3/6/13
In Class:
Journal--
"One day you will realize that material things mean nothing. All that
matters is the well-being of the people in your life." - Leon Brown
GMX-- Quiz on prepositions, verbs, run-ons, comma splices, fragments, complete sentences, and comma usage.
Independent work time:
1) Polish, proofread, and print your final project.
2) Catch up on missing assignments and missing journal prompts.
Exit Ticket: What is your most prized possession?
Homework:
Catch up on missing assignments.
Wednesday, March 6, 2013
Tuesday, March 5, 2013
March 5th, 2013
3/5/13
In Class:
Journal-- Identify one vivid memory you have of your experience with school. Describe it with vivid imagery; tell the story behind it.
GMX-- Commas
Define 'appositive.'
Describe the comma rule related to appositives.
Define 'second person.'
Describe the comma rule related to second person addresses.
Define 'introductory phrase.'
Describe the comma rule related to introductory phrases.
Read "Indian Education" by Sherman Alexie. Discussed genre of timeline using instructor's model. Independently, students created qualitative timelines of their lives by 1) identifying at least ten significant events, experiences, or moments in their lives, 2) rating them on an awesomeness scale of 0-10, and 3) plotting these experiences on a graph. Then, each student chose at least two related events and wrote a brief narrative about them.
Homework:
Finish final project!
Finish narrative from class.
In Class:
Journal-- Identify one vivid memory you have of your experience with school. Describe it with vivid imagery; tell the story behind it.
GMX-- Commas
Define 'appositive.'
Describe the comma rule related to appositives.
Define 'second person.'
Describe the comma rule related to second person addresses.
Define 'introductory phrase.'
Describe the comma rule related to introductory phrases.
Read "Indian Education" by Sherman Alexie. Discussed genre of timeline using instructor's model. Independently, students created qualitative timelines of their lives by 1) identifying at least ten significant events, experiences, or moments in their lives, 2) rating them on an awesomeness scale of 0-10, and 3) plotting these experiences on a graph. Then, each student chose at least two related events and wrote a brief narrative about them.
Homework:
Finish final project!
Finish narrative from class.
March 4th, 2013
2/4/13
In Class:
Journal-- Explain why or why not Boulder Prep should have a smoking policy in place.
GMX-- Commas
Independently, write an example sentence for each of the following:
- Using commas to set off an appositive phrase
- Using commas to set off direct address
- Using commas in lists
- Using commas in dates
- Using commas after introductory phrases
Studied the genre of graphic literature using "Prisoner on the Hell Planet" by Art Spiegelman and selected illustrations from xkcd. Noted conventions of graphic literature: uses art to enhance theme; involves all six traits of writing, especially voice; relies on panels to develop narrative, while graphics achieve descriptive. Graphic literature qualifies as litereature for its thematic depth and social commentary.
Students independently drew flash fiction-esque pieces of graphic literature (3-5 panels).
Homework:
Finish graphic lit. piece.
Work on final!
Catch up on missing work.
In Class:
Journal-- Explain why or why not Boulder Prep should have a smoking policy in place.
GMX-- Commas
Independently, write an example sentence for each of the following:
- Using commas to set off an appositive phrase
- Using commas to set off direct address
- Using commas in lists
- Using commas after introductory phrases
Studied the genre of graphic literature using "Prisoner on the Hell Planet" by Art Spiegelman and selected illustrations from xkcd. Noted conventions of graphic literature: uses art to enhance theme; involves all six traits of writing, especially voice; relies on panels to develop narrative, while graphics achieve descriptive. Graphic literature qualifies as litereature for its thematic depth and social commentary.
Students independently drew flash fiction-esque pieces of graphic literature (3-5 panels).
Homework:
Finish graphic lit. piece.
Work on final!
Catch up on missing work.
Thursday, February 28, 2013
February 28th, 2013
2/28/13
In Class:
Journal-- Describe one subject on which you are an expert.
GMX-- Comma Usage Pre-Reward
Add commas where appropriate.
1) On Sunday we cleaned out the basement put new shingles on the roof and raked the leaves.
2) During the 1960s MLK and Malcolm X important civil rights activists spoke out against policies of the U.S. government.
3) Your final projects the multi-genre paper should be completed by Wednesday students.
4) I am excited for vacation to begin on Friday March 8th 2013.
Be prepared for a GMX Reward on commas next Monday or Tuesday.
Workshopped a student submission, focusing again on the six traits of writing (see February 22nd, 2013).
Reviewed conventions of the genre of op-ed and examples from The New York Times.
Homework:
Write an op-ed about an issue on which you are or want to be an expert.
Prepare Monday Submission #7.
Catch up on any missing work, including missing journals.
Work on final projects (due Wednesday).
In Class:
Journal-- Describe one subject on which you are an expert.
GMX-- Comma Usage Pre-Reward
Add commas where appropriate.
1) On Sunday we cleaned out the basement put new shingles on the roof and raked the leaves.
2) During the 1960s MLK and Malcolm X important civil rights activists spoke out against policies of the U.S. government.
3) Your final projects the multi-genre paper should be completed by Wednesday students.
4) I am excited for vacation to begin on Friday March 8th 2013.
Be prepared for a GMX Reward on commas next Monday or Tuesday.
Workshopped a student submission, focusing again on the six traits of writing (see February 22nd, 2013).
Reviewed conventions of the genre of op-ed and examples from The New York Times.
Homework:
Write an op-ed about an issue on which you are or want to be an expert.
Prepare Monday Submission #7.
Catch up on any missing work, including missing journals.
Work on final projects (due Wednesday).
February 27th, 2013
2/27/13
In Class:
Journal-- Tell a short story using only one-syllable words beginning with the phrase "The last time I saw her..."
GMX-- Commas in Dates
Add commas to the dates where appropriate.
1) Chase's birthday is on Thursday March 15th.
2) On July 24th 2013 Seth landed in Florida.
3) On Wednesday February 27th every student arrived to class on time.
4) This Saturday is the eleventh anniversary of the United States' invasion of Afghanistan.
In pairs, and then as a class, we studied the four traditional styles of writing: narrative, descriptive, persuasive, and expository.
Exit Ticket: What three things do you need to accomplish this week to succeed in this class?
Homework:
Finish style worksheet.
Work on final project.
Catch up on missing work.
In Class:
Journal-- Tell a short story using only one-syllable words beginning with the phrase "The last time I saw her..."
GMX-- Commas in Dates
Add commas to the dates where appropriate.
1) Chase's birthday is on Thursday March 15th.
2) On July 24th 2013 Seth landed in Florida.
3) On Wednesday February 27th every student arrived to class on time.
4) This Saturday is the eleventh anniversary of the United States' invasion of Afghanistan.
In pairs, and then as a class, we studied the four traditional styles of writing: narrative, descriptive, persuasive, and expository.
Homework:
Finish style worksheet.
Work on final project.
Catch up on missing work.
February 26th, 2013
2/26/13
In Class:
Journal-- Describe the image using vivid imagery.
GMX-- Commas to Set Off Appositive Phrases
Add commas to set off the appositive phrases.
1) They bought a new painting a rather beautiful landscape.
2) The door the one with the X on it leads backstage.
3) Hassim my friend from Morocco will be staying with me this week.
4) On the Fourth of July my favorite holiday my high school friends get together for an all-day barbecue a celebration of our independence.
Discussed informational documents in expository style, beginning with the genre of vital documents (e.g., birth certificate, death certificate, marriage license, divorce decree, etc.). Using the narrative laid out in "Death for My Birthday" by Say Anything, students created vital documents for the characters involved.
Exit ticket: If you could be anywhere other than school right now, where would you be?
Homework:
Finish vital documents.
Work on final paper.
In Class:
GMX-- Commas to Set Off Appositive Phrases
Add commas to set off the appositive phrases.
1) They bought a new painting a rather beautiful landscape.
2) The door the one with the X on it leads backstage.
3) Hassim my friend from Morocco will be staying with me this week.
4) On the Fourth of July my favorite holiday my high school friends get together for an all-day barbecue a celebration of our independence.
Discussed informational documents in expository style, beginning with the genre of vital documents (e.g., birth certificate, death certificate, marriage license, divorce decree, etc.). Using the narrative laid out in "Death for My Birthday" by Say Anything, students created vital documents for the characters involved.
Exit ticket: If you could be anywhere other than school right now, where would you be?
Homework:
Finish vital documents.
Work on final paper.
Monday, February 25, 2013
February 25th, 2013
2/25/13
In Class:
Journal-- Respond to the following quote:
“Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different. The good poet welds his theft into a whole of feeling which is unique, utterly different from that from which it was torn; the bad poet throws it into something which has no cohesion.” - T.S. Eliot
GMX-- Commas to Separate Appositive Phrases
Define ‘appositive.’
Ex: Jason, the math teacher, is the wackiest exerciser at Prep.
My friend Jason likes to work out in a wacky fashion.
Add commas to the sentences which rename using appositives.
1) Lily the English teacher and Izzy the social studies teacher have class in Room 5 after we do.
2) I have been told that the stench in this room the odor of up to ten teenage boys can be overwhelming.
3) However, the brainpower of our class what is actually overwhelming is worth it.
Studied and discussed the genre of found poetry, reviewing models by instructor and Al Fogel.
Students identified sixteen lines from a chosen text, then began arranging and revising to create a found poem. (Word Mover is a fun tool for this.)
Exit Ticket: Who is the worst teacher you've ever had (outside of Boulder Prep)?
Homework:
Finish found poem.
Work on final project!
In Class:
Journal-- Respond to the following quote:
“Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different. The good poet welds his theft into a whole of feeling which is unique, utterly different from that from which it was torn; the bad poet throws it into something which has no cohesion.” - T.S. Eliot
GMX-- Commas to Separate Appositive Phrases
Define ‘appositive.’
Ex: Jason, the math teacher, is the wackiest exerciser at Prep.
My friend Jason likes to work out in a wacky fashion.
Add commas to the sentences which rename using appositives.
1) Lily the English teacher and Izzy the social studies teacher have class in Room 5 after we do.
2) I have been told that the stench in this room the odor of up to ten teenage boys can be overwhelming.
3) However, the brainpower of our class what is actually overwhelming is worth it.
Studied and discussed the genre of found poetry, reviewing models by instructor and Al Fogel.
Students identified sixteen lines from a chosen text, then began arranging and revising to create a found poem. (Word Mover is a fun tool for this.)
Exit Ticket: Who is the worst teacher you've ever had (outside of Boulder Prep)?
Homework:
Finish found poem.
Work on final project!
February 22nd, 2013
2/22/13
In Class:
Journal-- Imagine yourself in one of the following scenarios. Use expository style and vivid description (SHOW) to explain how it plays out.
GMX-- Commas for Addresses in Second Person
Define 'second person.'
Add commas to the sentences which use direct addresses.
1) Marcos look out for the flesh-eating zombie!
2) When you play the concerto Anthony don’t forget the accidentals.
3) Richy how many novels have you finished?
4) I can always pick you and your orange hat out of a crowd Seth.
5) Shannon is attending class my friends every day for the rest of the block.
Reviewed six traits of writing (voice, grammar/mechanics, diction, flow, organization, ideas/content). Workshopped a student submission.
Exit ticket: What will be the focus of your final project?
Homework:
Work on final project.
In Class:
Journal-- Imagine yourself in one of the following scenarios. Use expository style and vivid description (SHOW) to explain how it plays out.GMX-- Commas for Addresses in Second Person
Define 'second person.'
Add commas to the sentences which use direct addresses.
1) Marcos look out for the flesh-eating zombie!
2) When you play the concerto Anthony don’t forget the accidentals.
3) Richy how many novels have you finished?
4) I can always pick you and your orange hat out of a crowd Seth.
5) Shannon is attending class my friends every day for the rest of the block.
Reviewed six traits of writing (voice, grammar/mechanics, diction, flow, organization, ideas/content). Workshopped a student submission.
Exit ticket: What will be the focus of your final project?
Homework:
Work on final project.
Thursday, February 21, 2013
February 21st, 2013
2/21/13
In Class:
Journal-- Describe your perfect vacation. You have unlimited funds and human abilities.
GMX-- Commas After Introductory Phrases
Define 'introductory phrase:' _________________________________________
1) During the rainstorm we huddled in a doorway.
2) By the light of the moon we could make out a dim figure.
3) In the deep end of the pool he found three silver dollars.
Screened "True Facts About the Tarsier" and discussed use of expository style and variation in voice.
Reviewed Shane's multi-genre piece as a model for student final projects. Discussed sequence, genres, and voices.
Exit Ticket: Define 'diction.'
Homework:
Choose your focus for the final.
In Class:
Journal-- Describe your perfect vacation. You have unlimited funds and human abilities.
GMX-- Commas After Introductory Phrases
Define 'introductory phrase:' _________________________________________
1) During the rainstorm we huddled in a doorway.
2) By the light of the moon we could make out a dim figure.
3) In the deep end of the pool he found three silver dollars.
Screened "True Facts About the Tarsier" and discussed use of expository style and variation in voice.
Reviewed Shane's multi-genre piece as a model for student final projects. Discussed sequence, genres, and voices.
Exit Ticket: Define 'diction.'
Homework:
Choose your focus for the final.
February 20th, 2013
2/20/13
In Class:
Journal-- Describe how to fail a class using expository style. Use your imagination and provide details/examples.
GMX-- Commas in a Series
Add commas to the items of a series:
1) I can’t find my shoes my socks or my hat!
2) Frank is in Florida Bob is in Brazil and I am in the bathtub.
3) Spinning kickboxing and Tai Chi have become very popular recently.
4) Paula hung her coat on the hook Henry draped his jacket over her coat and Sonia threw her scarf on top of the pile.
As a class, read and discussed "Explaining Processes" from Norton Field Guide to Writing.
Screened "The Power of Words." Independently, students used expository style in response to the video (e.g., how the blind man made more money, how the stranger sympathized, how to use words powerfully, etc.).
Exit Ticket: How old were you the a) first, and b) last time you recited the Pledge of Allegiance?
Homework:
Finish expository response to video.
Brainstorm topics for final project.
In Class:
Journal-- Describe how to fail a class using expository style. Use your imagination and provide details/examples.
GMX-- Commas in a Series
Add commas to the items of a series:
1) I can’t find my shoes my socks or my hat!
2) Frank is in Florida Bob is in Brazil and I am in the bathtub.
3) Spinning kickboxing and Tai Chi have become very popular recently.
4) Paula hung her coat on the hook Henry draped his jacket over her coat and Sonia threw her scarf on top of the pile.
As a class, read and discussed "Explaining Processes" from Norton Field Guide to Writing.
Screened "The Power of Words." Independently, students used expository style in response to the video (e.g., how the blind man made more money, how the stranger sympathized, how to use words powerfully, etc.).
Exit Ticket: How old were you the a) first, and b) last time you recited the Pledge of Allegiance?
Homework:
Finish expository response to video.
Brainstorm topics for final project.
Tuesday, February 19, 2013
Multigenre: An Introduction
Multigenre:
An Introduction
"A multigenre paper arises
from research, experience, and imagination. It is not an uninterrupted,
expository monolog nor a seamless narrative nor a collection of poems. A
multigenre paper is composed of many genres and subgenres, each piece
self-contained, making a point of its own, yet connected by theme or topic and
sometimes by language, images, and content. In addition to many genres, a
multigenre paper may also contain many voices, not just the author's. The trick
is to make such a paper hang together."
(Romano, Blending Genre, Altering
Style i-xi)
Multigenre writing
projects respond to contemporary conceptions of genre, audience, voice,
arrangement and style by enabling students to tap into their knowledge about
new media literacies, rich rhetorical situations, and the multiple perspectives
that are inherent in any writing activity.
In short,
multigenre projects entail a series of generic documents that are linked by a
central premise, theme, or goal. They may forward an argument, trace a history,
or offer multiple interpretations of a text or event. They are rigorous forms
of writing, involving many elements of a traditional papers: coherence and
organization, purpose and aim of discourse, audience awareness, and
conventional appropriateness. As Nancy Mack explains, multigenre writing:
- Presents multiple, even conflicting perspectives of one event or topic.
- Provides a rich context for an event or topic.
- Demonstrates sophisticated understanding of audience needs and interests.
- Permits meaning to dictate form, rather than vice versa.
- Demonstrates a sophisticated knowledge of various genres and uses of language.
- Integrates factual information into a meaningful text, verses copying or simply recall.
- Permits the author to highlight personal interests and special expertise.
- Stimulates critical analysis and higher-level thinking skills.
- Makes coherence and unity a genuine rhetorical problem to be solved.
- Requires research skills and knowledge of source documentation.
- Can make full use of new media literacies.
- Is almost impossible to plagiarize.
- Results in an interesting, engaging product.
- Demands careful reading and response.
Multigenre writing
is thus informed by a multitude of rhetorical considerations including a
complex understanding of genre theory.
For additional
information, see the following links:
- Planning and Assessment Handout (by Nancy Mack): http://www.wright.edu/%7Enancy.mack/handouts/mgplanning.pdf
- Sample MGs: http://clem.mscd.edu/~kuhnc/portfolio.htm
- Bibliography: http://fp.okstate.edu/efolio/johnson/johnson_pathfinder_multigenre.htm
- Assessment: http://www.americandreamer.net/bushwb/honorweb/multigen/mgrubric.html
Adapted from “Multigenre: An
Introduction” by Lisa Langstraat.
http://writing.colostate.edu/gallery/multigenre/introduction.htm . Accessed 13
January 2013.
http://writing.colostate.edu/gallery/multigenre/introduction.htm . Accessed 13
January 2013.
Writing Composition Final Project
Writing
Composition – Final Project
Due March 6th,
2013
In order to demonstrate your
progress in your writing, you will write a multi-genre writing piece on a
subject of your choice. This writing assignment will showcase your competence
with varieties of voices, genres, and styles.
Assignment: Your
task in this composition is to create a multi-genre paper. The paper will have a common thread throughout (known as a focus),
but will use many dimensions and different approaches to address it. You have the
option of dozens of different media to use within your paper, including (but
not limited to) those we studied in class:
Recipe Classified ad Eulogy Ode
Flash Fiction Collaborative fiction Concrete poetry Villanelle
DĂ©cima
Letter Sonnet Mirror poetry
List Instruction manual Free verse poetry Dialogue
Haiku Tanka
…and many more.
(See additional handouts.)
Your composition should be typed in 12-point font,
double-spaced, with one-inch margins. It should be no fewer than five pages.
Tips for success on this
project:
· Start early. You will need time to explore many different dimensions of
your topic.
· Ask questions. I’m here to support you throughout this project—you are
absolutely welcome to ask for help, to bounce ideas off me, or to just chat.
· Turn in drafts and ask for feedback from Shane, other teachers, or your
peers.
· Proofread! The most common mistakes on midterm submissions were
easy-to-catch spelling errors and typos.
February 19th, 2013
2/19/13
In Class:
Journal-- Respond to the graph:
(from This is a Book by Demetri Martin.)
GMX-- Reviewed quiz from last Thursday.
Introduced and discussed final project (multi-genre paper). See separate blog post.
Discussed conventions of expository style using an instruction manual for a coffee-maker and "Announcements" by Demetri Martin.
Exit Ticket: When is your final project due?
Homework:
Catch up on missing work.
Decide the topic for your final.
In Class:
Journal-- Respond to the graph:
(from This is a Book by Demetri Martin.)
GMX-- Reviewed quiz from last Thursday.
Introduced and discussed final project (multi-genre paper). See separate blog post.
Discussed conventions of expository style using an instruction manual for a coffee-maker and "Announcements" by Demetri Martin.
Exit Ticket: When is your final project due?
Homework:
Catch up on missing work.
Decide the topic for your final.
Friday, February 15, 2013
February 14th, 2013
2/14/13
In Class:
Journal-- Using detailed, descriptive, step-by-step instructions, explain how to hypothetically do something illegal.
GMX-- Quiz on prepositions, verbs, run-ons, comma splices, fragments, and complete sentences.
Studied flash fiction using "An Unspoken Hunger" by Terry Tempest Williams, "Lights" by Stuart Dybek, and "Sweet Sixteen" by Gary D. Wilson. Discussed conventions of flash fiction: short form (500-ish words), economy of words, exceptionally accurate diction, feeling of 'starting in the middle,' powerful concluding lines, and (most importantly) implication.
Used collaborative fiction from yesterday to create flash fiction pieces in 100 words or fewer.
Homework:
Read "Fire Storm" by Alexie by Monday if you have not already.
Finish in-class flash fiction exercise.
Prepare Monday Submission #5.
Catch up on missing work.
In Class:
Journal-- Using detailed, descriptive, step-by-step instructions, explain how to hypothetically do something illegal.
GMX-- Quiz on prepositions, verbs, run-ons, comma splices, fragments, and complete sentences.
Studied flash fiction using "An Unspoken Hunger" by Terry Tempest Williams, "Lights" by Stuart Dybek, and "Sweet Sixteen" by Gary D. Wilson. Discussed conventions of flash fiction: short form (500-ish words), economy of words, exceptionally accurate diction, feeling of 'starting in the middle,' powerful concluding lines, and (most importantly) implication.
Used collaborative fiction from yesterday to create flash fiction pieces in 100 words or fewer.
Homework:
Read "Fire Storm" by Alexie by Monday if you have not already.
Finish in-class flash fiction exercise.
Prepare Monday Submission #5.
Catch up on missing work.
Wednesday, February 13, 2013
February 13th, 2013
2/13/13
In Class:
Journal-- Respond to the following quote: "Thunder is good; thunder is impressive. But it is lightning that does the work." - Mark Twain
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Write an example of a run-on, a comma splice, a fragment, and a complete sentence.
Using borrowed first lines from randomly chosen novels, we created collaborative narrative pieces, focusing on descriptive language and plot development.
Homework:
Read "Fire Storm" from Sherman Alexie's First Indian on the Moon.
In Class:
Journal-- Respond to the following quote: "Thunder is good; thunder is impressive. But it is lightning that does the work." - Mark Twain
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Write an example of a run-on, a comma splice, a fragment, and a complete sentence.
Using borrowed first lines from randomly chosen novels, we created collaborative narrative pieces, focusing on descriptive language and plot development.
Homework:
Read "Fire Storm" from Sherman Alexie's First Indian on the Moon.
February 12th, 2013
2/12/13
In Class:
Journal-- Using descriptive language and imagery, describe one of the following: a kitchen, a storm, or a flying bird.
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
Label the following constructions as run-ons, comma splices, fragments, or complete sentences.
1) independent thought + independent thought. = _____
2) independent + dependent. = _____
3) independent + , + independent. = _____
4) dependent + , + independent. = _____
5) independent. = _____
6) dependent. = _____
7) independent + . + independent. = _____
Reviewed imagery and descriptive language using Robert Frost's "After Apple-Picking."
Discussed conventions, format, and style of letter-writing using instructor model and Mayor Menino's 2012 letter to Chick-fil-a.
Students practiced letter-writing by individually writing letters of gratitude to the most significant educators (teacher, friend, family member, etc.) in their lives.
Homework:
Finish letter of gratitude.
Catch up on any missing work.
In Class:
Journal-- Using descriptive language and imagery, describe one of the following: a kitchen, a storm, or a flying bird.
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
Label the following constructions as run-ons, comma splices, fragments, or complete sentences.
1) independent thought + independent thought. = _____
2) independent + dependent. = _____
3) independent + , + independent. = _____
4) dependent + , + independent. = _____
5) independent. = _____
6) dependent. = _____
7) independent + . + independent. = _____
Reviewed imagery and descriptive language using Robert Frost's "After Apple-Picking."
Discussed conventions, format, and style of letter-writing using instructor model and Mayor Menino's 2012 letter to Chick-fil-a.
Students practiced letter-writing by individually writing letters of gratitude to the most significant educators (teacher, friend, family member, etc.) in their lives.
Homework:
Finish letter of gratitude.
Catch up on any missing work.
Tuesday, February 12, 2013
February 11th, 2013
2/11/13
In Class:
Journal-- Describe the photo using imagery:
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
Describe four ways to fix a run-on sentence.
Discussion of descriptive writing. Defined imagery: writing which appeals to any of the five senses. Discussed benefits and distinctions of "showing" vs. "telling" using "Tino & Papi" by Norma Elia CantĂș.
Practiced descriptive writing using scene guided writing exercise.
Homework:
Finish showing writing exercise; be sure to revise!
Prepare Monday Submission #4.
Catch up on missing work.
In Class:
Journal-- Describe the photo using imagery:
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
Describe four ways to fix a run-on sentence.
Discussion of descriptive writing. Defined imagery: writing which appeals to any of the five senses. Discussed benefits and distinctions of "showing" vs. "telling" using "Tino & Papi" by Norma Elia CantĂș.
Practiced descriptive writing using scene guided writing exercise.
Homework:
Finish showing writing exercise; be sure to revise!
Prepare Monday Submission #4.
Catch up on missing work.
Thursday, February 7, 2013
February 7th, 2013
2/7/13
In Class:
Journal-- Respond to the following quote: "Emancipate yourself from mental slavery; none but ourselves can free our minds." -Bob Marley
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
As much as it may pain you, write a run-on sentence.
"I like to go downtown it has many nice-looking ladies." (Courtesy of Anthony T.)
Reviewed four styles of fixing run-ons:
1) breaking into two sentences -- "I like to go downtown. It has many nice-looking ladies."
2) semicolon (;) or colon (:) -- "I like to go downtown: it has many nice-looking ladies."
3) coordination (FANBOYS) -- "I like to go downtown for it has many nice-looking ladies."
4) subordination (e.g., although, because, since, until, when, etc.) -- "I like to go downtown because it has many nice-looking ladies."
Workshopped Erick's midterm, keeping in mind:
- Grammar/mechanics/spelling
- Ideas/content
- Voice
- Flow
- Diction/word choice
- Organization
Exit ticket: Should Boulder Prep have bells, considering the manner in which students go to class?
Homework:
Catch up on missing work.
Prepare Monday Submission #4.
In Class:
Journal-- Respond to the following quote: "Emancipate yourself from mental slavery; none but ourselves can free our minds." -Bob Marley
GMX-- Run-Ons, Comma Splices, Fragments, and Complete Sentences
As much as it may pain you, write a run-on sentence.
"I like to go downtown it has many nice-looking ladies." (Courtesy of Anthony T.)
Reviewed four styles of fixing run-ons:
1) breaking into two sentences -- "I like to go downtown. It has many nice-looking ladies."
2) semicolon (;) or colon (:) -- "I like to go downtown: it has many nice-looking ladies."
3) coordination (FANBOYS) -- "I like to go downtown for it has many nice-looking ladies."
4) subordination (e.g., although, because, since, until, when, etc.) -- "I like to go downtown because it has many nice-looking ladies."
Workshopped Erick's midterm, keeping in mind:
- Grammar/mechanics/spelling
- Ideas/content
- Voice
- Flow
- Diction/word choice
- Organization
Exit ticket: Should Boulder Prep have bells, considering the manner in which students go to class?
Homework:
Catch up on missing work.
Prepare Monday Submission #4.
Subscribe to:
Comments (Atom)