Week of 11/20
11/22: Share Feature article ideas. Read “Fifteen” and “The Believers.” Generate a list of reusable content ideas, form ideas and techniques.
11/21: Review feature article assignment. Workshop student poems in revision groups using the Bosselaar Cards (Bosselaar Terms).
11/20: Look at lineation (Lineation) and the different ways to break the lines and vary the layout in your poems. Workshop student poems using the Bosselaar Cards (Bosselaar Terms).
Week of 11/13
11/17: Show the typed poem drafts. Read “Silk Chute Wedding” (SilkChuteWddng), “The Running Artist” (RunningArtist) and “Is Graffiti Art?” (GrafittiArt) in groups of three and identify the characteristics of the feature article genre by generating a list of reusable content ideas, form ideas and techniques (FAIntrosinSmllGrps). Review the Feature Article Assignment (FAAssignment).
11/16: Read, write and share odes (OdeAssignment2) or “I’ve never seen…” poems (buttercow2). Two (Or four?) volunteers to workshop poems?
11/14: Review Tom Lux’s ideas about the music of poetry. Read “It’s algebra,” (Sound Poems Exercise). Write and share poems that make “sound” sense without necessarily making idea sense. Read sound poems (The Radio Animals) and poems that use silence (ThePause)
11/13: Go to Veteran’s Day Assembly.
Week of 11/6
11/10: Review the three poem shapes: circular (RbtWnnr:Round), incremental (LvesofGrss, Blue Cardigan, 1969) and dialectical poems (MissAnything, TacoBell, KING OF THE RIVER A C or a K) Write dialectical poems. Share circular, incremental and dialectical poems (PoemShapes). Review returned position paper rubrics and feedback (RevwdPP). Look at Status Markers and Code Switching (CodeSwtchng_StsMrkrs). Assemble the lines in a “Sensory Details Poem” and read other poems using rich sensory detail (SensoryDetailPoems). Write one of your own.
11/8: Review the returned Quarter 1 Self-Evaluations and Suggestions (MdtrmFdbk-Sggstns). Review the three poem shapes: circular (RbtWnnr:Round), incremental (LvesofGrss, Blue Cardigan, 1969) and dialectical poems (MissAnything, TacoBell, KING OF THE RIVER A C or a K) Write incremental and dialectical poems. Share circular, incremental and dialectical poems (PoemShapes).
11/7: Look at poem shapes (PoemShapes). Read circular (RbtWnnr:Round), incremental (LvesofGrss) and dialectical poems (MissAnything, TacoBell) Write and share circular, incremental and dialectical poems.
11/6: Complete your Quarter 1 Self Evaluation in E102 (CWMidterm). Share your evaluation, example papers and journal at the end of the period.
Week of 10/30
11/3: Share position paper googledocs by 2:07 today. Read “Homestead Park” (HomesteadPrkPoems), look for reusable poem ideas, form ideas and techniques. Write your own poem using some of them.
11/1: Review due dates and questions about the self-evaluation(CWMidterm). Look at revision and editing ideas in “Pondering the Plain Positives” (PositiveCitations). Proofread position papers in groups of four or five. Pay closer attention to sentences.
10/31: Revise position papers on the laptops. Review Self-Evaluation requirements for the Journal and Overall Evaluation sections (CWMidterm).
10/30: Review Self-Evaluation requirements for the Course Evaluation (CWMidterm). Review the position paper rubric (Postion Paper Rubric), format for in-text citations (Naming Sources in the Text) and the Works Cited as in the Writing Tools (Barlow Writing Tools) or easybib.com. Revise your position paper in E102 incorporating ideas from my feedback and your revision group.
Week of 10/23
10/27: List three good arguments for your position (or three good reasons against the opposing argument.) Read “Bosnia Tune,” “The Colonel,” “Belly Button Patrol” (PPPoems), and “The End and the Beginning” (EndandtheBeginning). Write position paper poems.
10/26: Share your position paper with your revision group and ask for feedback on three areas as well as feedback on your research base (What expert(s) could I find or consult to improve the weight of my argument? What statistics or testimony could improve the depth or breadth of my support?).
10/25: Review the Quarter 1 self-evaluation (CWMidterm and CWMIdterm With Examples). Show position paper drafts. Show position paper drafts. Review the Workshop Guidelines (PPWorkshopGuidelines). Workshop two student position papers.
10/24: Discuss audience and ownership. Review (WtgInsideOut) and look at introductions and conclusions. Think about the purpose and audience of your position paper. What kind of introduction (How do I pull my reader in?) and conclusion (What do I want my reader to do after reading?) will achieve that purpose for my audience? Think about the purpose and audience of “All Work and No Play” (all-work-no-play) and note how the research informs and fleshes out the argument. Read “What Do the Scary Clowns Want?” (what-do-the-scary-clowns-want) and note how the (well-researched) historical context informs and fleshes out the essay.
10/23: Two volunteers for workshopping PPs on Wednesday? Look at templates for organizing position papers (WtgInsideOut) and see how they apply to The Proof is in the Snuggie, Teachers: Ditch the Internet and to your position paper arguments and draft. State your position in one short sentence and choose (or create) the best organization for the body of your paper.
Week of 10/16
10/20: Review Wayfarer submissions. Look at “Good Riddance to Halloween” and write a position paper draft in E102.
10/19: Review returned journals. Share strategies for organizing an electronic journal, including evidence of revision, including comments, IDing the commenter and creating extra entries. Check position paper draft progress. Review Purpose, Audience, Form and Voice and see how they apply to position papers (File Sharing – JM, DitchInternet, ) looking at audience, purpose and research. Read “Don’t Fear the Digital,” (Don’tFearDigital) and look at the use of analogy and a cost/benefits analysis. Share your tentative position paper topic and audience. Look to fine tune the audience.
10/18: Share ideas from instant drafts. Review the quadrants of the Mood Meter and the value of each quadrant. Read and write curse poems (Write a Curse). Hand in journals.
10/17: Read the change-of-perspective position papers in groups of three or four (ChangePPsinSmllGrps):”I Am Not a Camera,” (NotaCamera), and “Give Thanks for Meat” (Give Thanks for Meat) and”The Blueberry Story”(BluebrryStry). Look at form and techniques. Note how carefully the author analyzed the issue (cameras in the courtroom, the ethics of eating meat, how to improve schools) by showing his conversion. Use that as a model for examining your own issue. Treat your issue as important enough to require this degree of self-reflection and important enough to be right to the best of your ability. Make a list of change-of-perspective position paper ideas. Pick one and begin writing a draft. Class Notes:
10/16: Review the Position Paper (PsitnPprAssign). Read “What Can a Flawed Test Tell Us, Anyway?” (FlawedTest), “This Wll Knock Yur Socks Off” (this-will-knock-your-socks-off) and note the range of position papers. Look for reusable position paper ideas, form ideas and techniques.
Week of 10/9
10/12: Look at our intuitive knowledge of grammar through adjective order and sentence construction activities (SentenceExercises). Review returned personal essays (PESkills). Read “The Road to Creaseless Glory” (Popped) and look for resuavble position paperideas, form and techniques.
10/10: Generate a list of the differences between a position paper and a personal essay (PPsinSmllGrpsa) and identify the criteria of a position paper by reading “Spring Ahead: Fall Apart” (SpringAhead2), “Jay Gatsby, Dreamer, Criminal, Jazz Age Rogue, Is a Man for Our Times” & “AClowns: Please, Oh Dear God, Leave Me Alone” (Clowns). Look at mix of research and analysis and at reusable position paper ideas, form ideas and techniques. Brainstorm a list of position paper ideas. Eliminate the tired topics.
Week of 10/2
10/6: Share your personal essay. Look at different types of metaphor. Read “Rite of Passage,” and “Thesaurus.” Write poems or descriptions using different types of metaphor. Read “Facing It” and “You and I are disappearing” and look at stacked metaphors (Types of Metaphor).
10/5: Look at “A Brief History of Punctuation” (BriefHistryofPncttn) and “Punctuation Usage and Examples” (Punctuation_Definitions) as an introduction to editing our personal essays. Look briefly at “Rules and Guidelines for Clear and Accurate Writing” (R&GforWrtng), in particular at LIES as a pneumatic device for remembering comma rules. Share your personal essay in proofreading groups of five. Everyone should start with a different paper.
10/4: Review the possible personal essay structures and examples of an ineffective and an effective conference. Pick your own revision group of three or four people. Share essays following the guidelines of an early workshop (EarlyConfrnce). Personal Essay Final Draft Due: Friday, 10/6.
10/3: Read your personal essay aloud to a classmate. Revise your essay in E102 incorporating the GradeMark feedback, the lateral and linear revision ideas from Friday’s class and anything you heard from reading it aloud.
Week of 9/25
9/29: Two volunteers for workshopping personal essays? Review Grademark comments. Continue revising using lateral revision strategies: self-conference, moment/scene or dialogue and change of form (RevisionWorkshop. Begin linear revision by looking at beginning, middle and end.
9/28: Show typed personal essay drafts. Review the writing process and begin revising using lateral revision strategies: self-conference, moment/scene or dialogue and change of form (RevisionWorkshop.
9/27:Review returned journals (RvwdwJrnl). Review personal essay starts and ideas, choose the most promising or interesting one, and type up a complete draft in A102. (Starting ideas from class include a new perspective, a ritual or process, something lost or found, a new tone, beginning with an object, your original writing sample, and an influential teacher.) We will be working on revision strategies with these complete drafts tomorrow in class.
9/26: Read, write and share one-sentence poems (One-SentencePoems). Read Or re-read “Salvation,” and look at the use of sentence variety (long and short), litany, and one-sentence paragraphs.
9/25: Look at tone/attitude, (Tone Continuum) in particular tones along the continuum from earnest to sincere to ironic to sarcastic to cynical. Read “The Ruin of Me“, “Stupid and Stupider” and “Saved,” and identify the tone of each essay. Choose one of your personal essay starts and begin a draft with a different tone.
Week of 9/18
9/20: Look at Nicholson Baker Descriptions (ExcrptsBxofMatches-NBaker) and rituals (Rituals). Read and write our own rituals or process descriptions.
9/19: Review journal dues date (Journal#1) and goals. Look for clarity and variety (skill, product, process, mechanical or attitude goals) Read “Greatest Challenge” (FindingWaldo) looking for reusable ideas that avoid the cliché topic or cliché perspective, form ideas or techniques. Read “Granny’s Radio” (grannys-radio) as an example of an essay that begins with a description of an object associated with an influential person, moves to the person and finally to a scene that includes the narrator and shows the influence.
Week of 9/11
9/15: Review sub report. Share the most important lines from “That Crucial First Draft” (ThatCrucialFirstDraft). Read, write and share litanies (Litanies).
9/14: Type up a new personal essay draft in E202. You have three choices: 1) write about an idea of your own; 2) Use the significant object prompt introduced yesterday (begin with a description of an object associated with an influential person, move to the person and finally to a scene that includes the narrator and shows the influence (grannys-radio)’ or 3) read “Salvation,” look at the use of litany, one-sentences paragraphs and the sensory details, and write about a time you lost or found faith.
9/13: Review tomorrow’s options. Read “A New Perspective” (A New Perspective ) and write an essay about an issue now seen from a different perspective. Also borrow form ideas (90% in old perspective) and techniques (repetition, sensory details. etc.). Another change of perspective essay: “Off the Road” (Off the Road).
9/11: Review returned writing samples (WSSkills) and the Personal Essay Assignment (peassign). Read “The Proof” and “The Word Shed” and notice the before and after of each essay that shows change. Other reusable personal essay ideas, form ideas or techniques?
Week of 9/5
9/8: Name game? Read “The Crane” (The Crane) and “Life at Home and Abroad” (Life Abroad). Look for reusable ideas, form ideas or techniques. Add five ideas to your personal essay idea list.
9/6: Work on your writing sample (TmdWrtgPEChoices).
9/5: Review time management and writing process strategies for timed writes. Read “The Philosopher” and “Chasing the Night” (ChasingTheNight) and look for reusable ideas, form ideas or techniques. Begin a personal essay draft using ideas from each column.
Week of 8/30
9/1: Look at a few sensory descriptions. Read “My Physics Teacher” and “This is just to say“ (My PT-This is-MyTrig). Look at poem ideas, form ideas and techniques. Write a poem using one or more of those ideas and techniques
8/31: Finish Journal Introduction. Look at the qualities of good writing and the JBHS Writing Rubric (Diagnostic). Review the writing process (The Writing Process) and make a list of ten ideas for a personal essay.
8/30: Share names, reasons for being here, and goals for course. Overview of the course (CW Overview, ClassProcedures). Review the expectations for the Journal (Journal).