Tuesday, September 27, 2011

Writing 1 Class Notes -- September 27

Greetings!
We had a productive class today. But then, this is always an enjoyable group of students.
Our Quick Write was to use the title as "The Worst Pet Ever" as a starting point for their writing. For our Vocabulary Exercises we listed various verbs that could be used for a persons movement, e.g. walking, prancing, jumping, jogging, spinning, etc. I discussed the value of finding more sophisticated words for their essays. I also brought out one of my copies of Roget's Thesaurus and listed about 25 words related to "traveling on foot." Our English language is so wonderfully diverse and colorful. The students have one extra credit option related to our word study: find the definition and word roots for "peregrinate."
We completed a worksheet dealing with correct placement of prepositional phrases. We also looked at parallel structures.
I handed back the students' final copies of their personal essays. They all did a wonderful job. I grade them in three areas: content & organization & mechanics. For these papers, each section was worth 10 points for a total of 30 possible points for the essay. They handed in rough drafts today of their narrative essays.
We had a wonderful discussion about the book, Animal Farm, talking about government structures, balance of power, and the value of checks and balances. My primary question for the students was, "What have you found surprising so far?" We had many great responses.
As always, if you have any questions about the class and the assignments, feel free to to contact me.
Assignments for Next Week:
-- Extra Credit option: find the meaning and roots for the word "peregrinate."
-- Read Chapters VII and VIII.
-- Answer 4 of the 5 questions in the section from the study guide.
Have a great week!
Mrs. Prichard
PS. I'm missing some worksheets that someone may have accidentally picked up. If anyone has them, please bring them to class next week.

Wednesday, September 21, 2011

Narrative Essay Information

NARRATIVE ESSAY


In a personal narrative, you re-create an incident that happened to you over a short period of time.  This incident could be an emotional experience, a silly or serious event, or a frightening encounter.  Narrative writing requires students to think clearly about the details of an event as if it was a plot.  A narrative:

· Presents a story with a distinct plot.  The plot includes an internal or external conflict.  It has a beginning, a middle, and an end.
· Has a setting of some sort
· Presented in a specific point of view, usually spoken in the voice of a narrator or character


Optional Narrative prompts:
· Write about a time when you faced a challenge and what the outcome was.Be sure to narrate the series of events and include specific details.
· Write a story about when you taught someone something.  It can be anything that you know better than someone else.
· Think about an event in your life that taught you an important lesson. Write a narrative in which you tell what happened and how you learned a lesson.
· Write a narrative about a person or character who overcomes a difficult situation.  The character must be a person from history or from literature, movies or television.


Guidelines for Essay
· 350 – 500 words long or longer
· 1” margins and double-spaced
· Title
· Name, date and type of essay in the corner
· Page numbers in the bottom right corner

Writing 1 Class Notes -- September 20

Greetings!
The class handed in their first final copies of an assigned essay. I'm looking forward to reading them. You can tell students all day long how long to be good writers, but they don't really learn until they do their own writing.

Our Quick Write this morning was to imagine what 5 items they would take if they were to be banished to an igloo for the rest of their lives. They were quite creative and awfully unrealistic, but that's what these exercises are for.

We followed this writing with our Mystery Words. This week's words were animal-related words: crabwise, testudinate, gadfly, kangaroo court, and waspish. We also encountered the word "cancrine," which means crab-lik, or palindromic. For extra credit, the students can bring to class some information about J. S. Bach's Crab Canon which is the same forwards, backwords, and upside down.

Another optional extra credit activity involves writing a paragraph explaining the meaning of the following quote by Kahil Gibran:
"Poetry is a deal of joy and pain and wonder, with a dash of the dictionary."

Our Grammar lesson covered a quick review of the four basic types of sentences: declarative, interrogative, exclamatory and imperative.

Our next writing assignment is a Narrative Essay. A description of the assignment is on the handout they received in class. This handout is also available on Dropbox and as a blog entry. A narrative essay is not a short piece of fiction but a non-fiction activity in which the writer retells an event. The rough draft of this essay is due next week.

I divided the class into groups to discuss some of the questions from the study guide for Animal Farm. Small group work is helpful in that it allows students to interact together with the material.

Assignments for Next Week:
-- Read Chapters V & VI in Animal Farm
-- Write Narrative Essay rough draft
-- Extra Credit options:
-- Write a paragraph telling the meaning of the quote by Kahil Gibran
-- Bring in some information about J. S. Bach's Crab Canon.
Have a great week!
Tammy Prichard

Tuesday, September 13, 2011

Writing 1 Class Notes -- September 13

Greetings!

What a wonderful group of thoughtful students this class is!  We started our class with the Quick Write:  "Honey, I have a confession.... " which was inspired by my husband's contrite apology for getting into my cache of candy for the writing classes.  Our Vocabulary Building exercises took us on a tour through 4 books in order to get a deeper grasp of words from the SAT Test Prep list:  abdicate, abhor, abridge & accelerate.  We used the Test Prep book, a book on word etymologies, a Latin dictionary, and a book of Latin-English derivatives.  Many times when you can unpack one word to find roots and derivatives, you end up adding many more related words to your working vocabulary.

We spent the bulk of our time going over the rough drafts that I handed back today.  As I go over the rough drafts, I make notes about common errors that students have made. Writing is the best way to take those grammar rules out of the realm of theory and into actual practice and use.  I cautioned the students to not panic when they saw a significant amount of red on their papers.  I make corrections AND positive comments.  I correct some sentences in order to give an example; others I leave for the students to correct themselves.  By and large, I was very pleased with these first papers.

We spent the remaining time in discussion about Animal Farm.  The students had very thoughtful responses to some challenging questions:  1) When should a government be overthrown; and 2) What qualities should a leader have.  As we continue through the book, we'll come back to those questions.  Not a lot has "happened" yet in the first 2 chapters.  We'll encounter more activity in the next chapters.

Next Week's Assignments
-- Turn the rough draft into a final copy.
-- Read Chapters III and IV.  (Read the study questions before reading the chapters.)
-- No written responses about Animal Farm this week.
-- Extra Credit:  find the origin of the phrase "rule of thumb."
-- Online reading:  blog entry about ending punctuation and blog entry about prepositions at the end of a sentence.

Have a great week!
Tammy Prichard

Monday, September 12, 2011

Prepositions at the End

Most adults remember few grammar rules.  One that I'm sure will pop up for most is the "never end a sentence with a preposition" rule that they were taught from grade school to high school.  This rule causes you to write stuffy, pedantic sentences that no one would ever say out loud.

I have news of great joy for most of you -- it's OK to plop the occaisional preposition at the end of a sentence!  The Grammar Girl says so; the Phantom Linguist gives us the go-ahead; About.com gives an authoritative "no."


For the sake of argument and vigilance, some still promote keeping those pesky prepositions from the end of sentences because they are a wimpy way to conclude.  Mellanie Spiller seems to be a purists with whom you would need to argue this point.  The good folks at Garden of Phrases equivocate a bit.  And the Answer people at Yahoo even show you how to rewrite a sentence to make it stronger and more effective while keeping that preposition tucked somewhere in the middle.

In my class, I will allow the occaisional preposition to appear at the end.  But be advised that I'm gritting my teeth as I deny the teachings of my elders.

Don't get me started on passive voice ......

Sunday, September 11, 2011

How to End a Sentence

In a conversation with a college-graduated son, we discussed whether it was still necessary to put two spaces after the period at the end of a sentence.

Below are three links to articles about this point of grammar:

About.com and Desktop Publishing

A Slate article

Grammar Girl article

Read the articles and tell me what you think.

Tuesday, September 6, 2011

Writing 1 Class Notes -- September 6

Greetings!

We enjoyed our second class of Writing 1 for this semester.  After starting the class with prayer, we wrote our Quick Writes using the cards from a game called "Man Bites Dog" in which players are given cards with common words found in newspaper headlines.  The students were to arrange the words into their own headlines and start a short newspaper story to go with it. 

Our Mystery Word for the day was "bad hair day."  These words are picked randomly from a "Word a Day" book.  Apparently, this is a new addition to the New Oxford Dictionary.

We started our class discussions with some grammar.  Four students wrote bad sentences and four more came to the board to correct the sentences.  We listed and discussed the 8 parts of speech:  nouns, verbs, pronouns, adjectives, interjections, adverbs, conjunctions, and prepositions.  It was a good review of some grammar basics.

We had a short discussion about the rough drafts of the personal essays they handed in today.  I explained to them that rough drafts are learning experiences.  They shouldn't be surprised to see lots of red marks on their papers; they should also make the necessary corrections for the final draft.

The class had only been assigned the introduction to Animal Farm, but all the students were ready to discuss the "set up" for the book.  We discussed further Orwell's motivation for writing this book that mirrors some of the aspects of the Russian Revolution.

Assignments for Next Week:
-- Write short paragraph answers to the following questions:
      --  What makes a good leader?
      --  When should a government be overthrown?
--  Read Chapters I & II.

Have a great week!  Fall is here and I"m loving it!
Tammy Prichard

Thursday, September 1, 2011

Classroom Policies for Writing 1

Classroom Policies

Classroom Conduct
·        As we explore the topics in our literature selections and the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each others time and comments.
·        We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.


Communication
·        Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)
·        I’m experimenting this year with two on-line resources: a blog and a document storage site, Dropbox.  Here’s how they will work:
       Writing 1 – www.chatwriting1.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  I’m hoping these entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.
       Dropbox – www.dropbox.com.  Most of the handouts will be available on the Dropbox website.  Parents and students will receive an e-mail and be invited to view the “Writing 1” folder.  These documents can be downloaded and printed from home computers.


Homework Guidelines
·        Short writing assignments should be hand in when due, or e-mailed by midnight on the date on which they were due.  They will also be accepted the next week but with a reduction in score.
·        Keep on schedule with the reading assignments.  Students who have read the assigned portions will engage more actively, learn more effectively and enjoy more fully the class discussions.
·        Rough drafts must be handed in on time, either in class or via e-mail so that they can be corrected and handed back on time.  If a rough draft does not get handed in, the student will miss out on the opportunity to learn from mistakes.  His/her composition will be graded as a final draft.
·        Final copies of assigned essays are due at class time or by midnight of that day.  With special permission, an essay will be given an extension until midnight on the Saturday following the due date.  Papers handed in later will receive a reduction in score.
·        Extra credit activities will be offered from time to time.  The thrust of these will be mostly “fun and interest.”  Even though the scores will be added to the cumulative scores for the class, they are not a substitute for regular assignments.
Grading Policy
·        Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.
·        Points will be given in the following areas:
       Attendance – 1 pt. /day (However, if a student is sick or excused, adjustments will be made.)
       Participation – 5 pt. /day.  This includes good attitudes, helpful comments in the discussions, respect of others.
       Quick Writes & Vocabulary Builders – 2 pt. /day.  These exercises at the beginning of each class will not be graded for content, but will receive points for participation.
       Short writing assignments, including lists, grammar exercises, 1 paragraph answers, etc. – 5 – 10 pt. each, depending on the assignment.
       Extra Credit – 2 – 10 pt. each, depending on the assignment.
       Rough Drafts – 10 points for handing it in on time.
       Final Essays – 15 – 45 pt., depending on the specific assignment.  Essays will be graded in three areas:  Content, Organization, and Mechanics /Grammar.

Socialism Article

Below is an article on socialism that will give some helpful background for our reading of Animal Farm.


2.2. Socialism - Stalinism - Trotskyism
Socialism is usually defined as "common ownership of the means of production". Broadly speaking the State, representing the entire nation, owns all the means of production, and everybody is "employed" by the State. This does not mean that you have no private possessions such as clothes and furniture, but it means that land, mines, ships, etc. are collective. In the end the State is the only producer. Contrary to capitalism, it is claimed that socialism can solve the production and consumption problems. Normally a capitalist economy cannot consume all it produces. There is always a surplus production going to waste and there is always unemployment. In a socialist economy these problems allegedly do not exist. The State simply "calculates" which products are needed and then does its best to produce them.
But to define socialism as "common ownership of the means of production" is not sufficiently exhaustive. You also have to add equality of income, political democracy, equal opportunities of education. These are claimed to be the necessary safeguards against the return of a class society. Centralised ownership means nothing unless people have fairly equal living standards and control with the government. The "State" may simply end up meaning a self-elected political party, and an oligarchic form of government with privileges based on power and money may return.
According to the original marxist theory socialism is just a transitional phase to be replaced by communism, which in many ways is like anarchism, among other things in its statelessness. But when Orwell talked about communism he meant the system that had arisen in the USSR, which could be called state capitalism and stalinism.
In the early 1920s a new economic policy was adopted in the USSR which led to a partial reintroduction of capitalist production methods, which in turn were under the control of a political organ, the communist party. Since then the development had, in the opinion of some, led to nothing else than that the State had become the general capitalist; hence the name state capitalism.
Stalinism is based on, among other things, a number of writings by Josef Stalin, but any real stalinist theory does not exist. The closest we get is the doctrine of "socialism in one country", with which Stalin in the late 1920s claimed that it was possible to implement socialism in one isolated country alone - as opposed to the teachings of the original marxism.
During Stalin’s reign a bureaucracy developed along with a small clique of leaders and a terror regime with persecutions and purgings of all critical elements. This is what is normally meant by stalinism - for Orwell, as well.
Trotskyism refers to Leon Trotsky’s contribution to the marxist theory. Trotsky did not believe that socialism could be implemented in one country alone. Neither did he believe that the revolution came in different phases - e.g. first a bourgeois revolution, then a proletarian one. The proletarian revolution had to be on the political agenda everywhere, also in less developed countries - hence the concept of the permanent revolution. After Trotsky had been driven from the USSR in 1929, trotskyism was founded as a political movement, which among other things was characterised by a sharp criticism of the USSR.
--------------------------------------------------------

4.8. Animal Farm
In 1943 Orwell felt that the people in England, because of their admiration for the Russian war effort, consciously or unconsciously overlooked the faults of the communist regime in the USSR. He also felt that the English communists used their position as unofficial representatives of the USSR to prevent the truth from coming out - just as they had done in connection with the Spanish Civil War.
"Indeed, in my opinion, nothing has contributed so much to the corruption of the original idea of Socialism as the belief that Russia is a Socialist country. [...] And so for the past ten years I have been convinced that the destruction of the Soviet myth was essential if we wanted a revival of the Socialist movement." [CEJL vol. 3 p. 458]
That was why Orwell wrote Animal Farm which is the story of the revolution betrayed. The tale is based on Orwell’s experiences in Spain that had subsequently led him to study power structures during revolutions, especially the Russian.
Although Orwell was an anti-communist he was not on the side of traditional ruling class, neither so in Animal Farm. Throughout the book he is on the side of the animals. But from Day One of the revolution it is clear that a new elite is about to replace the old rulers. The new elite are the pigs (read the communist party). It was the pig called Major (read Marx and Lenin) who had come up with his revolutionary theories and who had died before the revolution. After the breakout of the revolution, which happened spontaneously, the pigs assume leadership with Napoleon (read Stalin) and Snowball (read Trotsky) in front. The pigs assume privileges and end up telling the other animals what to do and eating the best food.
The power struggle between Napoleon and Snowball does not mean that the pigs are divided. When it comes to defend their privileges against the other animals, they stick together. It is even probable that the situation would have been no different had Snowball won instead of Napoleon. In Catastrophic Gradualism from 1945 Orwell writes:
"[...] a resulting tendency to make all bad developments date from the rise of Stalin; whereas one ought, I believe, to admit that all the seeds of evil were there from the start and that things would not have been substantially different if Lenin or Trotsky had remained in control." [CEJL vol. 4 p. 35]
As in Spain during the Civil War objective truth or history is disappearing from Animal Farm. Historical facts change according to what suits the pigs as in the case of the windmill. Originally it was Snowball's idea and Napoleon had of course been opposed to the windmill. But after Snowball has been driven away the mill is to be built after all. Those animals that vaguely remember how things were are told that actually it had been Napoleon's idea and that he had opposed Snowball for tactical reasons. Another example is the seven commandments that change concurrently with the pigs resembling human beings more and more. Eventually the seventh commandment, "All animals are equal" has had the following added: "but some animals are more equal than others.
In Animal Farm Orwell is not on the side of the humans. The pigs are the villains in the tale and they become more and more like humans. In the end of the book, pigs and humans are playing cards. When someone cheats, at row starts.
"Twelve voices were shouting in anger, and they were all alike. No question now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which." [AF p. 119]
In other words, old and new tyrannies are the same. Authoritarian forms of government, whether based on social or political castes, are basically alike and they are all a danger to freedom - as has always been claimed by anarchists. Orwell argues against the Russian revolution that was betrayed in the same way that anarchists did as early as the 1920s. The anarchist traits in Orwell were to become more pronounced and form an essential part of Nineteen Eighty-Four.

Animal Farm Study Guide

Below is the study guide for the book we're studying in Writing 1 this semester.  You can also download and print a copy from the Dropbox site.


Animal Farm
Study Questions





Before Reading
Discussion:
·        Literary terms:  allegory, irony, fable, characterization
·        George Orwell, the Russian Revolution, communism and socialism
Short writing exercises:
·        What makes a good leader?
·        When should a government be overthrown?


Chapter I & II
Discussion:
·        Give the reasons for the animals’ rebellion.
·        What was the last straw for the animals?
·        Describe the “Beasts of England” song – imagery, message, emotions, dreams/hopes.
·        How is Moses, the raven, and his story of Sugar Candy Mountain significant?
·        Describe the reaction by the animals to the house.
Short Writing Exercises:
·        List the commandments and the vices/faults they reveal.
·        Who will be the leaders of the animals?  Why?  Will they be good leaders?


Chapter III & IV
Before reading
·        What do you speculate the future of the animals and farm will be?
Discussion:
·        What is Squealer’s role and communication style?
·        Describe the difference between the pigs and the other animals.
Short Writing Exercises:
·        Describe the Battle of the Cowshed and the roles that Snowball and Napoleon


Chapter V & VI
Discussion:
·        How would Snowball run the farm differently?
·        List the changes that have occurred at the farm.
·        What are Molly’s reasons for running away?
·        Describe the windmill controversy from Snowball’s point of view; from Napoleon’s point of view.
·        Explain the issue of trading with other farms.
Short Writing Exercises:
·        Describe the animals’ work situation.


Chapter VII & VIII
Discussion:
·        How does the destruction and rebuilding of the windmill occur?
·        Describe the lies told about Snowball.
·        Explain the reasons for the animals not singing the hymn.
·        Describe the situation with the traitors.
Short Writing Exercises:
·        Describe Napoleon as a leader.  Is he a dictator?


Chapter  IX & X
Discussion:
·        Explain the return of Moses.
·        Describe the whiskey incident.  Why is it humorous?  Compare the animals to humans.
·        What is happening to Boxer?  Why?
·        Explain the social order for the animals.
·        How does Orwell make fun of bureaucracy?
Short Writing Exercises:
·        List the changes to the farm.
·        Describe the changes to the commandments.
·        Describe the changes in the appearance of the pigs.




Conclusion
Discussion & Activities
·        Explain how Animal Farm is a “fairy story.”
·        Describe the roles and activities of the sheep.
·        Give examples of peer pressure.
·        Compare your initial list of leadership skills with the animals at the end of the book.
·        Discuss the importance of education in the story.  Compare education with indoctrination.
·        Brainstorm a sequel.
·        Trace the defamation of Snowball’s character.
·        Why did Orwell chose the names?  How do they fit?
·        Develop a news story interview.
·        Set up a puppet show illustrating a dialogue between 2 characters.
·        Write a timeline of events in the book.

Writing 1 Class Notes -- August 30

Greetings!

We had a great first day of class!  I'm looking forward to spending this year teaching your child. 

I start each class with a "Quick Write" and a "Mystery Word."  The Quick Write is a short, impromptu writing activity aimed at getting the "writing juices flowing."  Sometimes they're thoughtful, but most of the time they're light-hearted.  They give the student the opportunity to be creative.  The Mystery Word is an unusual vocabulary selection for which the students must guess or deduce its meaning.  Both of these activities help the student to settle in to the class.  This morning I had the students make name tags and on the back of the tags they wrote 2 truths and 1 lie about themselves. I'm enjoying getting to know them!

I had a number of handouts for the students today. We looked at the syllabus for the semester and took a significant amount to go over the "Classroom Policies."  One assignment for next week is to have a parent read through the policies and sign it under their names.  Please contact me if you have any questions.

I gave the students some background on George Orwell, and we had a brief discussion about socialism and Russian history.

Their first writing assignment is a Personal Essay.  It's not an autobiography or personal history, but a paper about a topic, concern or interest about which the student feels strongly.  It can be about a hobby, current event, or personal favorite item.  This short paper is to be about 1 page and a minimum of 3 - 5 paragraphs.  This is a 2-part essay with a rough draft and a final copy.  Later in the year as the papers become more involved, we'll follow a 3-part process:  pre-writing activities, rough draft, and final copy.

Assignments for next week
:
--  Have a parent read and sign the Classroom Policies handout.
--  Read the Preface and Introduction of Animal Farm.
--  Write the rough draft of the Personal Essay.

You will be getting an invitation from Dropbox where I have the handouts and documents for the class.  Click on the link, sign, and you can access the file for the class.  I apologize if some of this seems like information overkill, but I'd rather have too much than not enough.

Let me know if you have any questions.
Tammy Prichard