Writing 1 – Fall 2014 Classroom Policies

Writing 1 – Fall 2014

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.  (They may be confiscated until the end of the CHAT school day.)

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 using two other 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.  If students or parents are unsure about an assignment, they have two places to go to find the information.

–  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 handed in when due or e-mailed by midnight on the Sunday after it was assigned.  Unless arrangements have been made with the teacher, any assignments handed in after this time will be considered late.  Late assignments will be accepted after that but with a reduction in score of 10% per week that the assignment is late.

·        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 should be handed in when due or e-mailed by midnight on the Sunday after it was assigned.  With special permission, an essay will be given an extension of up to 4 days.  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 – 5 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. – points are dependent on the assignment.

–  Extra Credit – 2 – 10 pt. each, depending on the assignment.

–  Pre-Writes – 5 points for outlines, mindmaps, and any activity that shows brainstorming and researching.

–  Rough Drafts – 10 points for handing it in on time.

–  Final Essays – 40 pt.  Essays will be graded in four areas:  Focus, Content, Organization, and Mechanics /Grammar.

DRAFTING THE ESSAY

Writing a Thesis

– A thesis statement expresses a main idea that can be developed with stated reasons.  This statement is usually an opinion, feeling attitude, belief, or point of view about the topic.  It should not be a statement of fact that needs no development.

– The thesis must create an adequate focus for the paper.  If the main idea is too broad, it cannot be adequately developed on one paper; if it is too narrow, an entire paper is not needed to develop it.

– The thesis can be the first sentence of the introduction, or can be placed anywhere in the introductory paragraph.

What kind of information to include?

– Include information that proves, illustrates, explains, or defines the thesis.

– Support your thesis and give specific information and concrete details that include examples, facts, statistics, and other concrete information.

– The specific details should relate directly to the main idea.  Supporting sentences often explain how the specific detail proves the thesis statement.

– Supporting sentences should express unity.  Every sentence should support the thesis.

Building Strong Sentences

– Plan your sentences using a map or outline

– Put your sentences in a logical order.  Sentences that have a logical connection and consistency illustrate cohesion.

– Two tools that help make sentences coherent are transitions and repeated key words.  These help clarify the relationship between ideas.

Organizing Supporting Sentences

– The most logical ways to organize supporting statements are

            Time relation (present to past OR past to present)

            Space relation (near to far OR far to near; circular; height positions)

            Order of importance (often the strongest supporting sentences come first and last)

Writing the Introduction

– Because the introduction establishes the reader’s attitude toward the topic and toward the writer, it is the most important part of the essay.

– The introduction should

            Get the reader interested in the topic (attention-getter)

            Provide background information about the topic (factual material)

            State the thesis of the essay (main idea)

– Attention-Getter and Background Information  

Some essays start gradually by getting the reader ready for the thesis.  Background information gets the reader in the mood for the rest of the essay.

– Strategies for attention-getting and background information:

A good story or anecdote

History, facts, or initial information

An appropriate quotation

A problem the reader should know about concerning the topic

A question that limits your topic

A statement that popular ideas about your topic are wrong

A reference to something historical, something in the news, a current event, or a literary work

A strong opinion.

– Appeal to Audience:  address the audience of the essay. 

– Length and Placement:  how much background information to provide depends upon the length of the essay and the strategy the writer uses to get the reader prepared for the thesis.

– Thesis or Thesis statement:  This sentence should be in the introduction in order to create a focus for the essay.

Body Paragraphs

– Each paragraph in the body of the essay develops one main point that supports the thesis.

– The body paragraphs usually follow the traditional paragraph pattern of topic sentence, supporting sentences, and conclusion.  Not every paragraph necessarily has a stated topic sentence, but every paragraph has a main idea.

– Effective body paragraphs use transitions within and between paragraphs to create coherence.

Order of Body Paragraphs

– You can organize your paragraphs in a number of ways; the important consideration is to make the order clear and logical to the reader.

– Possible presentations:

            Chronological order

            Order of importance

            Combination of plans

Conclusion

– The conclusion is the final paragraph.  If the essay is very long, the conclusion might be more than one paragraph, but usually have only one paragraph.

– Strategies for concluding:

– Refer back to the story, problem, question, or quote that began the introduction

– Emphasize the important point.  Remind the reader of the thesis of the essay and how its major details are developed.

– Avoid beginning the conclusion with “in conclusion” or “finally” or “to summarize.”  This is obvious to the reader.

– Do not repeat the thesis statement word for word and list the major details explained in the introduction.

– Avoid beginning a new argument in the conclusion.

Pre-Writing Exercises

Getting Started

·        Think right:  believe in yourself and ability to learn; keep trying and learn from mistakes

·        Get organized

–  Use a notebook:  keep track of handouts and assignments

–  Take notes:  notes help you to retain important information and stay focused; write down whatever your teacher writes on the board and specific information about assignments.

–  Schedule study time:  don’t leave assignments to the last minute; schedule regular time

–  Use good resources:  teachers, books, on-line sources, classmates

           

First Steps to Writing

·        Understanding the assignment

–  Make sure you are clear on requirements:

Due Date

Length

Format of paper

Topic restrictions

·        Narrowing the topic

–  Find an area of the topic that you can write about

–  Narrowing tree to divide a general topic or subject into more specific parts until you find a specific topic of interest

–  Brainstorming by thinking of the aspects of the topic or of specific examples and writing down all the ideas that come to mind (can be done in a group)

·        Determining the writing context

–  Purpose:  why are you writing, what your goals are, and what you hope to accomplish; what to include and what to leave out; most writing is to inform, to persuade, or to entertain.

–  Audience:  tailor your statements to the person or group to whom you are speaking; keep in mind your audience’s interests, concerns, values, educational backgrounds, and attitudes.

–  Tone:  the writer’s attitude toward the subject or audience; can range from serious, sarcastic, angry, humorous, condescending, insensitive, compassionate, etc.

·        Formulating a main idea:  think about the direction you might be heading in or what you might write about; stating a tentative main idea will help you generate ideas about your narrowed topic more effectively.

Generating Supporting Ideas

·        Brainstorming:  write down everything you think of regarding this topic; be aware of all the senses; can be done in phrases; can be done individually or in a group

·        Freewriting:  start writing sentences and paragraphs; write everything that comes to mind

·        Listing:  visualize and write what comes to mind;

·        Clustering/ Mind map:  cluster related ideas together; group or organize ideas

·        Dividing:  break the topic into its components; use journalistic questions (who, what, where, when, why how)

Organizing Ideas

·        State the main idea:  narrow your topic into a thesis statement; sometimes this will need to be revised as you gather materials

·        Map your topic:  Use the a table similar to the one below the develop your ideas

Supporting Ideas	Specific Details	Relation to Thesis

·        Outline:  use the formal outline structure to help organize topics of support and subtopics.  The outline below is an example of style.

I.  Introduction

            A.  Specifics

            B.  Specifics 

II.  Suppporting idea #1

            A.  Specifics

            B.  Specifics

                        1.  Details

                        2.  More details

III.  Supporting idea #2

            A.  Specifics

                        1.  Details

                        2.  More details

            B.  Specifics

IV.  Conclusion

Introduction to Animal Farm

George Orwell intentionally wrote this novel with Russia, Stalin, Trotsky, and socialism in mind.  Below are some definitions and explanations that will give some historical background to this insightful novel.

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.
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.
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. It was the pig called Major  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 and Snowball in front. The pigs assume privileges and end up telling the other animals what to do and eating the best food.
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 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.

·        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.

·        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.

·        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.

·        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?

·        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.

WEEK 1 – 8 Parts of Speech

Verb

Verbs are commonly action words.  Verbs are in the following categories:

            Action, State of being, Linking, Groups of words

Verbs have voice

·  Active:  the action of the verb is performed by the subject of the sentence.

·  Passive:  the action of the verb is performed upon the subject of the sentence.

Agreement in number

            Singular subjects and singular verbs; plural subjects and plural verbs

All sentences have verbs

            Imperative sentences may appear to be missing the subject, but it is an understood “you.”

Noun

– Nouns are words, phrases or clauses that name a person, place, thing, idea, or quality.

– Categories for nouns:  common, proper, compound, collective, as adverbs, concrete, abstract, countable, non-countable, verbal nouns (gerunds),

– A noun can be used in a sentence as a: subject, direct object, indirect object, object of a preposition, predicate noun

Pronoun

– A pronoun is a word used in place of a noun.  An antecedent is a word or group of words to which a pronoun refers.  If the antecedent is singular, the pronoun must be singular.  If the antecedent is plural, then the pronoun must be plural.

Adjective

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

– Adjectives answer the following questions:  Which one? What kind of? and How many?

– Adjectives may be placed before the noun, after the noun, or after a state of being or linking verb.

Adverb

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

– Adverbs answer the following questions:  How? When? Where? To what extent? How much? How often?

Preposition

– A preposition is a word that links a noun or pronoun with some other word (usually a noun or a verb).

– A preposition always comes before the noun (object of the preposition)

– Prepositional phrases can be adjectival or adverbial.

Conjunction

A conjunction is a word or words used to join other words, phrases, or clauses.

            Joining words

            Joining phrases

Coordinating conjunctions:  for, and, nor, but, or, yet, so (“FANBOYS”)

Correlative conjunctions:  either … or; neither … nor; not only … but also; both … and; etc.

Adverbial conjunctions:  although, if, because, since (these join subordinate clauses)

Interjection

An interjection is a word or group of words expressing emotion or feeling.

Writing 1 Fall Syllabus (2014)

Writing 1 Fall Syllabus

Week/Date	Literature	Literature Assignments Due		Writing Assignments Due	Grammar
Week 1 (8/28)	Introduction to Animal Farm				Parts of Speech
Week 2 (9/4)	Read  Introduction & Handouts	Before Reading Exercise:  “What makes a good leader?”		Descriptive Essay Rough Draft	The Sentence
Week 3 (9/11)	Read  Chapters I & II	3 questions from the Study Guide.  3 Vocabulary words.			Verbs
Week 4 (9/18)	Read  Chapters III & IV	2 questions from the Study Guide.  3 Vocabulary words.		Descriptive Essay Final	Nouns, Pronouns
Week 5 (9/25)	Read  Chapters V & VI	2 questions from the Study Guide.  3 Vocabulary words.		Personal Essay Rough Draft	Adjectives, Adverbs, Prepositions
Week 6 (10/2)	Read  Chapters VII & VIII	3 questions from the Study Guide. 3 Vocabulary words.			Conjunctions, Interjections
Week 7 (10/9)	Read  Chapters IX & X	2 questions from the Study Guide.  3 Vocabulary words.		Personal Essay Final	QUIZ
Week 8 (10/16)	Character Presentations	1 question or activity from the Conclusion section of the study guide		Example/Illustration Essay Pre-Write	Types of Sentences
Week 9 (10/23)	Final for Animal Farm			Example/Illustration Essay Rough Draft	Sentence Structures
Week 10 (10/30)	Introduction  to A Christmas Carol				Problems with Sentences
Week 11 (11/6)	Read  Stave One	3 questions from the Study Guide.  4 Vocabulary words.		Example/Illustration Essay Final	QUIZ
Week 12 (11/13)	Read  Stave Two	3 questions from the Study Guide.  4 Vocabulary words.		History/Biography  Pre-Write	Agreement (S-V)
Week 13 (11/20)	Read  Stave Three	2 questions from the Study Guide.  4 Vocabulary words.		History/Biography Rough Draft	Agreement (N-Pro)
	THANKSGIVING BREAK
Week 14 (5/4)	Read  Stave Four Vocabulary Quiz		3 questions from the Study Guide.  4 Vocabulary words.		Parallel
Week 15 (5/11)			Final Exam	History/Biography Final	TEST