Writing 1 Class Notes -- Week 9 (October 24)

Greetings!

Another great week at CHAT.  What can I say?  These are great kids who work hard and engage well in the class.  Our Quick Write for this week was titled "Harvest Time."  As I drive to school in the morning from Northfield, I see those corn and bean fields being harvested one row at a time.  I'm a small-town Iowa girl, so I've always loved farms and gardening.  I asked the students if they could plant any kind of seed that would grow anything they wanted, what would it be?  We had gold and money trees, and even a book tree.

Our Words for the Day were 2 that I chose:

lollygag -- to loiter aimlessly; 

dillydally -- to waste time, especially by indecision

(Note: These words were not given as subtle hints about their work ethics.  They came up in another setting, and I thought they were fun words.)

The students handed in the rough drafts of their Examples/Illustrations Essays.  I had asked them to pay special attention to their introductions and conclusions.  I'm looking forward to reading them.

We had finished our book, Animal Farm, and had presentations about the characters last week.  This week we had an "exam" of sorts.  The test was a 4-page, multiple-choice test.  I divided the class into groups of three so that they could do the test together.  My goal was that they continue to engage with the book and learn via the discussions with others.  Following the written portion, I divided the class again into two teams and asked them more questions.  They did well!

I handed out our next book, A Christmas Carol by Charles Dickens.  This is one of my all-time favorite books, and I love sharing it with students.  It's a good entry book for those who have not read any Dickens or any Victorian literature.  We'll go over a thorough introduction next week.

I ended the last few minutes with some Grammar discussion. We looked at the differences between prepositions/prepositional phrases and subordinating conjunctions/ dependent clauses.  Some words that we might quickly pick out as prepositions are really functioning in the sentence to introduce a dependent clause.  For their homework, they are to write a sentence for each of the subordinating conjunctions below (14 sentences):

while, whether, until, once, although, because, even if, if, since, so that, unless, whenever, before, after.

Assignments for Next Week:

-- 14 sentences with subordinating conjunctions and dependent clause

This Week's Blogs

-- Helpful Links to more about Subordinating Conjunctions

-- Class Notes

Have a great weekend!

Mrs. Prichard

Helpful Links about Subordinating Conjunctions and Prepositions

Most of the students in class tracked with the discussion comparing prepositions and subordinating conjunctions.  For those who would like to read more (or for parents who've forgotten their high school grammar) below are some links that also explain subordinating conjunctions:

Grammar Clubs page on Subordinating Conjunctions and Dependent Clauses

A Yahoo Answers page

The Tongue Untied page

Zane Education page

The ChompChomp site (which also has a lot of worksheets)

Writing 1 Class Notes -- Week 8 (October 17)

Greetings!

We had a good, full class today.  I had a lot of papers to hand back and discuss in addition to discussing our next writing assignment and Animal Farm

I used a game that I had purchased in England for our Quick Write.  The game, Give Me 5, is very similar to Scattegories, but for the Quick Writes the students were to use the categories as topics to include in their writing.  It was interesting to hear how the students connected the odd mix of topics.

Our Words of the Day were:

archipelago -- Italian:  any large body or water with a chain of islands

tandoori -- Hindi:  food cooked in a cylindrical clay oven, fired to a high heat by wood or charcoals

Following our beginning-of-class activities, we discussed the Grammar Quizzes that were taken during class last week.  The test was part fill in the blank, some sentence corrections, a few prepositional phrases identification, and 7 sentence building activities.  I've found that many students have an instinctive knowledge of grammar usage, but they don't always know the terms.  We'll continue to work on grammar topics throughout the year.  

Before I handed back the quiz, I had them retake a portion of the quiz.  In the preposition section,  When I changed the quiz from last year's version, I deleted some of the sentences but forgot to change the number of phrases, leading to some un-necessary confusion.  

I handed back their Final Drafts of their Process Essays.  I used the rubric that I had used for the last essay.  Most students are firmly in the "proficient" category and are working towards the "exceptional" kind of essay.  The rubric is to be used not only for evaluation but as a learning tool.

We discussed our next writing assignment.  The students are to write and Example/Illustration Essay. We also discussed a handout on Introductions and Conclusions.  For this next essay, I'd like them to pay special attention as they write the introductions and conclusions.  

The highlights of the class were the character presentations for Animal Farm by the students.  I grouped the students together and had them plan how they would present to the rest of us.  They shared some great insights, and the class had some good thoughtful questions for them.  We heard about Benjamin, Napoleon, Molly, Boxer, and Squealer.  We will have a final exam next week.  

Assignments for Next Week:

-- Write the Rough Draft of the Example/ Illustration essays

     -- Pay special attention to the writing of your introduction or conclusion

-- Review Animal Farm

This week's blog posts:

Class Notes

Introductions and Conclusions

Have a great weekend!

Mrs. Prichard

Writing Introductions & Conclusions

WRITING INTRODUCTIONS & CONCLUSIONS

First and last impressions are important in any part of life, especially in writing. This is why the introduction and conclusion of any paper - whether it be a simple essay or a long research paper - are essential. Introductions and conclusions are just as important as the body of your paper. The introduction is what makes the reader want to continue reading your paper. The conclusion is what makes your paper stick in the reader's mind.

These are some of the questions that you may ask yourself as you write. Choose the style that fits your paper’s purpose and personality best.

INTRODUCTIONS

Suppose you are introducing a friend to your brother Joe. Would you say "Hey, Joe, this is Tina," and then walk away leaving them there together? Of course not! You would tell Joe a little about Tina's background: where she's from, where she went to school, where she works, and any other important information that will make Joe want to get to know Tina better, right? Well, introducing your paper to your reader is the exact same thing. You want the reader to want to know more about your paper. You want to get the reader interested in what you might have to say.

There are several ways to write a good introduction or opening to your paper.

Thesis Statement Opening

This is the traditional style of opening a paper. This is a "mini-summary" of your paper.

Opening with a Story (Anecdote)

A good way of catching your reader's attention is by sharing a story that sets up your paper. Sharing a story gives a paper a more personal feel and helps make your reader comfortable.

Specific Detail Opening

Giving specific details about your subject appeals to your reader's curiosity and helps establish a visual picture of what your paper is about.

Open with a Quotation

Another method of writing an introduction is to open with a quotation. This method makes your introduction more interactive and more appealing to your reader.

Open with an Interesting Statistic

Statistics that grab the reader help to make an effective introduction.

Question Openings

Possibly the easiest opening is one that presents one or more questions to be answered in the paper. This is effective because questions are usually what the reader has in mind when he or she sees your topic.

CONCLUSIONS

The conclusion to any paper is the final impression that can be made. It is the last opportunity to get your point across to the reader and leave the reader feeling as if he or she learned something. Leaving a paper "dangling" without a proper conclusion can seriously devalue what was said in the body itself. Here are a few effective ways to conclude or close your paper.

Summary Closing

Many times conclusions are simple re-statements of the thesis. Many times these conclusions are much like their introductions (see Thesis Statement Opening).

Close with a Logical Conclusion

This is a good closing for argumentative or opinion papers that present two or more sides of an issue. The conclusion drawn as a result of the research is presented here in the final paragraphs.

Real or Rhetorical Question Closings

This method of concluding a paper is one step short of giving a logical conclusion. Rather than handing the conclusion over, you can leave the reader with a question that causes him or her to draw his own conclusions.

Close with a Speculation or Opinion

This is a good style for instances when the writer was unable to come up with an answer or a clear decision about whatever it was he or she was researching.

Close with a Recommendation

A good conclusion is when the writer suggests that the reader do something in the way of support for a cause or a plea for them to take action.

Examples/ Illustration Essay

Example/Illustration Essay

Definition

In an Example or Illustration Essay, the writer uses examples or illustrations to develop a general idea or prove a general statement.  While the general idea may be abstract, intangible, or theoretical, the examples and illustrations should be specific and concrete.  To clarify, an illustration is an extended, developed example.

            Examples help readers understand and see more clearly abstract ideas or unfamiliar situations.  Illustrations paint an even more detailed picture.  Examples are also more memorable.

Organization of an Example/Illustration Essay

Example/ Illustration Essays begin with the general or abstract idea, which is then explained and supported using individual examples.  The writer may also write an extended illustration with details.  Each paragraph should be a specific example or illustration that explains, describes, or clarifies your main idea.  You may choose to use several short examples or one long illustration.  (Note:  Parables are illustrations of spiritual principles.)

Thesis Statements

The thesis statement is the general statement that the examples or illustration are intended to support or illustrate.  For example, the thesis “My father is a generous man” would lead the writer to give specific details about specific instances of generosity.

Tips on Writing

– Decide on the general statement or idea you would like to support or illustrate; formulate a tentative thesis or main idea statement.

– Decide whether you will use several short examples or one (or more) longer illustrations.

– If using several examples, determine which order will be most effective (chronological or by importance).  Making a list helps.

– If using one or more longer illustrations, give as much detail as possible.

– Avoid giving disconnected examples that do not tie directly into your thesis.

Essay Guidelines

– Due dates:  Pre-Write is due October 17; Rough Draft due October 24; Final Draft due October 31

– Essay length:  400 - 700 words (1 – 2 pages)

– Rough drafts can be typed or hand-written, but must be double-spaced.

– Final draft format:

– Typed (if this is not possible, please let me know)

– 1 inch margins

– Name and date on the upper right hand corner

– Number the pages on the lower right hand corner

– Title centered above the text of the essay

Week 7 Grammar Quiz

Grammar Quiz

Fill in the blank:

1.      The “equation” for a sentence is ___________ + ______________ + ________________ .

2.      A sentence must also begin with a ______________   _______________ and have an ending _______________________ .

3.      List the 8 parts of speech:

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

4.      A _________________ is an action word, state of being word, linking word, or group of words that is the action or the link to the subject of the sentence.

5.      A _______________ is a word used in place of a noun

6.       An _______________ is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a noun or pronoun.

7.      An _______________ is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a verb, an adjective, or another adverb.

8.      Adverbs answer the following questions: 

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

9.      List the coordinating conjunctions:

_______________      _______________      _______________      _______________ 

_______________      _______________      _______________       

 In the following sentences, fix the ones that are incorrect (3 points/ sentence)

10.  Because F. Scott Fitzgerald had to return the publisher’s advance for The Great Gatsby.

11.  Angie Park, strolling down Madison Avenue, near the exclusive store where she used to shop.

12.  While Brett served as a lookout and Matt rifled the teacher’s desk looking for the answers to the test.

 Prepositional Phrases

In the following sentences, put each of the prepositional phrases in parentheses and decide whether they are adjective or adverb phrases. (13 phrases, total)

13.  Behind the elm tree near the theater, Jeremy discovered a purse filled with money.

14.  Throughout her college career, Marcus dazzled his professors with his accomplishments.

15.  Whenever I think about my writing classes, I go into a frenzy of fear that I will never be able to write well for my teacher.

Write sentences with the following requirements.  (2 points/sentence.)  (Use a blank sheet of paper.)

1.      Write a sentence with an independent clause and a dependent clause.

2.      Write a sentence with 3 prepositional phrases.

3.      Write a run-on sentence and then correct it.

4.      Write a compound sentence.

5.      Write a sentence with a compound verb, but that is not a compound sentence.

6.      Write a sentence that has 6 adjectives.

7.      Write a sentence that has 3 adverbs.

Writing 1 Class Notes -- Week 7 (October 10)

Greetings!

It was full day in Writing 1 today.  Our day started with our Quick Write, titled “Magic Mailbox.”  The students were to imagine a mail box that could send a letter to anyone, anywhere, in any time period.  The letter would get to that person, and that person could reply.  We had letters to famous soccer players and celebrities. 

 Our Words for the Day were: 

ombudsman – Swedish – a government official whose job is is to investigate other officials.

ipse dixit – Latin – “he himself has said it” – when said, the speaker means, “that’s the way it is simply because I said it.”  http://en.wikipedia.org/wiki/Ipse_dixit

Following the Quick Write and vocabulary words, I had three important points on the agenda for the day:  the grammar quiz, the explanation of the next essay assignment, and discussion of our book, Animal Farm.  I let the students choose which they wanted to do first.  It was an unanimous decision to take the grammar quiz first.

The Grammar Quiz was worth 70 points and was 1/3 fill in the blank, 1/3 sentence correction, and 1/3 writing.  I gave a similar quiz last year that was 100 points and almost brought students to tears.  I pared this one down, and the students worked diligently to finish it.  I’ll have them graded and ready to hand back next week.

We took a longer time to discuss the book, Animal Farm, since we have reached its conclusion.  The class had great thoughts and insights into many of the themes, characters, and underlying lessons embodied in the book.  The book does not have a “happily ever after” ending that you might hope for.  Rather, it’s a bit frustrating, disappointing, and sad.  We also considered how some of the ideas could have applications to our current world events.  We decided that we didn’t want to be as dumb and naïve as the sheep.

 As a closing activity, each student is to prepare a short Presentation about one of the characters in the book.  In this presentation, they are to give information that describes and explains the character, including the following information:

-- Physical description

-- Patterns of speech (How does he/she talk?)

-- Activities (What does he/she do?_

-- Character qualities  (motivations, values, treatment of others, disposition, etc.)

These presentations should include at least 4 specific references/ details from the book.  If more than one student chooses the same character, we’ll set up a panel discussion.  Otherwise, the students will give short commentaries on the information they have gathered.

The next essay assignment is to write an Example/Illustration Essay.  The class was given handouts for each type of essay.  They should re-read the handout and decide whether they want to write an essay that gives multiple examples to explain their topic or whether they one to use a longer illustration (an extended example) as an explanation.  This essay will be done in 3 steps:  pre-writing (which includes making lists, brainstorming, outlining, and researching), writing a rough draft, and finishing a final draft.  The pre-writing is due next week.  I will check to make sure the work was done, but they can keep their pre-writing work and hand it in with the rough drafts.

Assignments for Next Week:

-- Prepare the Presentation about a character from Animal Farm

-- Do the Pre-Writing for the Example/Illustration Essay.

This week’s blogs:

Class Notes

Animal Farm Character information

Grammar Quiz

Examples/Illustration Essay

Have a great weekend.  The weather should be stunning!

Mrs. Prichard

Common Errors in Rough Drafts

Below are Common Errors found in Rough Drafts

• Writing numbers --- write out numbers under 100
• No “there is/are” sentences
• No contractions
• Run-on, fused, or comma splice sentences
• Titles of books – capitalize, italics
• Parallel construction
• Using “too”  -- use a comma
• Handwritten rough drafts – clear lower case and capital letters
• Verb tenses
• Correct preposition use
• There – they’re – their
• Noun & pronoun agreement
• Introductory phrases and commas
• Indent first line of a paragraph
• No spaces between paragraphs
• Avoid beginning sentences with conjunctions
• Avoid using “things”
• God – he or He
• Pronouns and antecedent agreement
• Split infinitives
• Using first person
• Unclear – awkward – expand
• Commas & compound sentences
• Parentheses, ellipses, dashes
• Sentences too long
• A lot – two words
• Exclamation points
• Essay titles
• Name of Organization (NoO)
• Paragraph constructions
• “So” and “then” overuse
• “The reason is because …”
• Using questions
• Informal language
• Expanding introductions and conclusions

Writing 1 Class Notes -- Week 6 (October 3)

Greetings!

Can you believe that it is October already.  I had a beautiful drive to school this morning, seeing the dried stalks of corn and some pumpkin patches.  I don't know about you, but I love Fall.

After praying for our class, we had our Quick Write.  Our family has a favorite game, Man Bites Dog, in which the players are dealt cards with nouns, verbs, adjectives, adverbs, and a few prepositions.  The object of the game is to come up with a newspaper headline and to get the highest score by adding up the numbers on the cards.  For the Quick Write, I had the students not only come up with the headline, but write a story to go with it.  By virtue of the random collection of cards, we had some funny headlines.

Our Words of the Day, chosen by 3 class members:

ikebana -- Japaneese -- the Japanese aft of flower arranging

uitlander -- Dutch -- a foreigner, especially a Britain during the Boer War

imbroglio -- Italian -- Originally referred to a thick use of paint or pigment; a misunderstanding or confusion.

I handed back to the students some graded assignments, including their Rough Drafts of their Personal Essay.  As with all rough drafts, students should expect to see a number marks on their papers since rough drafts are learning experiences.  I had them engage in a cooperative learning experience.  In other words, they did a group exercise.  Looking at their papers and a list errors common to rough drafts, they were to work as a group to determine which ones they thought would be important for the class to discuss.  With 2 suggestions from each group, we had a good discussion.

The Final Drafts of their Personal Essays are due next week.  Along with the finished paper, I would like them to include a list of 5 changes/corrections/improvements that they have made and their reasons for the changes.

We had little time at the end of the class to discuss Animal Farm.  The portion they read for this week begins to show quite a few cracks in the plans and schemes of the animals.  We'll take time next week to discuss it at length. 

Next week, we will have a Grammar Quiz .... more on that later.

Assignments for Next Week:

-- Read Chapters IX and X in Animal Farm.

-- Write the Final Draft of the Personal Essay

-- List 5 changes made along with reasons for making them.

This week's blog post

Class Notes

Common Errors in Rough Drafts

Have a great weekend,

Mrs. Prichard