Thursday, January 29, 2015

Class Work

1. Gothic
This is from Tuesday: 
Let's explore Gothic elements. To make it easy, what would you expect to find in a haunted house? (At your table, create a list of items one would expect to see in a haunted house.Also, visit this site for ideas. Read/study for homework.
http://www.virtualsalt.com/gothic.htm 
Think about it - is "The Yellow Wallpaper" a Gothic horror story?  After visiting the Virtual Salt link, reread the story. Highlight anything you find that is Gothic.  Create a list of 10 items and post the list in CANVAS. Also, write a paragraph explaining if you believe or do not believe that the story is a Gothic tale. (25 pts.) Also, bring the highlighted story to class on Thursday.
2. Depression
What is Postpartum Depression? Do a quick search for the symptoms and current treatment of Postpartum Depression.http://www.mayoclinic.com/health/postpartum-depression/DS00546/DSECTION=symptoms (Other sites have information as well.)
Is it possible that the narrator is suffering from this disorder? What evidence exists? (Discussion)
3. Let's find out about the author, Charlotte Perkins Gilman
http://www.biography.com/people/charlotte-perkins-gilman-9311669
http://www.charlotteperkinsgilman.com/2008/04/why-i-wrote-yellow-wallpaper-charlotte.html
Read the information at these sites. (10 minutes) What similarities do you find between the protagonist and the author? Is this an autobiographical story? (Class discussion)


4.  We will begin watching the movie in class.
Please finish for homework. 
There are nine sections. For each section, write a sentence or two that explains how the movie is similar to or differs from the short story.
Conclude with a brief paragraph that explains if the movie did justice to the short story. Feel free to provide suggestions to the director and producer! Post in CANVAS by Tuesday, February 3, 2015. (50 points)


How do film makers view this story? Let's look.
PBS - movie: http://www.youtube.com/watch?v=4FFkaaXzj8k&feature=related
http://www.youtube.com/watch?v=BAJm6gFJb4I
http://www.youtube.com/watch?v=q8Iy1fbw6sQ&feature=related
http://www.youtube.com/watch?v=sdk4cre_jT4&feature=related
http://www.youtube.com/watch?v=4YdQHSqpcI8&feature=related
http://www.youtube.com/watch?v=PVn2KJie8Xo&feature=related
http://www.youtube.com/watch?v=zPCYupOUcbo&feature=related
http://www.youtube.com/watch?v=lNdm4UyL5Wo&feature=related
http://www.youtube.com/watch?v=gWJ4ZtLlRvE&feature=related









Also for homework, watch the Super Bowl ads. Be ready to discuss advertising techniques on Tuesday. These are actually the same techniques used by persuasive writers! All you need to do is watch. Pick out your favorite and least favorite.
If you do not plan to watch the game, the ads are available on YouTube and other sites. Simple do a search for Super Bowl 49 ads.

January 27, 2015 - Tuesday

Class Work - Leftovers
1. We will start with the peer editing activity. You need the rubric and questions I handed out on Thursday.

• Sign in to CANVAS.
• Look for the space where you have been assigned two drafts to edit.
• As you read the assigned papers, comment on the items listed on the question sheet.
• Open the draft and type/comment in a different color. Save. You comments should be available for the author.
• You need to make at least one comment in the comment space. If you made all of your comments on the draft, just note that in the comment space.

OR

• You may print the draft and comment on the paper copy. Sign your name at the bottom as the editor. Return the paper to the owner/author.
• Make one comments in the comment space such as, "See paper copy.)

New Work

2. Back to YELLOW! Talk about the story.
Characters
Setting
Tone
Rising action
Climax
After thoughts? What happened?


What is "yellow" in "The Yellow Wallpaper?" (Sharing)
Why "yellow?" How would a color -change alter the story? (Discuss)
You will be assigned a color. Look it up. What does that color symbolize? Is it important in any way? Explain how the story would change if the wallpaper were your assigned color. (Post in CANVAS today. (10 pts.) This is a quick-write. Take five minutes to research your color. Take 10 minutes to write. Content/details count. 

 4. Let's explore Gothic elements. To make it easy, what would you expect to find in a haunted house? (At your table, create a list of items one would expect to see in a haunted house.Also, visit this site for ideas. Read/study for homework.
http://www.virtualsalt.com/gothic.htm 
Think about it - is "The Yellow Wallpaper" a Gothic horror story?  After visiting the Virtual Salt link, reread the story. Highlight anything you find that is Gothic.  Create a list of 10 items and post the list in CANVAS. Also, write a paragraph explaining if you believe or do not believe that the story is a Gothic tale. (25 pts.) Also, bring the highlighted story to class on Thursday.


 5. What is Postpartum Depression? Do a quick search for the symptoms and current treatment of Postpartum Depression. http://www.mayoclinic.com/health/postpartum-depression/DS00546/DSECTION=symptoms (Other sites have information as well.)
Is it possible that the narrator is suffering from this disorder? What evidence exists? (Discussion)

We will work on #6, 7, 8, and 9 on Thursday. For now, think about the questions. Bring ideas to share on Thursday.
 6. What treatment and procedures is the narrator undergoing? How do these compare to the treatment that is recommended today?
 7. Let's look at the room where the narrator resides. Describe it. Of what does it remind you? Where would you expect to find rooms like this?
 8. Is it  possible that there really is a woman in the wallpaper? (Discuss)
9. What is the relationship between the narrator and John? What ultimately happens to John? Who is responsible for the conclusion of the story? - John, the narrator, or the woman in the wallpaper?
Homework
1. Revise your introductory draft and post the final copy. (75 pts)
2.  Read/study for homework.http://www.virtualsalt.com/gothic.htm 
Think about it - is "The Yellow Wallpaper" a Gothic horror story?  After visiting the Virtual Salt link, reread the story. Highlight anything you find that is Gothic.  Create a list of 10 items and post the list in CANVAS. Also, write a paragraph explaining if you believe or do not believe that the story is a Gothic tale. (25 pts.) Also, bring the highlighted story to class on Thursday.

January 22, 2015 - Thursday

Class Work

1. Syllabus Review
2. Peer editing activity and rubric review (Handouts provided) We will do this on Tuesday. (Thanks, CANVAS!) Bring a paper copy on Tuesday just in case we have technical difficulties again!
3. Let's talk about YELLOW. Share your list at your table. Who has the longest list?

https://images.search.yahoo.com/search/images;_ylt=A0SO80FJIthSlCgAB6lXNyoA;_ylu=X3oDMTB0cGoxampuBHNlYwNzYwRjb2xvA2dxMQR2dGlkA1NXSU1DMV8x?_adv_prop=image&fr=yfp-t-901&va=yellow

Take a look at yellow possibilities.

Write "+" by the things on your list that are positive.
Note "-" by the things on your list that are negative
4. Quick Write: Write about a memory that includes "yellow." Compose in Word and post in Canvas, or just compose in Canvas. You have 15 minutes.

5. What did wallpaper look like in the early 1900s? 

• http://historicstyle.com/traditional/1880to1900/index.html  
•  https://images.search.yahoo.com/search/images;_ylt=AwrTcXZVIthSQdwA4k6JzbkF?p=the%20yellow%20wallpaper%20gilman&fr=yfp-t-901&ei=utf-8&n=60&x=wrt&fr2=sg-gac&sado=1

6. The Short Story - "The Yellow Wallpaper"  

 http://www.gradesaver.com/the-yellow-wallpaper/e-text/section1/ You will be given a paper copy as you will need it to annotate and highlight.

By Tuesday, read the story and highlight anything that is yellow along with anything associated with "yellow." Note how the descriptions change.

Homework

1. Revise your essay and post the final copy in CANVAS.  Here is a link to MLA formatting: http://mlaformat.org/mla-format-sample-paper/ This will be due on Thursday - not Tuesday due to the CANVAS issues this AM.
2. Read "The Yellow Wallpaper". Highlight and annotate all references to the color "yellow." 

Syllabus

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

Spring 2015

First – Year Composition – 3 Credit Hours – English 102 T/TH 8:30-9:45

Estrella Hall #138        Instructor: Mrs. Patricia Eaton

E-mail: patricia.eaton@estrllamountain.edu

Blog: www.102eatonenglihs.blogspot.com
Required Texts: None – You are required to check the blog for links to readings, class work, and homework.
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 clearly stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotations to support the thesis
11. Document information from research sources using MLA or APA documentation formatting.
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.

Submission of Assignments: You must submit your assignments on CANVAS. Paper copies, unless specifically requested, will NOT be accepted or graded.

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 www.eatonenglish102.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..

In addition, 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 an 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.

PS: Help is also available at the Academic Success Center for Tutoring - See the handout!

This is important information about attendance.

1. Official Absences
1. Official absences are those that occur when students are involved in an official activity of the college, i.e., field trips, tournaments, athletic events, and present an official absence excuse form. Absences for such events shall not count against the number of absences allowed by an instructor or department. Students who must miss a class for an official reason must obtain an official absence verification card from the appropriate vice president or designee and present it to the appropriate instructor(s) before the absence. Prior arrangements must be made with each instructor for make-up work. If prior arrangements have been made, the student will not be penalized.
2. Other official absences include jury duty and subpoenas. Appropriate documentation will be required. Prior arrangements must be made with each instructor for makeup work. If prior arrangements have been made, the student will not be penalized.
3. In the event of military commitments. Absences for periods of up to one week will not be counted against the number of absences allowed by an instructor or department. The student is required to provide appropriate documentation of the specific orders, length of assignment and location. Prior notification must be initiated with each instructor to discuss make-up work. If the length of the absence will be longer than one week, the instructor and the student will determine whether there is sufficient opportunity for the student to make up the work. If it is determined that the length of absence for the military commitment provides an undue hardship on the student’s ability to make up the assignments, he or she will be provided an opportunity to request an incomplete grade or drop the class or, in the case of open-entry classes, the opportunity to request an extension.
4. In the event of the death of an immediate family member, absences for periods of up to one week will not be counted against the number of absences allowed by an instructor or department. Students should contact instructor(s) as soon as possible to arrange for make-up work. Appropriate documentation will be required (for example, a copy of the obituary or funeral program). In specialized programs that require clinical rotations, this regulation may not apply.
2. Religious Holidays
   Students shall have the right to observe major religious holidays without penalty or reprisal by any administrator, faculty member or employee of the Maricopa Community Colleges. Absences for such holidays shall not count against the number of absences allowed by an instructor or department. At least one week before the holiday, students shall submit to their instructor(s) a written statement that includes both the date of the holiday and the reason why class attendance is impossible. Prior arrangements must be made with each instructor for make-up work. If prior arrangements have been made, the student will not be penalized.

 

 

 

Welcome - January 20, 2015

You located the blog! Congratulations. Please visit often. 

1. Class work is posted here.
2. Homework is posted here.
3. Links to readings are posted here.
4. You can quickly  see when your assignments should be posted in CANVAS.
5. Your first assignment is to post a picture of yourself in CANVAS. This is worth 25 points. Seeing your face with your name helps me to learn your name in a timely manner. A selfie is just fine!
6. Your second assignment is to read the syllabus and post at least three reaction statements in CANVAS.  Consider these questions: What do you find interesting? What was surprising? Was anything confusing? What else do you want to know?
7. Before we move on with the third assignment, let's get to know the other students in the class by playing a Getting to Know You game. Listen for the instructions.
*******

Let's get ready to write!

• Take your camera/phone with your and walk around the hall,  building, or campus. (10 minutes) Find something that is representative of you. Perhaps you will see the turtles that are swimming in the area between buildings. Are you turtle-like? Do you take your time with things? Do you hide when shadows cross your path?
• Maybe you will see a plant with thorns.  Is life difficult? Do you fight the thorns? Can you thrive without much? Are you a survivor?
• Whatever you find, make sure you can compare yourself to the picture you take.
•   Do you have a favorite song? If so, why do you like the song? What does the song say about you? How is your life like the lyrics, or is it? Do you have memories associated with the song?
• What is your motto? If you don't have a motto, take a look at a quotation site and find a quotation that represents something about you.

www.quotationspage.com/qotd.html

www.brainyquote.com

Now, introduce yourself in writing - 1-2 pages. This is a draft. Post it in Canvas by the beginning of class on Thursday. 

• Include the picture or sketch of the item you photographed to represent you. 
•  Use the information about the song as it relates to you. 
• Explain your motto or favorite quotation.  Feel free to include additional information. This is just a place to start.

Last but not least:

Make a list of things that are YELLOW or that are associated with the color YELLOW. Bring a paper copy of the list to class with you on Thursday and post in CANVAS.  
There will be a prize for the person with the longest list! 


Recap:
1. Post your picture so that it shows in CANVAS conversations.
2. Read the syllabus and post your reactions. (CANVAS)
3. Write the 1-2 page introductory draft. (CANVAS)
4. Make your "things that are yellow" list. (CANVAS and paper copy.)

Happy Writing!