documentary, a cartoon, a Disney movie, etc.
3. Define "hero" in one paragraph.
4. Describe a personal hero of yours in one paragraph.
5. Locate an art object that depicts heroism. Describe the object and explain its message
6. You will be writing an in-class essay on the concept of heroism for the exam on Thursday. Start getting your ducks in a row now. Start your Easybib list now.
Tuesday, October 26, 2010
Tuesday
Class Work
1.Sharing of "best part" of your technology essay.
2. Read your entire essay to one other person in the class. This should be a partner who was NOT at your table. Your job as the listening partner is to observe if you were persuaded to "give up" or to "get" the gizmo or gadget.
3. Today we will be exploring the concept of "privacy" and will be participating in a debate during the last hour of class.
Privacy - Are you concerned? Should you be?
Is privacy a right? Is the good of the group greater than the good of the individual?
What if somebody "takes" your identity? What happens to you?
http://www.youtube.com/watch?v=ZjDbJQKDXCY Trading Places
List all the ways that "others" can track you.
http://www.ed.uiuc.edu/wp/privacy/persprivacy.html
What does the world know about you? Have you ever done a search of yourself to find out? What is public? What is not public? Should the public information be public? Explain
http://www.youarebeingwatched.us/
http://www.diyspy.co.uk/HowToTellIfYoureBeingWatched.html
http://www.ftc.gov/bcp/edu/microsites/idtheft/
http://www.ftc.gov/bcp/edu/pubs/consumer/idtheft/idt07.shtm
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-701-s&va=stolen+identity+search
Social Networking
http://www.whatissocialnetworking.com/
Kids' Privacy on the Internet
http://www.ed.uiuc.edu/wp/privacy/kidprivacy.html
Privacy Legislation
http://www.ed.uiuc.edu/wp/privacy/whitepaper_legislation.htm
How to Debate
http://www.truthtree.com/debates.shtml
http://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
http://www.bookrags.com/articles/31.html
Prepare your debate!
Topic: Privacy
Should we, people living in the United States of America, be concerned about the security of personal privacy?
Guidelines:
1. Each team member must speak when presenting the case and the rebuttal. Each team may elect to have a "closer" to give final remarks.
2. Timing: Each team will have up to 5 minutes to present the case. (See the How to Debate link)
When listening, take notes so that you will be able to give a solid rebuttal.
3. Each team will have up to 4 minutes to prepare the rebuttal after the case is presented for each side.
4. Each team will have up to 3 minutes to present the rebuttal.
5. There will be a 2 minute prep time to prepare the conclusion.
6. Each team will have up to 2 minutes to deliver the concluding remarks.
The class will vote on the "winner!"
Homework
1. Prepare the final copy of the technology paper. It is due Thursday.
2. Turn your debate into an outline or bulleted list for a persuasive essay. Convince your reader that privacy is or is not an issue in our society. You may focus on one aspect such as banking, cell phone use, social networking, etc. Or, you may present a more global argument.
http://www.lib.jjay.cuny.edu/research/outlining.html
http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_outline.htm
1.Sharing of "best part" of your technology essay.
2. Read your entire essay to one other person in the class. This should be a partner who was NOT at your table. Your job as the listening partner is to observe if you were persuaded to "give up" or to "get" the gizmo or gadget.
3. Today we will be exploring the concept of "privacy" and will be participating in a debate during the last hour of class.
Privacy - Are you concerned? Should you be?
Is privacy a right? Is the good of the group greater than the good of the individual?
What if somebody "takes" your identity? What happens to you?
http://www.youtube.com/watch?v=ZjDbJQKDXCY Trading Places
List all the ways that "others" can track you.
http://www.ed.uiuc.edu/wp/privacy/persprivacy.html
What does the world know about you? Have you ever done a search of yourself to find out? What is public? What is not public? Should the public information be public? Explain
http://www.youarebeingwatched.us/
http://www.diyspy.co.uk/HowToTellIfYoureBeingWatched.html
http://www.ftc.gov/bcp/edu/microsites/idtheft/
http://www.ftc.gov/bcp/edu/pubs/consumer/idtheft/idt07.shtm
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-701-s&va=stolen+identity+search
Social Networking
http://www.whatissocialnetworking.com/
Kids' Privacy on the Internet
http://www.ed.uiuc.edu/wp/privacy/kidprivacy.html
Privacy Legislation
http://www.ed.uiuc.edu/wp/privacy/whitepaper_legislation.htm
How to Debate
http://www.truthtree.com/debates.shtml
http://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
http://www.bookrags.com/articles/31.html
Prepare your debate!
Topic: Privacy
Should we, people living in the United States of America, be concerned about the security of personal privacy?
Guidelines:
1. Each team member must speak when presenting the case and the rebuttal. Each team may elect to have a "closer" to give final remarks.
2. Timing: Each team will have up to 5 minutes to present the case. (See the How to Debate link)
When listening, take notes so that you will be able to give a solid rebuttal.
3. Each team will have up to 4 minutes to prepare the rebuttal after the case is presented for each side.
4. Each team will have up to 3 minutes to present the rebuttal.
5. There will be a 2 minute prep time to prepare the conclusion.
6. Each team will have up to 2 minutes to deliver the concluding remarks.
The class will vote on the "winner!"
Homework
1. Prepare the final copy of the technology paper. It is due Thursday.
2. Turn your debate into an outline or bulleted list for a persuasive essay. Convince your reader that privacy is or is not an issue in our society. You may focus on one aspect such as banking, cell phone use, social networking, etc. Or, you may present a more global argument.
http://www.lib.jjay.cuny.edu/research/outlining.html
http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_outline.htm
Thursday, October 21, 2010
Thursday - October 21, 2010
Class Work
1. View "The Veldt" on You Tube - view parts 3, 4, and 5.
2. Reading of articles - see me if you missed class for copies.
3. Review of "Technology: Friend or Foe" paper
4. Using pictures/art/graphics in your essay - Talk to me on Tuesday if you missed class today. This is one of those things where you needed to be here.
5. Using charts/graphs/numbers in your essay: http://nilesonline.com/stats/index/shtml
Take a look at this site for tips on using and understanding numbers.
Write a paragraph or two about your 12 hour experience without your favorite gizmo or gadget.
Send it to me via e-mail if you missed class today. patriciaeatonaz@yahoo.com
Homework
1. Write the draft of the technology paper. Bring a paper copy to class on Tuesday.
1. View "The Veldt" on You Tube - view parts 3, 4, and 5.
2. Reading of articles - see me if you missed class for copies.
3. Review of "Technology: Friend or Foe" paper
4. Using pictures/art/graphics in your essay - Talk to me on Tuesday if you missed class today. This is one of those things where you needed to be here.
5. Using charts/graphs/numbers in your essay: http://nilesonline.com/stats/index/shtml
Take a look at this site for tips on using and understanding numbers.
Write a paragraph or two about your 12 hour experience without your favorite gizmo or gadget.
Send it to me via e-mail if you missed class today. patriciaeatonaz@yahoo.com
Homework
1. Write the draft of the technology paper. Bring a paper copy to class on Tuesday.
Tuesday, October 19, 2010
Tuesday, October 19, 2010
Class Work
1. How does Hollywood look at the story? What has been added?
2. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
3. Make a list of all of the technology you have used today. . . could you live without the gadgets?
4. What is your favorite technological advance? To what extent would your life be different without it?
5. Readings: "There Will Come Soft Rains" by Ray Bradbury http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm "There Will Come Soft Rains" by Sara Teasdale http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw "The Veldt" by Ray Bradbury http://www.veddma.com/veddma/Veldt.htm
Overview of the next writing assignment: Technology: Friend or Foe (See handout)
Homework
1. Select your gizmo or gadget to study. Decide if it is "friend or foe." Look for articles to support your point of view. Start your Works Cited page.
2. Create a set of three to four questions that might be asked about the gizmo or gadget.
3. Create a list of concerns users and non-users might have concerning the gizmo or gadget.
4. Create a list of three or four advantages for using or not using the gizmo or gadget.
5. As a personal study, go 24 hours without using the device. Take notes of your observations.
6. Use the lists as points of research as you gather information for the next essay. Remember, you will be arguing for one side only.
7. Bring your research to class on Thursday.
1. How does Hollywood look at the story? What has been added?
2. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
3. Make a list of all of the technology you have used today. . . could you live without the gadgets?
4. What is your favorite technological advance? To what extent would your life be different without it?
5. Readings: "There Will Come Soft Rains" by Ray Bradbury http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm "There Will Come Soft Rains" by Sara Teasdale http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw "The Veldt" by Ray Bradbury http://www.veddma.com/veddma/Veldt.htm
Overview of the next writing assignment: Technology: Friend or Foe (See handout)
Homework
1. Select your gizmo or gadget to study. Decide if it is "friend or foe." Look for articles to support your point of view. Start your Works Cited page.
2. Create a set of three to four questions that might be asked about the gizmo or gadget.
3. Create a list of concerns users and non-users might have concerning the gizmo or gadget.
4. Create a list of three or four advantages for using or not using the gizmo or gadget.
5. As a personal study, go 24 hours without using the device. Take notes of your observations.
6. Use the lists as points of research as you gather information for the next essay. Remember, you will be arguing for one side only.
7. Bring your research to class on Thursday.
Thursday, October 14, 2010
October 14, 2010 - Thursday
Class Work
1. We have a guest today who will get us on-line and signed in to the on-line handbook. We will take some time to explore the site and try the Diagnostic Test.
2. Peer Editing of the rough draft . . . (Review of how to cite sources within text)
http://owl.english.purdue.edu/owl/resource/747/2/
http://library.duke.edu/research/citing/within/mla.html
MLA Formatting: http://owl.english.purdue.edu/owl/resource/747/01/
3. Back to Jekyll and Hyde - Chapters 7 and 8 - and beyond . . .
4. How does Hollywood look at the story? What has been added?
5. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
6. Make a list of all of the technology you have used today. . . could you live without the gadgets?
7. What is your favorite technological advance? To what extent would your life be different without it?
8. Readings:
"There Will Come Soft Rains" by Ray Bradbury
http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm
"There Will Come Soft Rains" by Sara Teasdale
http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains
Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw
"The Veldt" by Ray Bradbury
http://www.veddma.com/veddma/Veldt.htm
"Invasion of the Droids" Newsweek Article
9. Overview of the next writing assignment:
Homework
1. Finish the final copy of the definition paper. Pay attention to your in-text citations and works cited page. Remember that you only include the sources in the works cited page that you actually cited within the paper. (There is a "delete" tab on easy-bib.)
2. Start to collect information for your Technology: Friend or Foe paper. Find at least three articles.
1. We have a guest today who will get us on-line and signed in to the on-line handbook. We will take some time to explore the site and try the Diagnostic Test.
2. Peer Editing of the rough draft . . . (Review of how to cite sources within text)
http://owl.english.purdue.edu/owl/resource/747/2/
http://library.duke.edu/research/citing/within/mla.html
MLA Formatting: http://owl.english.purdue.edu/owl/resource/747/01/
3. Back to Jekyll and Hyde - Chapters 7 and 8 - and beyond . . .
4. How does Hollywood look at the story? What has been added?
5. The "wonderful" world of technology . . . what technological advances have been invented during your lifetime?
6. Make a list of all of the technology you have used today. . . could you live without the gadgets?
7. What is your favorite technological advance? To what extent would your life be different without it?
8. Readings:
"There Will Come Soft Rains" by Ray Bradbury
http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm
"There Will Come Soft Rains" by Sara Teasdale
http://en.wikipedia.org/wiki/There_Will_Come_Soft_Rains
Images: http://www.google.com/images?q=there+will+come+soft+rains&rls=com.microsoft:*&oe=UTF-8&startIndex=&startPage=1&um=1&ie=UTF-8&source=univ&ei=klO3TMSuM5CisAPqmqGeCQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CE0QsAQwBw
"The Veldt" by Ray Bradbury
http://www.veddma.com/veddma/Veldt.htm
"Invasion of the Droids" Newsweek Article
9. Overview of the next writing assignment:
Homework
1. Finish the final copy of the definition paper. Pay attention to your in-text citations and works cited page. Remember that you only include the sources in the works cited page that you actually cited within the paper. (There is a "delete" tab on easy-bib.)
2. Start to collect information for your Technology: Friend or Foe paper. Find at least three articles.
Tuesday, October 12, 2010
Tuesday, October 12, 2010
Class Work
1. Taking a look at your information for the definition paper. Get with others who share your word to define. If you selected a unique word, get with the others who have stand-alone words.
2. Share your information with the group. In addition, "interview" at least two members of the group and get their definition of your term. Be sure to get the correct spelling of their names and note today's date. If you use something they said in your "interview," you must give credit and include the name or names on your Works Cited page.
3. Looking at same definition papers: http://grammar.ccc.commnet.edu/grammar/composition/definition.htm ("What is a Yankee?")
4. Sample outline for a definition papers: http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
http://www.srs-pr.com/rambos.pdf
5. Create your own "definition" outline. Look back at your graphic organizer and determine which examples will best fit your paper. You must include at least one example from one of the pieces of literature studied. Show how the selection is really all about your word.
6. Review of the scoring rubric.
7. Write the draft of your "definition" paper for homework. Bring it to class on Thursday for a peer editing activity.
8. Good vs. Evil . . .
9. Group work on the first six chapters of Jekyll and Hyde.
10. Looking at Hollywood's vision of the story
1. Taking a look at your information for the definition paper. Get with others who share your word to define. If you selected a unique word, get with the others who have stand-alone words.
2. Share your information with the group. In addition, "interview" at least two members of the group and get their definition of your term. Be sure to get the correct spelling of their names and note today's date. If you use something they said in your "interview," you must give credit and include the name or names on your Works Cited page.
3. Looking at same definition papers: http://grammar.ccc.commnet.edu/grammar/composition/definition.htm ("What is a Yankee?")
4. Sample outline for a definition papers: http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
http://www.srs-pr.com/rambos.pdf
5. Create your own "definition" outline. Look back at your graphic organizer and determine which examples will best fit your paper. You must include at least one example from one of the pieces of literature studied. Show how the selection is really all about your word.
6. Review of the scoring rubric.
7. Write the draft of your "definition" paper for homework. Bring it to class on Thursday for a peer editing activity.
8. Good vs. Evil . . .
9. Group work on the first six chapters of Jekyll and Hyde.
10. Looking at Hollywood's vision of the story
Thursday, October 7, 2010
Thursday, October 7, 2010
Class Work
http://librivox.org/the-raven-by-edgar-allan-poe/
http://www.heise.de/ix/raven/Literature/Lore/TheRaven.html
Porphyria's Lover
http://bartleby.com/101/720.html
"The Yellow Wallpaper" symbolism
http://grammar.ccc.commnet.edu/grammar/composition/liselle.htm
"Annabel Lee" by Poe
www.poemhunter.com/poem/annabel-lee/
The Strange Case of Dr. Jekyll and Mr. Hyde
www.online-literature.com/stevenson/jekyllhyde/
How to write a definition paper
http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
Gothic, supernatural, or psychological?????
http://www.virtualsalt.com/gothic.htm
http://librivox.org/the-raven-by-edgar-allan-poe/
http://www.heise.de/ix/raven/Literature/Lore/TheRaven.html
Porphyria's Lover
http://bartleby.com/101/720.html
"The Yellow Wallpaper" symbolism
http://grammar.ccc.commnet.edu/grammar/composition/liselle.htm
"Annabel Lee" by Poe
www.poemhunter.com/poem/annabel-lee/
The Strange Case of Dr. Jekyll and Mr. Hyde
www.online-literature.com/stevenson/jekyllhyde/
How to write a definition paper
http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
http://www.northland.cc.mn.us/owl/Doing%20the%20definition%20essay.htm
Gothic, supernatural, or psychological?????
http://www.virtualsalt.com/gothic.htm
Tuesday, October 5, 2010
Smile!
Punctuation matters! Word choice matters. Word order matters. If you don't believe me, read on and smile! A friend sent these to me via e-mail. I would love to give credit to the original source!
Did I read that sign right? TOILET OUT OF ORDER. PLEASE USE FLOOR BELOW
In a Laundromat:AUTOMATIC WASHING MACHINES: PLEASE REMOVE ALL YOUR CLOTHES WHEN THE LIGHT GOES OUT
In a Memphis department store: BARGAIN BASEMENT UPSTAIRS
In an office: WOULD THE PERSON WHO TOOK THE STEP LADDER YESTERDAY PLEASE BRING IT BACK OR FURTHER STEPS WILL BE TAKEN
In an office:AFTER COFFEE BREAK STAFF SHOULD EMPTY THE COFFEE POT AND STAND UPSIDE DOWN ON THE DRAINING BOARD
Outside a second-hand shop:WE EXCHANGE ANYTHING - BICYCLES, WASHING MACHINES, ETC. WHY NOT BRING YOUR WIFE ALONG AND GET A WONDERFUL BARGAIN?
Notice in health food shop window: CLOSED DUE TO ILLNESS
Spotted in a safari park:ELEPHANTS PLEASE STAY IN YOUR CAR
Seen during a conference:FOR ANYONE WHO HAS CHILDREN AND DOESN'T KNOW IT, THERE IS A DAY CARE ON THE 1ST FLOOR.
Notice in a farmer's field: THE FARMER ALLOWS WALKERS TO CROSS THE FIELD FOR FREE, BUT THE BULL CHARGES.
Message on a leaflet: IF YOU CANNOT READ, THIS LEAFLET WILL TELL YOU HOW TO GET LESSONS. On a repair shop door: WE CAN REPAIR ANYTHING. (PLEASE KNOCK HARD ON THE DOOR - THE BELL DOESN'T WORK)
Did I read that sign right? TOILET OUT OF ORDER. PLEASE USE FLOOR BELOW
In a Laundromat:AUTOMATIC WASHING MACHINES: PLEASE REMOVE ALL YOUR CLOTHES WHEN THE LIGHT GOES OUT
In a Memphis department store: BARGAIN BASEMENT UPSTAIRS
In an office: WOULD THE PERSON WHO TOOK THE STEP LADDER YESTERDAY PLEASE BRING IT BACK OR FURTHER STEPS WILL BE TAKEN
In an office:AFTER COFFEE BREAK STAFF SHOULD EMPTY THE COFFEE POT AND STAND UPSIDE DOWN ON THE DRAINING BOARD
Outside a second-hand shop:WE EXCHANGE ANYTHING - BICYCLES, WASHING MACHINES, ETC. WHY NOT BRING YOUR WIFE ALONG AND GET A WONDERFUL BARGAIN?
Notice in health food shop window: CLOSED DUE TO ILLNESS
Spotted in a safari park:ELEPHANTS PLEASE STAY IN YOUR CAR
Seen during a conference:FOR ANYONE WHO HAS CHILDREN AND DOESN'T KNOW IT, THERE IS A DAY CARE ON THE 1ST FLOOR.
Notice in a farmer's field: THE FARMER ALLOWS WALKERS TO CROSS THE FIELD FOR FREE, BUT THE BULL CHARGES.
Message on a leaflet: IF YOU CANNOT READ, THIS LEAFLET WILL TELL YOU HOW TO GET LESSONS. On a repair shop door: WE CAN REPAIR ANYTHING. (PLEASE KNOCK HARD ON THE DOOR - THE BELL DOESN'T WORK)
Monday, October 4, 2010
October 5, 2010 - Tuesday
Welcome!
Class Work
1. Review the syllabus
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 102 T/TH 12:15 pm-4:15 pm
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com Blog: http://www.102eatonenglish.blogspot.com/
Required Texts: The McGraw-Hill Handbook (on-line card) This is an on-line book. You must purchase your access code in the bookstore.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
Class Work
1. Review the syllabus
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 102 T/TH 12:15 pm-4:15 pm
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com Blog: http://www.102eatonenglish.blogspot.com/
Required Texts: The McGraw-Hill Handbook (on-line card) This is an on-line book. You must purchase your access code in the bookstore.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
(Prerequisite: English 101 with a grade of “C” or better.)
English 102 builds upon skills developed in English 101. This course will require students to analyze and respond to text-based writing. Students will examine essays, short stories, and poetry. Students will be responsible for writing a minimum of three short critical essays to develop skills in textual analysis, written expression, and proper documentation. One of these writing assignments will be counted as an essay exam. These essays should be approximately three to five pages in length, typed, double spaced throughout, and have one-inch margins on all sides. Place your name, the date, and the course title in the upper left hand corner of the first page. Follow MLA formatting and guidelines for documentation.
In addition, students will be introduced to research strategies, note-taking, organization, and documentation in order to write well-developed and properly documented research papers. In completing research papers, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase, and to integrate the ideas of others into their own sustained written examination of a subject.
The length of the research paper should be between 1,500-2,500 words.
Course Competencies
1. Develop skills in selecting, researching, analyzing, synthesizing, and documenting a 1,500-2,500 word research paper.
2. Compile a preliminary bibliography of potential research resources.
3. Use a variety of print and on-line library resources, including electronic databases, to locate information on the selected topic.
4. Use effective strategies for taking and organizing notes.
5. Analyze, interpret, and evaluate information found in research sources.
6. Paraphrase in language that is distinctly the student’s and quote source information accurately in order to avoid plagiarism.
7. Summarize a passage to reflect the central indea, most significant supporting details, or, and emphasis of the original work.
8. Compose an outline with an effective pattern of organization for the paper.
9. Compose a focused and clearlooy stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotat to support the thesis
11. Document information from research sources using MLA or APA documentation form.
12. Revise the draft of the paper, incorporating feedback received during editing, to produce a finished research paper that observes Standard English usage and manuscript form.
13. Explain and practice the principles of academic integrity throughout the research, writing, and revision process.
14. Write a minimum of three additional papers which involve critical reading and writing.
15. Write at least one argumentation paper which demonstrates sound, logical development.
16. Expose students to various forms of literary expression.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com) or to visit the class blog at http://www.102eatonenglish.blogspot.com/.
Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In some instances, permission from the members of the class will also be required.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If you have a disability that requires special accommodations, please let me know as soon as possible. You are entitled to the accommodations. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. Please note that I add two points to an essay grade if receive help from the writing center.
Grading Scale: Short essays are 100 points each. There will be several short essays and three fully developed essays. In order to receive full credit, drafts and revisions must be submitted with the final copy. Peer editing sheets are also required..
One well documented and researched paper is also required. Research notes, drafts, revision, works cited page, and in-text citations are required.
Class participation is 100 points. You will be asked to make notes in a reading log. This is so that you will read and think before coming to class. These notes are for you. These notes are submitted with the final copy of the cooresponding essay as part of the pre-writing process.
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
English 102 builds upon skills developed in English 101. This course will require students to analyze and respond to text-based writing. Students will examine essays, short stories, and poetry. Students will be responsible for writing a minimum of three short critical essays to develop skills in textual analysis, written expression, and proper documentation. One of these writing assignments will be counted as an essay exam. These essays should be approximately three to five pages in length, typed, double spaced throughout, and have one-inch margins on all sides. Place your name, the date, and the course title in the upper left hand corner of the first page. Follow MLA formatting and guidelines for documentation.
In addition, students will be introduced to research strategies, note-taking, organization, and documentation in order to write well-developed and properly documented research papers. In completing research papers, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase, and to integrate the ideas of others into their own sustained written examination of a subject.
The length of the research paper should be between 1,500-2,500 words.
Course Competencies
1. Develop skills in selecting, researching, analyzing, synthesizing, and documenting a 1,500-2,500 word research paper.
2. Compile a preliminary bibliography of potential research resources.
3. Use a variety of print and on-line library resources, including electronic databases, to locate information on the selected topic.
4. Use effective strategies for taking and organizing notes.
5. Analyze, interpret, and evaluate information found in research sources.
6. Paraphrase in language that is distinctly the student’s and quote source information accurately in order to avoid plagiarism.
7. Summarize a passage to reflect the central indea, most significant supporting details, or, and emphasis of the original work.
8. Compose an outline with an effective pattern of organization for the paper.
9. Compose a focused and clearlooy stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotat to support the thesis
11. Document information from research sources using MLA or APA documentation form.
12. Revise the draft of the paper, incorporating feedback received during editing, to produce a finished research paper that observes Standard English usage and manuscript form.
13. Explain and practice the principles of academic integrity throughout the research, writing, and revision process.
14. Write a minimum of three additional papers which involve critical reading and writing.
15. Write at least one argumentation paper which demonstrates sound, logical development.
16. Expose students to various forms of literary expression.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail (patriciaeatonaz@yahoo.com) or to visit the class blog at http://www.102eatonenglish.blogspot.com/.
Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In some instances, permission from the members of the class will also be required.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If you have a disability that requires special accommodations, please let me know as soon as possible. You are entitled to the accommodations. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. Please note that I add two points to an essay grade if receive help from the writing center.
Grading Scale: Short essays are 100 points each. There will be several short essays and three fully developed essays. In order to receive full credit, drafts and revisions must be submitted with the final copy. Peer editing sheets are also required..
One well documented and researched paper is also required. Research notes, drafts, revision, works cited page, and in-text citations are required.
Class participation is 100 points. You will be asked to make notes in a reading log. This is so that you will read and think before coming to class. These notes are for you. These notes are submitted with the final copy of the cooresponding essay as part of the pre-writing process.
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
2. Review of MLA formatting: See 23 e in section 23 of the handbook. ( p. 377)
3. Get to know Easybib. http://www.easybib.com/
This will make your Works Cited pages perfect!
4. Let's get writing - "Private Eye" What do you see? What does it remind you of? What is it like? How does it relate to something that is important to you? Keep looking . . . the link is there.
"Seeing the world in a grain of sand . . ."
5. From the activity using loupes in #4 - write an introductory paper about you. Select a topic that is important to you and explain why it is important.
6. Begin Unit #1: Roles of Men and Women Then and Now.
Readings: "Story of an Hour" by Kate Chopin http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/chopin.html,
"The Yellow Wallpaper" http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html
Homework
1. Read "The Yellow Wallpaper". The link is listed above. What really happens in the story? Be ready to discuss on Thursday. (Hint: There might be a "keep you honest" quiz . . . please read!)
2. Make a list of things you would expect to find in a horror or gothic story.
3. Make a list of all the things you can think of that are yellow.
4. Be sure to get your card for the on-line book and register.
5. Locate an article about traditional gender roles and add the article to your Works Cited page in Easybib. Read the article and think about the characters in "The Yellow Wallpaper." Are the characters traditional?
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