Thursday, August 29, 2019

Week #2 August 29, 2019

Leftovers from Tuesday:
A. Look at the art of the time. What are women doing? What are men doing? 
http://www.nga.gov/content/ngaweb/features/slideshows/american-impressionists-of-the-late-1800s-and-early-1900s.html#slide_1
B. . A slice of life: https://www.youtube.com/watch?v=ugh7pRtzTAQ Again, what are the women doing? What about the men? 
C. Work with your assigned group and be ready to share what you see in your assigned painting. (Read the information under the picture, too!)


1. Look back at the instances of "yellow" or yellow-like things in the story. Compare at your table. In what way did the color change in the story? Why was the perception different? (Share at your table, then share with the class.)

2. What did you learn about the life and times of Charlotte Perkins Gillman? Compare/Contrast her life experiences to the main character in the short story. (Partner activity)



Homework

 Reread the story and note what John says and what the narrator says to him and about him. 
Bring the list to class on Tuesday. 


 View the PBS movie of the short story of "The Yellow Wallpaper.".(We will begin in class.)
Be the critic. 
  • Rate each segment.
  • What do you like about it?
  • What is weak?
  • If you were the director, what would you change?
Finish viewing for homework.  Post your ratings, reactions, and changes in Canvas. Be sure to label the segments. 
Movie in 8 parts: https://www.youtube.com/playlist?list=PL54A86EACAA247777 (Click each segment to move along.) (40 points)




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Monday, August 26, 2019

Week #2 August 27

Class Work

1. Submit the peer editing notes and the reflection post it.
2. Let's go back to "The Story of an Hour." What did you say happened next?

A. Mallard (Look up information about mallard ducks. Think about how the life of mallard ducks is like the life of Mr. & Mrs. Mallard.
B. Josephine
C. Richards
D. Brently Mallard
E. Louise Mallard

Group discussion to follow. 


3. The color yellow - As a group, make a list of things that are yellow! You have two minutes to list as many items as you can.  (Class discussion to follow.) There may be a prize for the winning team!

4. What do you know about the color? Does yellow have any special powers? Is it linked to any symbols? What is the dictionary definition? Is yellow a popular color? What animals are yellow? What flowers are yellow? What gems are yellow? Etc.   (5 minute research .... Go!) What was the most interesting piece of information. Write that on the post-it. Post on the board.

Quick write:  What memory or memories do you have of the color yellow? Talk at your table to get ready to write.  If you have no experiences that lead to writing, explain why you would or why you would not paint a room yellow. (10 minutes to write -) Sharing to follow. (This is an in-class assignment. Quick-writes help writers to develop fluency. Yours will be typed in CANVAS.) 

5. 
A. Look at the art of the time. What are women doing? What are men doing? 
http://www.nga.gov/content/ngaweb/features/slideshows/american-impressionists-of-the-late-1800s-and-early-1900s.html#slide_1
B. . A slice of life: https://www.youtube.com/watch?v=ugh7pRtzTAQ Again, what are the women doing? What about the men? 
C. Work with your assigned group and be ready to share what you see in your assigned painting. (Read the information under the picture, too!)

Homework:  

Assignment #1: Short Story - "The Yellow Wallpaper"  https://www.gutenberg.org/ebooks/1952?msg=welcome_stranger
/ By Thursday, read the story and make a list of all things that are yellow in the story. (If you decide to print a copy, you just need to highlight the yellow things.) Bring your list or highlighted story to class on Thursday.  

If you like to listen, here is an audio link: 
 https://www.youtube.com/watch?v=wNmsauVB3bk


Assignment #2: A. Look up information about Charlotte Perkins Gilman, the author of "The Yellow Wallpaper." 
A. Make a list of 10 items or events  you found interesting about her life. 
B. For each, explain how it was or was not typical of the time, or explain what it might have had to do with Ms. Gilman writing "The Yellow Wallpaper." 
C. Consult three different sources. Keep track of your sources. For now, just keep track of the URLs) (Do not count Wikipedia) Post in CANVAS. This is due at the beginning of class on Thursday. 
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Wednesday, August 21, 2019

August 22 - Week #1 Day 2

Class Work

Writing thought: We’re past the age of heroes and hero kings. … Most of our lives are basically mundane and dull, and it’s up to the writer to find ways to make them interesting.”
—John Updike, WD
1. Questions? Concerns?
2. Peer editing activity - Big question: Was the writing interesting?

Rubric

EMCC Writing Rubric                      Scale:
4:  The reader is easily able to understand and/or appreciate
3:  The reader is generally able to understand and/or appreciate
2:  The reader is often challenged to understand and/or appreciate
1:  The reader is seriously challenged to understand and/or appreciate           


Scale
Points
Comments

Content



Subject Matter Issues:
The subject matter of the document should be appropriate for the assignment, adequate to complete the assignment, and suitable for the level of the assignment.
4
3
2
1
N.A.


Focus Issues:
The focus (or main idea or thesis) should be apparent to the reader, presented so as to interest the reader, and targeted to achieve the purpose of the assignment.

4
3
2
1
N.A


Support Issues:
The support should be appropriate to sustain the document’s focus, carefully chosen to meet the needs of the assignment, and of sufficient quantity to carry out the development of the document.
4
3
2
1
N.A



Clarity



Organization Issues:
The document should be developed in a way that shows how all material relates to the focus, shows how all development relates to other parts of the document, and provides adequate transitions to guide the reader and illustrate these relationships.
4
3
2
1
N.A


Language Use Issues:
The language of the document should aid the reader’s comprehension and appreciation by using organized paragraphing, clear and correct sentences, and appropriate word choice.
4
3
2
1
N.A



Editing



Format Issues:
The format of the document should aid comprehension by being clear, consistent, and appropriate for the assignment.
4
3
2
1
N.A


Citation Issues:
The citation in the document should be complete, correct, and appropriate for the assignment.
4
3
2
1
N.A


Mechanics Issues:
The document should be comprehensively edited to ensure that the spelling is correct, that punctuation is properly used, and that grammar is correct.
4
3
2
1
N.A



Directions: 
A. Pull up your draft in CANVAS so that it appears on the screen. If you did a copy/paste from a Word document, the editor will be able to make marks on your draft. If not, the editor will have to settle for comments on the side and on the rubric paper.

B. As Editor #1 - sign you name by the word "Content." You will be reading the draft and commenting on the subject, focus, and support. (See the rubric for details.) Comment on the paper rubric. Feel free to make comments on the Canvas draft to show what you mean.

C. Swap seats with someone who is not at your table. You are now Editor #2 and will be commenting on "Clarity."Sign, please.Refer to the rubric for details. Comment on Canvas and on the paper rubric. Be sure to note if a sentence is confusing or if a word choice could be stronger.

D.  Return to your own desk/paper. Take a look at the comments. on the sticky-note, make a list for yourself of the things you will do do revise and polish this essay. Stick it on the rubric and use both as you revise this weekend.

Homework: Your final copy is due on Tuesday at noon. Be sure to copy/paste from a Word document so that I can make comments and note areas of strength and areas in need of attention. 

Activity #2 "Story of an Hour"

What do you know about life at the turn of the 19th-20th Century? 

Fashion/dress:



Houses


Read the story. Create a mind-map for Mrs. Mallard. What was she thinking? Why? What are the main images? (In-class activity ) 

Homework: Look up the meanings of the names in the short story. 
A. Mallard (Look up information about mallard ducks. Think about how the life of mallard ducks is like the life of Mr. & Mrs. Mallard.
B. Josephine
C. Richards
D. Brently Mallard
E. Louise Mallard

Write what you find. Make a few notes about how the name meanings relate to the events of the story. Share with your table and post in CANVAS.

Also, In three or four sentences, explain what you think might happen next? Is there more to the story? (This is fiction writing. Have fun. ) 35 points
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Monday, August 19, 2019

English 102 - August 20, 2019

Welcome to English 102 - August 20, 2019

Congratulations! You located the blog. This is a record of what we do in class each day. It also contains links to required readings.Look here if you need to refresh your memory as to what we did in class or to see a quick overview of assignments.

Contact me via Canvas Message if you have questions or need help.

Class Work
1. Getting to Know You Activity
2. Personal Writing : Definition of the Personal Essay. A personal essay is either a personal narrative in which the author writes about a personal incident or experience that provided significant personal meaning or a lesson learned, or it is a personal opinion about some topic or issue that is important to the writer.

Memoir: Definition. Memoirs are factual stories about someone's life. 'Memoir' is from the French word mémoire, which means 'reminiscence' or 'memory.' They are a part of the nonfiction literary genre and are usually told in the first person.






3. Discussion: "My Writing Lite" ( Groups of 5 - discuss your life as a writer. Who are you now as a writer? What was your best or worst writing experience. Do you write on paper or with your fingers on the keys of a computer? Perhaps you dictate into your text messages. Has writing ever helped you? Did anyone ever write to you and that letter impacted your life for good or for ill? In short, talk about writing. Also, see the list of 30 below and decide which describes you as a writer. 

4. Now look back at the items on the balls for activity #1. Compare your writing life to one of the spaces. Tell of a a writing event from your life that is like one of the 30. 

For example, if you are a great writer, you might consider writing as a cool gift. Describe the time you received a cool gift and explain how your writing is like that cool gift.

Maybe your writing is like a roller coaster at an amusement park. It has its ups and downs. Explain your life a a writer in terms of the ups and downs. 

(Discussion)

1. Awesome Amusement Ride
2. TV show i'd never watch
3. Colors you like
4. In the winter I ______________.
5. Funniest cartoon
6. Place you were born
7. Something you can draw
8. Great vacation place
9. Best snacks
10 Cool gift
11. Favorite toy or game
12. Great or not so great birthday party
13. Three wishes
14. Cool musician or song
15. Family
16. 3 yummy foods
17. An author you read
18. Favorite breakfast
19. Nickname
20. 3 gross foods
21. Happy memory
22. Age
23. Fun sport
24. Color you like
25. A magical power
26. Easy or difficult project
27. In the summer I ____________________. 
28. Best pet to own
29. Animal you like or don't like to touch
30. your choice. 

Homework
Assignment: Using the definitions of a personal essay and of a memoir as a guide, write about an event that had an impact on you and your writing. This should be 1-2 pages in length. You will be comparing a writing event to one of the 30 above. Tell the story. Write in first person. Add characters, if any. Describe. 

Post the draft in CANVAS. We will be using the draft for a peer editing activity on Thursday. The draft must be posted by the beginning of class on Thursday, August 22, 2019. (40 points))

Assignment B: Syllabus Review: Read the syllabus. The link appearsto the left of the page on Canvas. The syllabus also appears at the bottom of this page. 
A. Write three sentences noting items of interest from the syllabus.
B. Write three sentences noting questions or concerns you have about the syllabus or the course. 

Post  CANVAS. 30 Points
Due by the beginning of class on Thursday, August 22, 2019. (40 points))
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